Understanding Positive Behavior Support Closing the Gap Conference November 12, 2009 Pamela A. Clark, MSW

Objectives Present information about the focus, goal and benefits of Positive Behavior Support (PBS) Provide an overview of training, planning, and implementation timeline for PBS Discuss where/how PBS fits with other BCSC initiatives

Focus of PBS Creates an environment in which positive behavior “works better” than problem behavior Uses a data-based problem- solving approach (ODR) Emphasizes the prevention of problem behavior by teaching and reinforcing desired behavior Focuses on behavior of adults

Goal of PBS Bartholomew Consolidated School Corporation, in partnership with local mental health and juvenile justice authorities, will develop a comprehensive, integrated, and systemic approach to children’s mental health in Bartholomew County.

Benefits of PBS Improved communication among community partners Increased likelihood that students with mental health and behavior problems can stay in school and succeed as a result of less disruptive and more supportive school climates Teachers have more time to focus on the academic strengths and needs of students because behavior problems no longer divert their attention

Benefits of PBS (cont’d) Mental health staff feel they develop a better understanding of a student’s behavioral motivations and psychosocial needs when they are co-located in the school and can observe the student in school

Training on PBS Training, technical assistance, and consultation provided for school personnel and mental health and juvenile justice professionals participating in the program –Indiana University, Indiana Institute on Disability and Community, Center on Education and Life Long Learning –Director of Alternative Education, Warsaw Community Schools Information and education about the program provided to families

Planning for PBS Building-based teams (17) –Each consists of an administrator, general education (core or grade level) and special education teachers, student if appropriate, non-core teacher, coach PBS Coaches –4 Mental Health –2 Probation –1 Youth Services Center (detention) –1 Private Mental Health –1 Independent Consultant –1 Public School

Planning for PBS (cont’d) Establish 3-5 broad school-wide positive behavior expectations (e.g. Respect, Responsibility, Safety) Review school-based data to identify where & what problem behaviors are occurring (ODR data) Develop specific positive behavior expectations for each location Teach positive behavior that is expected Establish adult expectations Reward positive behavior as it occurs (4:1) Re-teach as needed

Implementation Timeline May Select School-based Teams May Community Advisory Board Orientation/Training June Confirm data systems are in place August 2008 – August PBS training (5 days) for all school teams August Coaches (Mental health, Juvenile Justice and School staff) training (2 days) October, 2008 – August, additional days Coaches training

Implementation Timeline September, 2008 – June, Ongoing School Team planning (1x mo) June, 2008 – September, 2009 Community Team meetings (1x mo) September, June Coaches facilitation and support (1x mo) June, Training data collected September, Schools implement PBS plans September, Baseline implementation data collected October, Final Report written

Universal Design for Learning -Personalized learning outcomes -Multiple means of representation -Multiple means of engagement -Multiple means of expression CORE PROCESSES Academic Curriculum & Instruction Behavior Curriculum & Instruction PROBLEM SOLVING Instructional Consultation Teams Teacher Assistance Teams RESOURCES Teacher Capacity Building