Quincy School District Positive Behavior Intervention and Support Why Effective School-Wide Positive Behavior Support Systems?

Kathie Brown, Mt. View Elementary Nik Bergman, Pioneer Elementary

Objective: Share a general understanding of PBIS/Compassionate School principles and what Tier I implementation looks like and the positive impact both models can make. Goals: You will leave today with 2-3 ideas on how to embed PBIS principles into your school.

Where’s Quincy Quincy is located 30 miles east of Wenatchee and 10 miles north of the Gorge Amphitheater 2700 Students 83% Free and reduced 84% Hispanic population 37% Bi-lingual 4 Elementary schools, One Junior High and One High School

Who’s in the Room Find some you do not know, tell them your name, position, district and current school-wide behavior system.

Why PBIS Climate Survey Data A positive, formal and systematic approach to district wide student management. A way to engage all staff, all parents and the community in a district-wide student management system.

Where Does PBIS Fit AWSP Leadership Framework: Criterion 2 School Safety, Criterion 3 Leading with Data, Criterion 7 Parting with the School Community ISLLC Standards: Standard 2 Culture, Standard 3 Safe, Efficient, and Effective Learning Environment

If we as educators don’t make an honest effort in behavior intervention, there are others waiting to pick up where we failed.

Positive School Climate Through the use of PBIS Maximizes academic engagement and achievement Minimizes rates of rule violating behaviors Encourages acts of respectful and responsible behaviors Organizes school functions to be more efficient, effective, and relevant Improves supports for students with disabilities and those placed at risk of educational failure SAY: If the school-wide setting becomes more positive, predictable, preventive,…that is, a positive school-wide climate is established, the likelihood of achieving these outcomes is high. Of course, the real question is how to create durable school environments that enable a positive school climate that maximizes achievement of these features.

Purpose of PBIS To examine the features of a proactive, systemic approach to preventing and responding to school-wide discipline problems.

Big Idea Educational leaders must strive to lead and support development of sustainable and positive school climates - Zins & Ponte, 1990

What Does PBIS Look Like? SW-PBS (primary) >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged Positive adult-to-student interactions exceed negative Function-based behavior support is foundation for addressing problem behavior Data and team-based action planning and implementation are operating Administrators are active participants Full continuum of behavior support is available to all students Secondary and Tertiary Team-based coordination and problem- solving occurs Local specialized behavioral capacity is built Function-based behavior support planning occurs Person-centered, contextually and culturally relevant supports are provided District/regional behavioral capacity is built Supports are instructionally oriented SW-PBS practices and systems are linked School-based comprehensive supports are implemented

Positive School Climate Through the use of PBIS Maximizes academic engagement and achievement Minimizes rates of rule violating behaviors Encourages acts of respectful and responsible behaviors Organizes school functions to be more efficient, effective, and relevant Improves supports for students with disabilities and those placed at risk of educational failure SAY: If the school-wide setting becomes more positive, predictable, preventive,…that is, a positive school-wide climate is established, the likelihood of achieving these outcomes is high. Of course, the real question is how to create durable school environments that enable a positive school climate that maximizes achievement of these features.

PBIS Goals Every attempt will be made to maintain the dignity and self- respect of the student and teacher Students will be guided and expected to solve their problems, or the ones they create, without creating problems for anyone else. Students will be given the opportunity to make decisions and live with the consequences, be they good or bad. Behavior will be handled with natural or logical consequences whenever possible. Misbehavior will be viewed as an opportunity for individual problem solving and preparation for the real world, as opposed to a personal attack on school or staff.

The Tier III Model Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL AND POSITIVE BEHAVIOR SUPPORT ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, and Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

10/2 Turn to an elbow partner and share one learning or something reaffirmed.

Ineffective Responses to Problem Behavior “Get Tough” (practices) “Train and Hope” (systems) ASK: When problem behaviors occur and are unresponsive to general behavior management practices, two and ineffective responses commonly are observed.

An Immediate and Seductive Solution, "Get Tough!” Clamp down and increase monitoring Re-re-re-review rules Extend continuum and consistency of consequences Establish “bottom line” A predictable, individual response, but… SAY: When problem behavior does not improve, teachers intensify their response with the hope of getting the students attention, communicate the seriousness of the situation, and “punish” the student so the problem behavior will not occur again.

What Students Hear When Only Told Behavior Expectations

Creates a false sense of security! Fosters environments of control Triggers and reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic and social behavior programming SAY: When the primary response to problem behavior is reactive and aversive, a number of negative side effects are possible.

Reactive Responses are Predictable When we experience aversive situations, we select interventions that produce immediate relief and: Remove students Remove ourselves Modify physical environments Assign responsibility for change to students and/or others SAY: The coercive cycle has been described and verified by Patterson, Reid and colleagues. Negative reinforcement is a powerful mechanism. Basically, teachers increase the intensity of their responses to problem behavior to halt the problem behavior which is causing them great discomfort and angst. Even though the problem behavior doesn’t change, by removing the student (e.g., sending them from room and/or to the office) they are removing this aversive condition. In the behavioral world, we say that the teachers’ behaviors have been reinforced by the removal or avoidance of an aversive condition. This situation is predictable and serious because we are likely to use the same strategy again to remove ourselves or the student from this aversive situation.

When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Increased surveillance Increased suspension and expulsion In-service training by expert Alternative programming A predictable, systemic response, but… SAY: When large numbers of students don’t respond to consequences, or problems occur systemically, “more severe” consequences are put in place to affect the problem behaviors. Our assumption is that by getting tougher, students will eventually “get it” and stop doing the problem behaviors. If they don’t, we remove the student because they are unresponsive to our efforts. Again we are shaped into thinking that if the students’ behavior doesn’t improve, we can solve the problem by removing the student, which does make the situation less unpleasant.

Based on the erroneous assumption that students: Are inherently “bad” Will learn more appropriate behavior through increased use of “adverse” consequences Will be better tomorrow ASK: What is assumed when a get tough response is used? SAY: Our assumption is that students are born with problem behavior, and that with a strong enough consequence we can change those behavior. But, the reality is that kids are not born with profanity in their language. Yes, some students might be “predisposed” to learn problem behaviors faster than others because of a variety of factors (e.g., disability, peer/adult models, trial-and-error, etc.).

Effective Classroom Management Systems Teach and encourage classroom-wide positive expectations Teach and encourage classroom routines and cues Use a ratio of 5 positives to 1 negative adult-student interaction Supervise actively Redirect for minor, infrequent behavior errors Pre-correct chronic errors frequently

Teaching Behaviors It’s critical that we teach non-examples in addition to the examples of how we expect our student to behave.

10/2 What effective school-wide behavior management principles are you currently implementing?

Established four school rules: K-3 PBIS Foundations Established four school rules: Respect, On task, Always safe, Responsible As a staff we established school wide behavior expectations centered on ROAR. All staff agreed to uphold and support our developed expectations. School wide expectations were reviewed on the first day of school, once in the winter, and then again in the spring. As a staff, an incentive program via ROAR was established. This includes multiple incentives to award observed positive intrinsic behavior.

Reaching the 80% Expectation review: Teach, not preach School-wide articulated student management system ROAR Stickers, Certificates, Give Aways, Parties, Signage, Public Recognition, Parent Involvement. Keep it fun, fresh and relevant. Intrinsic vs. extrinsic

Thank You!!! Questions? Comments...

Resources http://pbis.org http://pbiswashington.pbworks.com/w/page/21253 808/FrontPage Flint Simonsen flintsimonsen@centurylink.net Kathie Brown, kbrown@qsd.wednet.edu Nik Bergman, nbergman@qsd.wednet.edu