1. School-wide Positive Behaviour Support [name] [organization] Website: http://bcpbs.wordpress.comhttp://bcpbs.wordpress.com

2. Goals of this Session 1. Describe the reason for approaching student behaviour from a systems level 2. Explain the essential elements of School-wide PBS 3. Show some school outcomes 4. Share strategies and interventions 5. Provide action planning time

3. Rules, rules, rules… Think of a “rule” you have seen lately Share your experience (briefly) with your neighbour  What was it?  What was your reaction?

6. What do we want students to learn by the time they leave school? Academic skills… Social responsibility…  No chewing gum?  No hats?  No running in the hallways?  No fighting?  No PDAs?

7. “Schools today are different than they used to be…” Higher academic pressure Fewer positive role models for students More students who are different than similar Students are “needier” More issues with disruptive behaviour More concerns about appropriate use of technology

8. The New Yorker

9. How do we react to problem behaviour? “Joseph, I’m taking your book away because you obviously aren’t ready to learn. That’ll teach you a lesson.” “Hsin, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back.” “You want my attention?! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal.” “Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more.”

10. The “Get Tough” approach: Assumption that “problem” student… Is inherently “bad” Will learn more appropriate behaviour through increased use of aversives Will be better tomorrow… …after the suspension

11. “A punitive school discipline environment is a major factor contributing to antisocial behavior problems.” Mayer, 1995 “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” Skiba, Peterson, and Williams, 1997 “Early exposure to school suspension may increase subsequent antisocial behavior.” Hemphill et al., 2006

12. Science and our experiences have taught us that students…. Are NOT born with “bad behaviours” Do NOT learn when presented with increasing levels of punishment … Do learn better ways of behaving by being taught directly & receiving positive feedback

13. Our solution: One-Shot Professional Development: (aka the “ train & hope ” approach) 1. React to identified problem 2. Hire expert to train staff 3. Expect & hope for implementation 4. Wait for new problem…

14. What would a positive, encouraging school climate look like? Students know what is expected of them and choose to do so because they:  Know what to do  Have the skills to do it  See the natural benefits for acting responsibly Adults and students have more time to:  Focus on relationships  Focus on classroom instruction There is an instructional approach to discipline  Instances of problem behaviour are opportunities to learn and practice prosocial behaviour

15. SYSTEMS PRACTICES DATA Supporting Staff Behaviour Supporting Decision Making Supporting Student Behaviour Positive Behaviour Support OUTCOMES Social Responsibility & Academic Achievement

16. SYSTEMS PRACTICES DATA Supporting Staff Behaviour Supporting Decision Making Supporting Student Behaviour Positive Behaviour Support OUTCOMES Social Responsibility & Academic Achievement Not specific practice or curriculum…it’s a general approach to preventing problem behaviour and encouraging prosocial behaviour Not limited to any particular group of students…it’s for all students Not new…based on a long history of effective educational practices & strategies

17. School-wide PBS Goals 1. Build systems that make it easier to teach 2. Create environments that encourage (rather than discourage) prosocial behaviour 3. Teach all students what is expected 4. Provide a continuum of behaviour support to students who need more support to be successful

18. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT

19. Code of Conduct Social Responsibility Focus on Bullying and Harassment Restitution Self-Discipline Academic Achievement Character Education Safe, Caring and Orderly Schools

20. Competing initiatives that can be addressed through PBS Code of Conduct  PBS as a way to teach students what is expected Social Responsibility  A way to teach prosocial behaviour  A clear way to document school plan goals Restitution Self-Discipline  A way to fit effective restitution practices into a system of student support Focus on Bullying and Harassment  Lessons on responses to all dangerous behaviour Academic Achievement  Create safe, predictable environments where effective instruction can take place and students can learn

21. What does PBS look like?

22. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT

23. School-wide & Class-wide Systems 1. Define school-wide expectations (i.e., social competencies) 2. Teach and practice expectations 3. Monitor and acknowledge prosocial behaviour 4. Provide instructional consequences for problem behaviour 5. Collect information and use it for decision-making

24. School Rules NO Outside Food NO Weapons NO Backpacks NO Drugs NO Bullying

25. Critical Features of Effective School-wide Expectations Small number  2 to 5 Broad  Cover all expected behaviours Memorable Positively stated

29. Bernard Elementary Chilliwack School District Positive Behaviour Support Program

32. Define Expectations by Setting Transform broad school-wide expectations into specific, observable actions Clear examples of what is and what is not expected Take care in defining culturally responsive expectations

33. Identify Culturally Responsive Expectations “Be Respectful”

34. Identify Consistent Expectations “On time to class”

35. NorKam Secondary, Kamloops BC

38. Creating a School-wide Expectations Matrix 1. Write behaviour expectations across top 2. List settings/contexts down left side 3. Provide at least two positively stated, observable student actions in each box (use the “dead person rule”)  The best example of behaviour  The positive alternative to the most common error

40. Plan to Teach Expectations Create a schedule and lesson plans for:  Start of the year  Booster sessions Teach the expectations in the actual settings Teach the:  Words  Rationale  Actions

41. LESSON PLAN

43. Teach social and emotional skills just like academic skills Use positive & negative examples  Goal is for students to identify the line between acceptable and not acceptable Regular practice is needed to build skills Provide performance feedback Monitor progress in skills  If students have trouble, reteach and provide practice

45. On-going Acknowledgement of Appropriate Behaviour Every faculty and staff member acknowledges appropriate behaviour 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff Different strategies for acknowledging appropriate behaviour (small frequent incentives more effective)

47. Are “rewards” dangerous? “Our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”  Cameron, 2002 See also: Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

48. Pitfalls of acknowledgement systems and how to avoid them 1. They become expected  Should be random  Should be deserved 2. The interaction is left out  The interaction is what works, not a ticket 3. They are provided in the same way to all  Should be used to link attempts to success  Should be developmentally appropriate

49. Effective and ethical use of acknowledgement systems Highlight the natural consequences for prosocial behaviour Most powerful reward: Close second: attention Provide as little reward as is needed to encourage behaviour Move from tangible to natural as soon as possible SUCCESS

51. Discourage Problem Behaviours Do not ignore problem behaviour Provide clear guidelines for what is handled in class vs. sent to the office Use mild, instructional consequences Remember the PURPOSES of negative consequences  Provide more practice  Prevent escalation of problem behaviours  Prevent/minimize reward for problem behaviours

53. Using PBS in Daily Teaching: Discouraging Problem Behaviour When you see problem behaviour, make sure to look for positive behaviour to acknowledge Try to identify what basic need that the student is trying to meet REMEMBER: “Getting tougher” is an ineffective approach

54. Use Data for Decision-making Sifton Elementary School Office Discipline Referrals

55. Sifton Playground Challenge

56. Sifton Elementary School Office Discipline Referrals

58. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT

59. Targeted Interventions Efficient systems for students who need additional support beyond universal programs  Continuously available  Rapid access (within 72 hrs.)  Consistent with school-wide system  All school staff have access/knowledge Should work for most (but not all) students

60. Targeted Interventions: Common Features Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for success (and recognition) Academic assistance Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Friendship Groups, Mentoring…

61. Check-In/Check-Out (CICO) (aka the Behaviour Education Program) A program to add:  Mentoring by an adult in the school who looks out for the student  Structured process of feedback and recognition to a school day  Instruction in needed skills  School-home communication  Built-in monitoring of student progress

62. CICO is about CONNECTING : Connecting students with caring and supportive adults Connecting students and teachers through meaningful performance feedback Connecting home and school through increased communication

63. CICO Card

64. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT

65. Intensive Individual Interventions Individualized, function-based behaviour support Identify what basic need students are trying to meet with problem behaviour  Teach adaptive, prosocial skills to meet those needs  Change environments to make problem behaviour less likely  Stop inadvertently making problem behaviour worse

66. Does PBS make a difference in Canada? Kelm, J. L., McIntosh, K.,& Cooley, S. (under review). Effects of implementing school-wide positive behaviour support on social and academic outcomes. Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behaviour Support. Teaching Exceptional Children, 44(1), 48-56. McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school-wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46-60.

67. Reductions in Serious Behaviour Alberta reports that in schools using PBS:  70% reduction in office referrals  40% reduction in out-of-school suspensions and expulsions (Waterhouse & Chapman, 2006)

68. Central Middle School, Red Deer, AB

69. BC Elementary School Example: Office Discipline Referrals

70. What does a reduction of 266 discipline referrals mean? Kay Bingham Elementary Savings in School Staff time (ODR = 15 min) 3,990 minutes 67 hours 8 8-hour days Savings in Student Instructional time (ODR = 30 min) 7,980 minutes 133 hours 17 6-hour school days Get the cost-benefit calculator at: www.pbismaryland.org!

71. BC Elementary School Example: Out of School Suspensions

72. Student Satisfaction Survey: Grade 4

73. FSA Results 2008-09: Grade 4

74. How do we implement PBS?

75. Needs of PBS Staff Support  3-4 year commitment  Proactive instructional approach Resources  Administrative leadership  Time (FTE) Monitoring  Data systems Office discipline referral systems Implementation surveys (e.g., pbisassessment.org)

76. Agreements Team Data-based Action Plan ImplementationEvaluation General PBS Implementation Process

77. Where can I learn more about PBS?

78. Resources Websites:  bcpbs.wordpress.com bcpbs.wordpress.com  promisingpractices.research.educ.ubc.ca promisingpractices.research.educ.ubc.ca  pbis.org pbis.org Making Connections Conference  Richmond, BC Nov. 1 – 2, 2012

79. Exploring the fit of PBS with your school

80. Possible Outcomes of Today’s Session 1. Identify that a school-wide approach is not what your school needs right now 2. A school-wide approach is needed, and a majority of staff is committed to implementation 3. A school-wide approach is needed, but we need to work on building the commitment of staff

81. Discuss with your neighbours What questions do we still have? Is PBS something we should pursue?

82. Building Readiness for PBS Conduct a needs assessment  PBS Self-Assessment Survey Share results Hold a vote  If 80% or above will actively support, move ahead  If < 80%, back up… Reestablish common goals Discuss concerns and possible adaptations

83. PBS Self-Assessment Survey A survey that identifies:  What we are already doing well  High priority areas for implementation What is the process? 1. Complete the survey independently Base on your perceptions 2. We collect and create graphs for your school 3. We will share what you indicate as: Areas of strength and priorities for implementation

84. Sample PBS Survey – School-wide Systems

86. Work individually for 30 minutes Complete & submit all copies of survey  Don’t forget your school name! PBS Self-Assessment Survey

87. Are we ready for a vote? Secret ballot vote – share what YOU think Options:  I think our school should implement PBS next year. I understand that this a commitment to a collaborative, 3 to 5 year process of implementation.  I do not think that we should implement PBS next year. Here are my concerns:

88. Investigating your Systems of Support CSI Maps

89. C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each tier (strategies, programs) Write down how your school identifies what level of support students need

90. CSI Maps: Interpretation 1. Identify GAPS in: 1. Support 2. Assessment 2. Consider priorities for filling gaps

91. Contact Information Name email address Website: http://bcpbs.wordpress.comhttp://bcpbs.wordpress.com