1. Supporting Positive Behavior at School
This presentation is a brief introduction for families about how schools in Ohio including _____________________(insert your school/school district’s name) are working to create caring, supportive learning environments for all students.
Share the objectives of this presentation:
Participants will:
Understand what is Positive Behavior Interventions and Supports
Understand Positive Behavior Interventions and Supports and what it may look like in your child’s school.
Supporting Positive Behavior at School
An Introduction for Families

2. What is PBIS?

3. Positive P
Behavioral B I
Interventions &
Supports S

4. Let’s Learn about PBIS
What are Positive Behavioral Interventions and Supports?
What do these supports looks like in your child’s school?
We are going to talk about the What, How and Why of PBIS
What PBIS Looks like
How we implement PBIS
Why PBIS is important
Objectives:
Understand Positive Behavioral Interventions and Supports (PBIS)
Understand what it looks like in your child’s school

5. PBIS
A proactive approach to setting positive expectations for student behavior so ALL students can experience social, emotional and academic success.
NOTE TO SPEAKER: The following notes are provided as background information and not intended to be read to the participants verbatim.
In Ohio, schools use a framework call Positive Behavioral Interventions and Supports, called PBIS for short. This framework helps schools determine how to allow all children to be successful in the school, both academically and behaviorally. The goal is to set up a caring and safe learning environment for both students and teachers.
PBIS is about engaging students and promoting academic success. Just like teaching academics, we are focused on teaching behavior using positive reinforcement.
Additional Notes for Presenters:
Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more functional.
Ohio Revised Code states: “Standards for the implementation of positive behavior intervention supports and the use of restraint and seclusion, adopted 04/08/13
(B) Implementation of positive behavior intervention and supports. Each school district [both public and charter schools] shall implement positive behavior intervention and supports on a system-wide basis.”
This approach is practiced in schools across the country
NOTE TO PRESENTER: Parents may be interested to hear about the number of schools/districts in your region that are also implementing PBIS
Positive Behavioral Interventions and Supports (PBIS) has been defined,
described, and studied ever since its introduction in the reauthorization of the Individuals with Disabilities Act (1997). The purpose of this paper is to revisit PBIS with respect to its history, defining practices and features, and supporting evidence-base. PBIS is an implementation framework that is designed to enhance academic and social behavior outcomes for all students by (a) emphasizing the use of data for informing decisions about the selection, implementation, and progress monitoring of evidence based behavioral practices; and (b) organizing resources and systems to improve durable implementation fidelity.
Historical Development of PBIS
1980s. During the 1980s, a need was identified for improved selection,
implementation, and documentation of effective behavioral interventions for students with behavior disorders (BD) (Gresham, 1991; Sugai & Horner, 1999; Walker et al., 1996). In response, researchers at the University of Oregon began a series of applied demonstrations, research studies, and evaluation projects. These efforts indicated that greater attention should be directed toward prevention, research-based practices, databased decision-making, school-wide systems, explicit social skills instruction, team based implementation and professional development, and student outcomes (Biglan, 1995; Colvin, Kame’enui, & Sugai, 1993; Horner, Sugai, & Anderson, 2010; Lewis & Sugai, 1999; Mayer, 1995; Sugai & Horner 2002). 1990s. In the reauthorization of the Individuals with Disabilities Act of 1997, a grant to establish a national Center on Positive Behavioral Interventions and Supports was legislated to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with BD. Given the results of their work in the 1980s, researchers at the University of Oregon successfully competed for the opportunity to develop the PBIS Center. A defining feature of the original center was the
establishment of a partnership comprising researchers and implementers from the Universities of Oregon, Kansas, Kentucky, Missouri, and South Florida, and from prominent providers of specialized supports (i.e., Illinois Wraparound Network, May Institute, Sheppard Pratt Health Systems) ( Sugai et al., 2000).
2000s. The National Technical Assistance (TA) Center on PBIS is currently
Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
What Does School-Wide PBIS Emphasize? 
In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices. 

6. Why do we use PBIS at school?

7. PBIS Promotes Positive and calm environments
Learning environments that teach behaviors
Fewer disruptive behaviors
Increased learning time, attendance and achievement
Students report a more positive and calm environment
Creates learning environments that proactively deal with behaviors
Fewer disruptive behaviors are reported by all staff
Increases attendance and achievement
Increases learning time for all students
Research conducted over the past 15 years has shown that PBIS is effective in promoting positive behavior in students and schools.  Use of PBIS as a strategy to maintain appropriate social behavior will make schools safer.  Safer schools are more effective learning environments.
Schools that implement system-wide interventions also report increased time engaged in academic activities and improved academic performance.
Schools that employ system-wide interventions for problem behavior prevention indicate reductions in office discipline referrals of 20-60%.
Appropriately implemented PBIS can lead to dramatic improvements that have long-term effects on the lifestyle, functional communication skills, and problem behavior in individuals with disabilities.
A review of research on PBIS effectiveness showed that there was over a 90% reduction in problem behavior in over half of the studies; the problem behavior stopped completely in over 26% of the studies.

8. Why do we use PBIS at school? Behavior is important for success
Just as academic skills are an important focus of schools….Non academic skills are equally important for lifelong success.
In some setting, positive behavior is referred to as soft skills.
Definition of soft skills in English:
plural noun
Personal attributes that enable someone to interact effectively and harmoniously with other people Oxford Advanced Learner's Dictionary
Ask the group and ask for parents to say out loud their answers:
What are personal characteristics that you would look for in people you were hiring?
Play Soft Skills video
Video

9. What does PBIS emphasize?
Adult PRACTICES that support positive student behavior
SYSTEMS that support staff behavior
DATA about behavior to support decisions
Explain each, Data, Practices and Systems
Data (We look at multiple data sources from both student and adults to make decisions that positively impact our school’s climate (suspension/expulsions)
PBIS looks at data that addresses the needs of the entire school as well as specific students.
Data may look at behavior that the Office Discipline Reports collects within the school.
BIG 5= Time of the day, Location, Type of behavior, Month of the Year, Day of the week.
From this, we determine how we can improve
We make a plan to focus on the positive, and being proactive – preventing problems before they occur.
We want to create an environment of success
We set Clear expectations that are everyone knows and practices– teachers, bus drivers, students, custodians, para- pros, counselors, administrators, cafeteria workers – everyone.
Focuses on positive interaction and acknowledges appropriate behavior.
Proactive rather than reactive
Supports a positive learning environment
Delivers results
Additional notes for the presenter:
Believes all behaviors occur within an environmental context
Begins all investigations by examining the scope of the problem (school-wide, group, or individual)
Is proactive – intentionally structures for success
Systematically teaches and acknowledges appropriate behaviors
Builds capacity for all staff to address both positive and negative student behavior
Intentionally seeks to build positive, flexible environments based on review of data
The PBIS framework removes barriers to learning

10. What does PBIS look like at school?
PBIS is individualized to your school
One set of expectations are established school-wide
Since PBIS is a framework, schools that are implementing PBIS will not look the same. Schools will have different expectations based on their needs. It is recommended that expectations are limited to 3-5 expectations.
PBIS is individualized to all schools (differing expectations & rewards)
There are expectations established from various locations within the school
Behavior matrix --Hallways, bus, classroom, cafeteria, playground

11. Schoolwide Positive Expectations

12. Schoolwide Positive Expectations
Here is an elementary example of 5 expectations: Respect, Responsibility, Focus, Self Control, Problem Solving. The poster was designed by the students
Expectations are developmentally appropriate and based on the identified needs of the school
Notice how this school’s expectations connect back to the discussion about soft skills
To customize you may insert your own expectation image/logo.

13. Schoolwide Positive Expectations
Here is a High School expectations example, Granville, Ohio Jr/Sr. High
When looking at this slide….the speaker is encouraged to have a conversation about the school wide expectations. Perhaps ask the participants
What does it look like to show Respect?
What does it look like to show Optimism?
A key piece of PBIS is making sure that the expectations are clearly defined and there is agreed understanding among school staff and students. One way schools ensure both students and staff are understanding the expectations is by creating a behavior matrix.
Just like different families show Respect in different ways, in different towns and schools, the expectations may be different. Also, the expectations may change in different grades, just as your expectations of how your child shows respect may change as he or she gets older.
To customize you may insert your own expectation image/logo here.

14. What Expectations Look Like
Hallway
Cafeteria
Restroom
Respectful
Enjoy the artwork on the walls with your eyes
Walk quietly
Use “inside voices”
Give others privacy
Responsible
Go directly to your destination
Clean your place when you are done
Go, flush, wash, leave
Safe
Keep hands and feet to yourself
Let teachers know when there are spills
Use supplies and facilities correctly
In each PBIS school we determine what the specific behaviors are in each setting that show each expectation. We teach students what it means to be Respectful in the hallways, cafeteria, restroom and other spaces of the school. In a high school the settings might include football games and other sporting events, dances, assemblies and locker rooms.
Teachers instruct their students and teach them what Respect, Responsibility, and Safe mean.
To customize you may insert your own matrix image/logo here. Also consider providing handout-visibility of slide can be difficult at times.

15. What does PBIS look like at school?
Students are taught the expectations
Visual reminders throughout school building
Students are recognized and positive behavior is reinforced
Give specifics about:
PBIS materials can be found inside and outside of the school
Inside the school you find ….Posters, bulletin boards, school announcements
Outside of the classroom you will see…. newsletters, twitter, and/or post cards sent home talking about PBIS
Students are taught the expectations during the Kick Off & throughout the year. We teach appropriate behaviors and students have the opportunity to practice in their classrooms, hallways – all throughout the building – all year long.
If students behave inappropriately, we reteach the appropriate behavior and they are offered the opportunity to change.
There are still consequences for student misbehavior.
In each school there are agreed upon reinforcers for appropriate behavior and consequences for inappropriate behavior.
To customize you may insert your own expectation image/logo here.

16. Positive Expectations Across the District
To customize, you may insert your own expectation image/logo.
District-wide expectations are found …. From inside school buildings (hallways) to board of education buildings
This example is from Middlefield, Ohio.

17. Student Recognition
To customize, you may insert your own expectation image/logo.
These are a few examples of reward slips from elementary schools.
Rewards are used to recognize positive student and staff behavior.
Each school determines how they may or may not use slips like these as a part of their reward system. Some schools have buttons, beads, stickers or other objects.
The reward system provides incentives for students and acknowledges their positive behaviors.

18. Student Recognition
To customize, you may insert your own expectation image/logo.
These are a few examples of reward slips from schools.
Rewards are used to recognize positive student and staff behavior.
Each school determines how they may or may not use slips like these as a part of their reward system. Some schools have buttons, beads, stickers or other objects.
The reward system provides incentives for students and acknowledges their positive behaviors.

19. Celebrations and Recognitions
Multi-age example – show for all
This is a terrific example of a building-wide reward.
Dozier Elementary, in Louisiana, Dozier Elementary hosted a PBIS Celebration on Friday, April 20. With the "Rocking Good Behavior" theme in place, the campus atmosphere offered a mixed feel from the "Girls Just Want to Have Fun" movie and rock stars from the 80's and 90's.
The building’s PBIS (program allowed students to participate in "Rocking Good Behavior" activities, if they had successfully earned enough Bobcat bucks for positive behavior.  The program was held on the school playground and the district’s high school band was on hand to offer music for the "rocking" concert. In addition, this fun event made the local newspaper, which further recognized students by sharing their success with the community.
Although this is an elementary example, it is certainly applicable across all age levels.

20. What Can Families Do?
[Note to presenters: Here is an opportunity for the presenter to talk about ways parents can get involved in the implementation of PBIS in your school, and elicit feedback and ideas from audience of ways families would like to partner.]
Possible Examples
Ask your child about PBIS
Volunteer to participate in PBIS activities and events
Read the monthly PBIS notes to parents in the newsletter.
Donate time or supplies for the PBIS store
Possible talking points:
We know when families are involved in their children's educational activities they do better in school
The presence of parents in schools not only creates community and cultural connections but provide additional academic supports as well
Schools can not do this work alone. It is important that children have the support of their families and schools working together to help them be successful. By working together, schools and families can provide the best support for all children to succeed.
Using PBIS at home can help students maintain expectations during the school day, at home and in the community.
Students thrive when we have a team approach with expectations for success for all students.

21. Where to Find More Information

22. Contact Your Child’s School
Contact your child’s teacher, principal, or school counselor to ask how you can get involved in PBIS at your child’s school.
Check out your school’s website
Provide specific names and contacts when appropriate.

23. More Information Ohio Department of Education: www.education.ohio.gov
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