1. School-wide Positive Behaviour Support
[name]
[organization]
Website:

2. Goals of this Session
Describe the reason for approaching student behaviour from a systems level
Explain the essential elements of School-wide PBS
Show some school outcomes
Provide action planning time
Intro to SWPBS – 60 minute session (note: there are 30 and 90 minute versions)
This ppt is an example that can be used as an introduction to PBS for schools or administrators considering PBS and stakeholders (school boards, PACs, agencies). It can be used as is or with your own content and local examples. There is no need to use it exactly as it is here. Instead, feel free to consider your intended audience and tweak it to meet their needs. Using local examples instead of these examples is one way to enhance interest in a PBS approach.
This ppt can be delivered to school staff who are considering PBS. If so, it is advised for you to follow this presentation with administration of the PBIS Survey (available at bcpbs.wordpress.com in the evaluation tab, or at pbisassessment.org) and present their results back to them, then follow with a secret ballot vote on adoption (see bcpbs.wordpress.com). Only implement if the vote is at least 80%, there is strong administrative support, and there are staff who are willing to start a school PBS team (or committee).
You may want to start this slide by asking about who is in the audience (e.g., teachers, principals) and their familiarity with PBS.

3. 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?
This slide has an animation (a rectangle that disappears). It hides a set of negatively stated rules. If you want, you can delete it.
Ask the audience to identify what they want students to learn by the time they leave school – note that we can all think of academic skills, but what about social responsibility?
Audience will likely share social skills or competencies. Then click for the next slide and the “NOs” will appear. You can ask, “why the disconnect?” or “why do we say the “NOs” instead of the positives? (PDAs are public displays of affection).

4. “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
An alternative hook – ask how schools are different today than we were growing up. May indicate the need to teach more social responsibility than has been done in the past.

5. Some teachers finding themselves in situations like this
The New Yorker

6. 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.”
Ask what’s wrong with these approaches?
1 no learning
2 may be giving them what they want

7. 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
Does it work?

8. “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
Research shows that exclusionary discipline does more harm than good, especially for those who get multiple office referrals or suspensions.

9. 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
WHAT WE DO REALLY MATTERS – instruction is our best intervention

10. Our solution: One-Shot Professional Development: (aka the “train & hope” approach)
React to identified problem
Hire expert to train staff
Expect & hope for implementation
Wait for new problem…
Are you familiar with this?
How likely is it to work?

11. 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
Can ask the group this question if you have time

12. Social Responsibility &
Academic Achievement
Positive
Behaviour
Support
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behaviour
DATA
SYSTEMS
Start with shared, valued outcomes
OUTCOMES
PBS does not tell you what your outcomes should be – you need to decide for yourself (here are two common ones)
DATA
Brief, easily collected information helps tell us if what we are doing is working or not worth our time
PRACTICES
The strategies, what we do with students, tips and tricks.
SYSTEMS
Here is a big difference between PBS and other approaches: consideration of what we need as teachers to make it easier to do our jobs well (implement the practices). Includes teaming, decision making, collaboration as opposed to isolation
Could give example of an acknowledgment ticket
2 sets of people it’s designed to help
Students (tangible way to indicate a job well done)
Teachers (reminder and easy “in” to have positive conversations with students about their behaviour)
PRACTICES
Supporting
Student Behaviour

13. Positive Behaviour Support Social Responsibility &
Academic Achievement
Positive
Behaviour
Support
Not specific practice or
curriculum…it’s a
general approach
to preventing
problem behaviour
and encouraging
prosocial behaviour
OUTCOMES
Not limited to any
particular group of
students…it’s
for all students
Supporting
Decision
Making
Supporting
Staff Behaviour
DATA
SYSTEMS
Not new…based on
a long history of
effective educational
practices & strategies
Just as in good teaching, you indicate what it is AND what it is not.
PRACTICES
Supporting
Student Behaviour

14. Intensive Individual Interventions: Specialized Individualized
Systems for Students with High-Risk Behaviour
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOUR
SUPPORT
Targeted Interventions:
Specialized Group
Systems for Students with At-Risk Behaviour
Universal Interventions:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Can describe levels of support, and how a top-heavy triangle makes instruction too difficult. Providing quality universal (green zone, tier 1) support can actually shrink the number of students who need more support, making more students successful in the classroom and saving resources for those who need additional support.
Point of this slide is to indicate a number of misrules about PBS:
The triangle labels students (instead, it describes what support adults provide).
Universal (green zone, tier 1) interventions are just for some (instead, it’s a foundation for all students, which makes additional support more effective)
Universal interventions will work for all students (instead, there will always be some who will need a little bit/a lot more support)

15. Focus on Bullying and Harassment Restitution Self-Discipline
Social
Responsibility
Code of Conduct
Focus on Bullying and Harassment
Restitution Self-Discipline
Academic Achievement
Safe, Caring and Orderly Schools
Character
Education
Today’s reality is many competing initiatives and requirements for us to fit into our teaching day
PBS is not a program or an intervention, but an approach for decision-making
Through this process, PBS represents a way to meet all of these requirements (ministry and otherwise)
Positive Behaviour Support

16. 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

17. What does PBS look like?
Can be broad, but here are common examples

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

19. School-wide & Class-wide Systems
Define school-wide expectations (i.e., social competencies)
Teach and practice expectations
Monitor and acknowledge prosocial behaviour
Provide instructional consequences for problem behaviour
Collect information and use it for decision-making
Critical features, but flexibility in how these look depending on school culture and community

20. School Rules NO Outside Food NO Weapons NO Backpacks NO Drugs
NO Bullying
Negative example gives way to a positive example when you click ahead

21. Critical Features of Effective School-wide Expectations
Small number
2 to 5
Broad
Cover all expected behaviours
Memorable
Positively stated
Should fit everything we want students to do, and everything we want them not to do as well

22. Some examples – use your own local examples for better effect
(from Danebo Elementary, Oregon, USA)

23. (from Ecole Charlemagne, French immersion school in Eugene, Oregon, USA)

24. Bernard Elementary Chilliwack School District Positive Behaviour Support Program
Bernard Elementary first implemented PBS in 1998 (one of the first schools in the world). Expectations and art match local Sto:lo culture (created by Bernard teacher and Sto:lo Nation member Margaret Greenwood).

25. 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
Need to provide examples of what it looks like to follow the expectation in each setting (e.g., showing respect “looks different” from place to place in the school)
Culturally responsive expectations: What respect look like for students
don’t define respect to require eye contact
(Bernard Elementary, Chilliwack, BC)

26. Identify Culturally Responsive Expectations
“Be Respectful”
Activity if needed (currently hidden)

27. Student signs work best!
1. Students pay attention to other students’ work
2. Provides booster activity for classes making the posters
(from Bailey Hill Elementary, Eugene, OR, USA)

28. A School-wide Expectations Matrix
Expectations across top (or side) and each setting down each side (or top)
Teaching tool for adults – consistency and clarity
Not really helpful for students (but helpful for teaching students)
This example is from Cultus Lake Community School (Chilliwack, BC)

29. Creating a School-wide Expectations Matrix
Write behaviour expectations across top
List settings/contexts down left side
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
The dead person rule: if a dead person can do it, it’s not a good expectation! Should be active, not just lack of problem behaviour

30. High School Example (NorKam High, Kamloops BC)
Bigger words, student involvement in selecting expectations and creating matrix

31. 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
Simply defining and posting expectations is unlikely to change behaviour, but teaching and practicing is!

32. LESSON PLAN LESSON PLAN LESSON PLAN
Each section of matrix has examples for teaching behaviour in that setting
(Cultus Lake Community Elementary School, Chilliwack, BC)

33. Teach expectations in the settings you are teaching!
(middle and elementary schools in Oregon, USA)

34. 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
Best way to teach is showing what it is and what it isn’t and asking students to identify which is which (and how to fix the behaviour so it’s positive)

35. An example lesson plan – good to create lesson plans so it’s easy to teach them by picking up a handbook. Of course, it’s ok to create your own or use other lessons, as long as the same expectations are used and students have opportunities to practice.
(from a PBS handbook for a school in Eugene, OR, USA)

36. 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)
Most school teams identify a SYSTEM for adults to increase rates of acknowledgment of prosocial behaviour (not just telling people to use specific praise more often).
Each school identifies a system that will work for them. What may work for one school may not work for another school.

37. Here is a common system – it’s more for us than them
Here is a common system – it’s more for us than them. A concrete reminder for us to acknowledge students when they do the right thing.
(from an elementary school in Tigard-Tualatin School District, Oregon, USA)

38. 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
But there are common fears that using tangible rewards may decrease intrinsic motivation.
A recognized expert in this area is Judy Cameron, Univ. of Alberta
Some research indicated that tangible systems MIGHT decrease intrinsic motivation if:
They already really enjoy doing the activity (so do not reward enjoyable tasks)
They are rewarded only once and never again (so use an ongoing system)
They are provided simply for participation and not effort (so reward effort)

39. Pitfalls of acknowledgement systems and how to avoid them
They become expected
Should be random
Should be deserved
The interaction is left out
The interaction is what works, not a ticket
They are provided in the same way to all
Should be used to link attempts to success
Should be developmentally appropriate
Here’s how to use them well:
2. Remember that the recognition of success is the thing that works, not the ticket itself

40. 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
Systems are most helpful when students can’t access natural reinforcement for their behaviour (e.g., when reading is still too difficult to be able to read preferred text, or when students are not as skilled at building and maintaining friendships or obtaining mutual respect from peers). In these cases, tangible systems help provide a bridge between initial, unskilled use of a behaviour and social competence.

41. 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
Do not expect negative consequences to change behaviour
Negative consequences are a way to signal inappropriate behaviour and prevent escalation
Teaching changes behaviour in the long term, so punishment without teaching is unlikely to lead to durable change.

42. An office referral form (note that it is the back of the positive slip pad, in a 5 to 1 ratio of positive to referrals)
(from an elementary school in Tigard-Tualatin School District, Oregon, USA)

43. 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

44. Intensive Individual Interventions: Specialized Individualized
Systems for Students with High-Risk Behaviour
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOUR
SUPPORT
~5%
~15%
Targeted Interventions:
Specialized Group
Systems for Students with At-Risk Behaviour
Universal Interventions:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Will universal interventions work for everyone? No! Some students will still require additional support
Dispel notion that PBS is only a green zone program. It is a framework for implementing a continuum of support, including interventions you already use.
Targeted systems are for students who require a little additional support, practice, structure, or connections to be successful.
~80% of Students

45. 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
Some common features.
Ongoing programs – you probably have a number of them, but maybe no systems to identify students, track progress, make needed changes.

46. Intensive Individual Interventions: Specialized Individualized
Systems for Students with High-Risk Behaviour
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOUR
SUPPORT
~5%
~15%
Targeted Interventions:
Specialized Group
Systems for Students with At-Risk Behaviour
Universal Interventions:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
For students for whom Targeted support is not enough for them to be successful, they are telling us they need individualized plans that are tailored to their needs.
~80% of Students

47. 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

48. 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.
Research showing effectiveness of PBS in Canadian schools.
Many more studies (over 25) showing effectiveness in US, Australia, Norway…
Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behaviour Support. Teaching Exceptional Children, 44(1),
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,

49. Central Middle School, Red Deer, AB
Feel free to show your own data (especially if it is local!)
65% reduction in out of school suspensions

50. BC Elementary School Example: Office Discipline Referrals
: Partial implementation – some in place
: full implementation (according to the School-wide Evaluation Tool [SET])
Green is major ODRs, blue is minor ODRs (warnings).
(from Kay Bingham Elementary School, Kamloops, BC)

51. Savings in School Staff time
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
This shows time saved by dealing with fewer ODRs (staff) or time in the classroom by not being kicked out (students).
You can go to the website and download an excel spreadsheet to calculate for your own examples.
Get the cost-benefit calculator at:

52. BC Elementary School Example: Out of School Suspensions
Same school – drop in out of school suspensions (# per 100 students – standardized to account for differences in enrolment)
(from Kay Bingham Elementary School, Kamloops, BC)

53. Student Satisfaction Survey: Grade 4
Same school – based on Student Satisfaction Survey. High is bad, low is good
Blue bars are school scores in 2008 and 2009, brown bars are district averages for same years
Scores went from twice the district average to below the district average
Now, do you think this would make a difference on academics?
(from Kay Bingham Elementary School, Kamloops, BC)

54. FSA Results : Grade 4
FSA scores – same interpretation, but higher is better
Went from below to above the district average, whereas other schools stayed the same.
(from Kay Bingham Elementary School, Kamloops, BC)

55. How do we implement PBS?

56. Needs of PBS Staff Support Resources Monitoring 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)
Emphasize the commitment – it’s not an easy decision, so it should be made with full knowledge of the commitment needed

57. Where can I learn more about PBS?

58. Resources Websites: Making Connections Conference bcpbs.wordpress.com
promisingpractices.research.educ.ubc.ca
pbis.org
Making Connections Conference
Richmond, BC Nov. 1 – 2, 2012
Update dates as needed!
Provide a local (district or nearby) contact

59. Exploring the fit of PBS with your school
If there is time and you would like an activity, here are a few options:
General discussion
Complete PBS Survey (then collate and present results back to them)
Vote (often done after the session – usually after PBS survey results are presented and there is some time for questions and answers)
CSI maps
(see handouts document for these materials)
Consider replacing “your school” with actual school/district names

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

61. Discuss with your neighbours
What questions do we still have?
Is PBS something we should pursue?
If presenting to school teams/administrators instead of school staff, add:
Do we think the rest of the staff would be on board with this?

62. Website: http://bcpbs.wordpress.com
Contact Information
Name
address
Website: