1. Introduction to Positive Behaviour Support

2. Agenda Introduction to SW-PBS Key Features Examples Data collection
Engaging staff

3. Why PBS?

4. Common mistakes Assuming students know what is expected of them
Punishing students for failure to exhibit a behaviour they don’t know how to perform
Punitive and exclusionary discipline, which leads to a negative school climate
Punitive discipline has been linked to antisocial behaviour problems
Exclusionary discipline does not improve school outcomes, but is related to higher rates of drop out.

5. Why PBS?
We want to actively create a more positive, engaging, and encouraging school climate.
Positive school climate is linked to:
Attendance
Higher academic achievement
Higher school morale
Higher teacher self-efficacy

6. What is PBS? Evidence-based framework
Explicit teaching of socially responsible behaviour
Data guides decision making
Proactive, preventative
Collaborative
Linked to academic and behavioural outcomes

7. PBS – District Achievement Contract
Goal # 1 – Social Responsibility
“Social responsibility is foundational to academic achievement”
Focus Area # 1 – School-wide PBS
PBS is the main framework to achieve Social Responsibility
“Expand successful PBS efforts from pockets of exceptional practice to a more robust district where all schools adopt common practices”
Major Initiatives
Training
Coaching support
District-wide data collection

8. Systems of Support
Argument of “This doesn’t work for Johnny” – kills the conversation before anything is done.
What it does for the Tier III supports is develop a strong foundation.
Remember the idea is that there is a continuum of support – support is decided upon based on students strengths and needs.
Not all students will respond to primary efforts…these are the students that will require more support – but the idea is its over and above and the green zone is for everyone.

9. 4 PBS Elements Supporting Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
Data – what do we currently see and know? How are we using data to support decision-making?
Practices – What practices could be effective, efficient, and relevant to support student behaviour and achieve out goals?
Systems – What needs to be in place to support implementation that is accurate, contextualized, and sustainable? What systems are going to be adopted by the staff?
Outcomes – What do we want to see? What are our goals for achievement and social competence?
PRACTICES
Supporting
Student Behavior

10. Does PBS Work?
Opportunities for teaching and learning are maximized (Horner et al., 2009; Scott & Barrett, 2004)
Improvements in math achievement (Lassen et al., 2006)
Improvements in reading achievement (Horner et al., 2009)
Improved student social relations, student-teacher relationships, and feelings of safety (Conroy et al., 2008; Horner, et al., 2009)
Decreased teacher stress and increased teacher self-efficacy (Bennett & McIntosh, 2011)

11. Key Features of PBS 1. Code of Conduct/Behavioural Expectations
Choose 3 to 5 expectations
May be based on your school’s code of conduct
Positively stated
Easy to remember
Mutually exclusive
Staff involvement and input
Expanded on in a matrix:
“What does this look like in different settings?”

12. Robert Ogilvie, just a snapshot, they have more settings on the full document.

13. General John Strickler Middle School in Maryland

14. Key Features of PBS 2. Targeted/Explicit Instruction
Have a plan for teaching students the behavioural expectations in the matrix
Age-appropriate instruction
Demonstrate/role play examples and non-examples
Have the students practice expectations in the setting (classroom, hallway, playground, etc.)
Post expectations in all areas of the school
School start up – practicing the expectations – students practice walking down the hallway, working in the computer lab, playground, etc.

15. Key Features of PBS
3. Use positive feedback when students demonstrate positive/desired behaviours
Easy and quick form of acknowledgement
Used by all staff
Ratio of rewards to corrections is high
System of feedback for all students and staff
Assemblies
Posted in the school
When teaching a new skills, it is important to praise and reinforce students efforts towards to positive and desired behaviours.
Opportunity to build the relationship with the student. The opportunity to interact and community.
Positive reinforcement is teaching and feedback.
Have to have some sort of data on this – how do you know pbs is having a positive impact? How do you know if the students are responding?
Some schools call these “gotchas” or “caught being good”
Examples of monthly or quarterly feedback – at a school assembly, counting how many gotchas were entered in the draw, draw names and read what the positive behaviour was, congratulate the whole school on their positive behaviours.

16. Little Mountain Elementary school in Chilliwack - The “bees”

18. Key Features of PBS 4. Establish a PBS team
Representative of the school community
Administrator as an active member
Schedule regular team meetings
Agree on expectations for voting, problem-solving, confidentiality, record-keeping, etc.

19. Key Features of PBS
5. Use data to track students behaviour and evaluate effectiveness of PBS
Data to measure effectiveness:
Social Responsibility Quick Scales
Satisfaction Survey
School-wide data (i.e., PM Benchmarks, QCA, VIN)
Incident Referrals
Record of positive reinforcements given
Data to measure implementation:
Benchmarks of Quality
Data collection should be as integrated into typical routines as is possible. Look at information you are already collecting.
Who is going to be responsible for collecting and inputting data?
How will the data be shared in user-friendly, visual manner?
How often will data be shared with school staff?

20. Key Features of PBS 6. Collaborate with District PBS Coaches
Being predictable – can be a deterrent for students to engage in negative behaviours
Decrease the tendency to give off the cuff consequences.
Example from Clearview: a list of possible consequences for minor rule violations and possible consequences for major rule violations. This is posted along with their expectations, so that students also know what could happen if they violate rules.

21. Key Features of PBS
To summarize:
SD 60 PBS video

22. Recap: Key Features Code of conduct/behavioural expectations
Targeted/Explicit Instruction
Positive feedback/reinforcem ent
PBS Team
Data Collection
Collaboration with PBS District Coaches

23. Remember that… Implementation occurs in phases!
Becoming a PBS school is a process
Take time to ensure you are implementing with fidelity
Most schools take up to 3 years to be fully implementing PBS
Focus on short-term goals, what are your goals for this year.

24. Evidence for PBS

25. 4 PBS schools in our district, the district average, the provincial average

26. FSA – data is better than no data,
There is no perfect data set

27. Evidence for PBS
For students in grade 4 and 7, knowing the school’s expectations for behaviour was a significant predictor of achievement in numeracy an literacy (as measured by FSA results).

28. PBS Examples
Baldonnel Elementary

29. PBS Examples

30. PBS Examples
Bernand Elementary in Chilliwack - implementing PBS since 1990.

31. PBS Examples

32. PBS Examples
William A Diggs Elementary in Maryland

33. Problem Solution Data Collection Problem Use Data Solution FROM: TO:
The goal of data is to improve decision-making. Using data in a systematic way to evaluate what is going on in our schools and what our next steps should be.

34. Primary sources of PBS data
Benchmarks of Quality
Office Discipline Referrals
Social Responsibility quick scales (Elementary)
Satisfaction Survey (Middle and Secondary)
These are the data that we expect to get from each school. Feb training day – time will be spent focusing on how to collect and collate this data.
Even if you are just beginning PBS, we still want this data. It can be incredibly valuable to look at data from before PBS was implemented and compare that to after PBS.

35. Benchmarks of Quality
Our measure of implementation focused on the 6 key features
Can be used both as a planning & evaluation tool
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
Introduce the BoQ as a tool to help you see where you are at in your implementation. Remember that implementation is a process and can take up to 3 years to be fully implementing PBS. The BoQ helps you see what features you are implementing really well, and what ones you need to focus on.
The goal of completing this before your school’s May Planning day is that you can use the information gathered to help discuss plans for September.
As coaches, this tool also helps us see where all the schools are at so we can look at ways of provide support.

36. Incident Referrals ? 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

37. 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: p.htm
Positive data, this is what we have now, its being used already in our district
It’s a complimentary measure that tells us if the kids are getting it
Not every teacher is using the quick scale, and not every teacher will. All we can do is ask, and share how its useful for PBS data – but at the end of the day, teachers have the autonomy to make their own decision.
We will look at school-level data so if we are missing a class its not a big deal.

38. 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.
Rubrics are k-3, 4-7

39. 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:

40. 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

41. Our website http://www.prn.bc.ca/sr-pbs/ Updates
Contact information
Examples from within the district and beyond
Links to other PBS websites

42. Additional Resources BC Positive Behaviour Support website
bcpbs.wordpress.com
Center on Positive Behavioural Interventions and Supports
PBIS Maryland