1. PBS TEAM LEADER TRAINING FEBRUARY 18 TH, 2013 Facilitators: Carmen Gietz & Tim Ylagan

2. Agenda  Overview of Key Features of PBS  Data  Benchmarks of Quality  Office Discipline Referrals (ODRs)  Social Responsibility QS/ Satisfaction Surveys  Bullying Prevention and PBS  ERASE Bullying  Effective practices in bullying prevention  Resources  Networking and questions

3. PBS - Key Features  Updated version  Reflects addition features to support sustainability  See Key Features handout

4. Key Features – Table Talk  Select a feature and share what it looks like at your school.

5. Data ProblemSolution ProblemUse DataSolution FROM: TO:

6. Key features of data systems that work  The data are accurate  The data are easy to collect  Data are used for decision-making  Data must be available when decisions need to be made  The people who collect the data must see the information used for decision-making

7. Primary sources of PBS data  Benchmarks of Quality  Office Discipline Referrals  Social Responsibility quick scales (Elementary)  Satisfaction Survey (Middle and Secondary)

8. Benchmarks of Quality  Our measure of implementation focused on the 6 key features  Can be used both as a planning & evaluation tool

9. Benchmarks of Quality  How to introduce and administer the Benchmarks of Quality tool to your team/staff?  Scoring Guide

10. Benchmarks of Quality  Who completes it?  PBS team members  How long will it take?  10 to 15 mins.  What scores are produced?  % of implementation in all the key features

11. Benchmarks of Quality  Scoring and Interpretation activity

12. Office Discipline Referrals  An effective office discipline referral system….  Needs to clearly define behaviours that are dealt with by general school staff and administrators  Has a systematic process for staff response/actions taken that is clear and easy to follow  Needs to be consistent across staff  Is used for decision-making  Is easy to use and access

13. ODRs  Data we are collecting:  Number of students who received 0 to 1 referrals  Number of students who received 2 to 5 referrals  Number of students who received 6 + referrals

14. ODRs  How we look at ODRs:

15. Social Responsibility Quick Scale  Positive source of outcome data  Two aspects:  Contributing to the classroom and school community  Solving problems in peaceful ways  Teacher rates each student using the rubric  Source: http://www.bced.gov.bc.ca/perf_stands/social_res p.htm http://www.bced.gov.bc.ca/perf_stands/social_res p.htm

16. Social Responsibility QS  How to collate: 1. Each classroom teacher rates their students using the rubric. 2. Each classroom teacher reports the number of students in each category (Not yet within expectations, Meets expectations at a minimal level, Fully meets expectations, Exceeds expectations). 3. PSB rep collects data from all classroom teachers and sums the number of students in each category. 4. PBS rep converts raw data to percentages.

17. Social Responsibility QS

18. Satisfaction Survey  Questions from the survey we are looking at:  Do you feel safe at school?  At school, are you bullied, teased, or picked on?  Do you know how your school expects students to behave?  Do you feel welcome at your school? Source: http://www.bced.gov.bc.ca/sat_survey/access.htm http://www.bced.gov.bc.ca/sat_survey/access.htm

19. Satisfaction Survey  PBS Rep’s role:  Encourage/promote participation in the Satisfaction Survey  Be able to explain why this data is important in evaluating PBS and how it will be used.

20. Satisfaction Survey

21. Other sources of data  Positive reinforcement data  Formative, instant feedback  An opportunity to showcase student success  Where are we at with staff buy in?  Where are we at with student awareness of the behavioural expectations?

22. Positive Reinforcement data  Its good teaching to give feedback  Increases the likelihood that the behaviour will be repeated  Reduces the amount of time engaged in disciplinary measures  Having a system in place increases staff focus on positive behaviours  Focuses on teaching what to do, not the problem

23. Positive Reinforcement data

24. Questions about data?

25. Lunch break

26. Bullying Prevention and PBS  Increased focus in the province on how schools are addressing bullying  PBS is an initiative that can address bullying  Other programs and strategies can fit within a PBS framework

27. ERASE Bullying  “ERASE bullying builds on effective programs already in place and will ensure consistent policies and practices across all 60 school districts.”  The goal is to “develop schools where students are free from harm, where clear expectations of acceptable behaviour are held for all members of the school community and where there is a sense of connectedness.”

28. ERASE Bullying  “The current trend is towards evidence informed approaches”  “The focus should be on proactive measures”

29. ERASE Bullying  Code of Conduct  One of the primary goals of ERASE is to strengthen Codes of Conduct for all schools  Codes of Conduct need to be clear about what is accepted and what is prohibited behaviour A strong, clear, and teachable code of conduct can be achieved through PBS!

30. ERASE Bullying  Connectedness and School Climate  Relationships between students and adults in the school are key in promoting a safe and positive climate.  This can be achieved through open communication, consistent expectations and discipline processes, acknowledging students, and encouraging student involvement in decision-making

31. ERASE Bullying  The ERASE strategy doesn’t recommend a specific program/tool  Leaves school open to evaluate how different strategies/ fit with existing initiatives and complete the school’s values and culture

32. Research on bullying prevention  Practices that are least effective:  Reactive strategies  Stand alone programs that are seen as additional ‘work’ to implement  Zero tolerance / applying harsher consequences  Lack of clear procedural guidelines for how to respond to bullying behaviour  Stand-alone school assemblies and guest speakers

33. Research on bullying prevention  Practices that are most effective:  Preventive and pro-active  Whole-school, systems approach  Programs that have a teaching component  Staff have a universal, consistent strategy for responding when students report bullying behaviour  Efforts are embedded into existing school-wide supports, such as PBS

34. Bullying Prevention Resources  WITS  www.witsprogram.ca www.witsprogram.ca  Free, 90 minute, on-line training  Free resource guide, lesson plans, posters, etc.  Bully Prevention in PBS  http://www.pbis.org/school/bully_prevention.aspx http://www.pbis.org/school/bully_prevention.aspx  Free manual and lesson plans

35. BP-PBS

36. Networking

37. Wrap-Up  Questions?  May PBS Rep Meeting  Plans for data collection