School-Wide Positive Behaviour School-Wide Positive Behaviour Intervention & SupportIntervention & Support

Systematic ImplementationSystematic Implementation

3 Questions

Why use a School-Wide System that includes PBIS and RtI?

What are the core principles of a

School-Wide PBIS/RtI framework?

How do schools get started implementing a School-Wide PBIS framework?

Your School-Wide Behaviour Support System

School:________________

3 Successes

1. We teach school-wide expectations at gathering.

2.

3.

3 Questions

1. How do you teach rules to challenging students?

2.

3.

History of School-Wide Behaviour Supports in British Columbia

• 1990 - EBS, Effective Behaviour Support Dr. George Sugai @ University of Oregon and team

• 1996 - PBS, Positive Behaviour Support Dr. Rob Horner @ University of Oregon and team

• 2000 - PBIS, Positive Behaviour Intervention and Supports Dr. Rob Horner @ University of Oregon and Dr. George Sugai @ University of Connecticut

• 2004 – RtI, Response to Intervention – “No Child Left Behind” Dr. Frank Gresham - @ Louisiana State University and team

In the late 1990s British Columbia Council of Administrators of Special Education (BC CASE) approached Ministry of Education to form a partnership and introduce EBS.

The Nanaimo-Ladysmith School District started EBS training with schools in 2000.

Keeping Kids Safe - K to 12

BC SAFE SCHOOLS ACT states - the central focus and purpose of the school system in BC is to enable all students to:

• develop their individual potential • acquire the knowledge skills and

attitudes needed to contribute to society

• benefit academically & socially from a safe, caring and orderly learning environment

BILL M 204 -- 2006 - SAFE SCHOOLS ACT

Safe, Caring and Orderly Schools Guide – 2008 Revised

Links to PBIS and Virtues Project

BC STUDENT VOICE on HARASSMENT advises educators to:• enforce [school] rules consistently• provide examples of acceptance • recognize students for their achievements• develop positive school cultures and focus on prevention & intervention

BC Student Voice, a BC Principals' and Vice Principals' Association program – Started in 2003

Prevent Youth Violence & Gangs

Some RISK FACTORS are…• History of early aggressive

behaviour• Violence in the family• Parental drug/alcohol abuse• Poor social-emotional

attachment to parents and caregivers

• Social-cognitive deficits• Peer engaged in high risk

behaviours – gangs, bullying, date violence

• Beliefs supportive of violence• Low commitment to school• Academic failure

RECOMMENDATIONS are…• Change social context to break

up antisocial networks• Improve parent effectiveness• Increase academic success

through interventions and support

• Create positive, respectful, predictable, & trusting school environment/climate is important for all students

• Create a system that reduces gangs, bullying and violence

• Teach & encourage individual skills & competence

TASK Force: BC Ministry of Public Safety, Solicitor General & Ministry of Education Recommend implementing a School-Wide Behaviour Support System

Why use a School-Wide System that includes PBIS and RtI?

Common Vision/Values

Common Language

Common Experience

PBIS / RtIEffective

Social & AcademicSchool Culture

PBIS is NOT…

• new…it is based on long history ofbehavioural practices & effectiveinstructional strategies• a specific practice or curriculum…itis a systems approach that develops a framework to prevent problem behaviours• limited to any particular group ofstudents…it is for all students

Positive Behaviour Interventions and Supports (PBIS) is…

• a proactive systems approach to discipline that emphasizes early intervention, prevention and instruction of social skills.

• a multi-tier framework that helps create a better climate for the entire school.

• a school-based intervention for reducing disruptive and aggressive behaviours.

• research based interventions and implementation of strategies.

• progress monitoring to determine if the behavioral interventions are producing the desired effects.

• a data based decision making system to reduce problem behaviours and increase academic performance

THINK UNIVERSAL INTERVENTION

• a systematic and data-based method for identifying, defining, and resolving students academic and/or behavioural difficulties.

• a well-integrated system of interventions guided by student outcome data.

• a progress monitoring of student academics and/or behaviours.

• “student response/outcome data” to make important educational and/or behavioural decisions.

• Think Targeted Group Interventions

• Think Intensive Individual Interventions

Response to Intervention (RtI) uses…

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive Interventions• Individual Students• Assessment-based• High Intensity• Prolonged interventions

Intensive Interventions• Severe High-Risk Challenges• Individual Students• Assessment-based & Specialized• Intense, durable procedures

Targeted Interventions• Some students (at-risk)• High efficiency• Rapid response• Standard protocol reading & mathinterventions• Small Group • Some Individualizing

Targeted Interventions• At-Risk Challenges• Some students • High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions• All students• Effective core academic instruction• Preventive, proactive

Universal Interventions• School-Wide• All settings • All students• All staff• Preventive, proactive• Involves parents & Community

Academic Systems Behavioural Systems

Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation

(PBIS - Sugai, Horner, & RtI Gresham)

School-Wide Systems for Student Success

RtI

Response to Intervention

Teach to ALL~80% of Students

~15%

~5%

WHAT PBIS INTERVENTIONS DO YOU HAVE IN PLACE ?

TARGETED INTERVENTIONS• Check in/out system• Targeted social skills instruction• Peer-based & Volunteer supports• Social skills groups and clubs• Counselling student - parents

INTENSIVE INTERVENTIONS • FBA - BSP – ESP - Assessment• Wrap-Around- Meetings• Referral to CYMH/MCFD/VIHA• Involvement of Probations• Restorative Justice • Community Forum J. Howard Society

UNIVERSAL INTERVENTIONS• Teach & encourage S-W positive expectations• Proactive SW discipline• Reinforcements - Data analysis • Parent engagement• Cyber Safety & Bully Prevention

SYSTEMS

PRACTICESDATA

DATAMeasure OutcomesGuide Decision MakingEvaluation of Interventions and PracticesPortable Office Referral FormDistrict Data Collection System

PRACTICESBest Practices and InstructionCool Tools –Lessons, Programs and StrategiesBP- PBIS and RtI

SYSTEMSPolicies & ProceduresCode of ConductDecision MakingMatrix – Settings and ExpectationsContinuum of ReinforcementConsistent Consequences

4 Core Principles of PBIS/RtI

OUTCOMESEndorsed and Emphasized byALLAcademic and BehaviouralTargets

How Does PBIS Work?Build a Culture of Competence

1. Define behaviour expectations -all students follow the same set of rules and expectations throughout all settings in and out of the entire school.

2. Display rules and expectations on a matrix and posted in all locations.3. Teach behaviour expectations in all locations.4. Recognize and reward students when rules and expectations are

followed.5. Using a minor/major portable referral form.6. When students do not follow the rules, there are corrective

consequences using repairing & rebuilding relationships (Restorative Justice).

7. Use on-going data to based decision making for prevention and intervention.

1. Form a School PBIS Leadership team

2. Get Staff Commitment Rule Administrator’s involvement a must and 80% of staff

3. Develop effective procedures for dealing with problem behaviours

4. Develop positive expectations & rules matrix

5. Develop lesson plans for teaching expectations and rules in all areas; first in common areas – year 1 next in the classroom – year 2

6. Establish acknowledgement system (reinforcements)

7. Plan for implementation and continuum of procedures for encouraging expected behaviour

8. Develop procedures for on-going data-based monitoring & evaluation

Getting Started

Wednesday - June 8, 2011

PBIS School Teams Implementation Training• Registration Form to be sent to schools by May 25, 2011 – first 10 schools to

register• Invitation will be sent to all schools, District Counsellors and CYFSW• Schools come as a team and encourage their Counsellor and CYFSW to attend as

part of your team• 3 TOCs per school for the ½ day session

1 TOC for TIC if needed2 TOCs for teachers that will be the school coaches

PBIS Moving Forward Working Sessions• Follow up working hands-on sessions for School Coaches

September – Developing your School-Wide Matrix and Cool Tools October – Reinforcements and Data Collection

(You will receive a district data collection program)

PBIS atBrechinElementary

Brechin Elementary School Minor ___ Portable Referral Form Major___

Time__________ Date__________ Grade_______

Student(s) Involved _________________________

Reporting Staff Person ______________________

Incident__hands on __offensive language/gesture__lying __intimidation/bullying__defiance __physical aggression/fighting__disruptive behaviour __non-participation__disrespect __other

Location__hallway __outside dismissal/arrival__playground __restroom__classroom __library/lab__Support room __gathering__DPA__other______________________

Action Taken__redirection__loss of privilege__physical proximity__parent contact__warning date________________time-out in class__think sheet__Support Room

__parent conference__community (school) service date__________________problem solving/discussion

Administrative Response__private conference

__alternative placement__time-out__support room__loss of privilege

__parent conference__suspension

__community (school) service__referral sent homeDate______________

Administrative Signature__________________

PBIS at Ecole Quarterway Elementary

Ecole Quarterway School Climate Matrix

Hallway Washroom

School Yard

Assembly Classroom Inside for

Recess

Field Tripswithin

Community

e-PBIS

RESPECTFUL

QuietStay in lineWalk with eyes front, hands to side, feet quiet

Be quietStay private

Take turnsShare the playgroundListen to Supervisor

Enter quietlyListen with whole bodyAppropriate applause & audience participationSit properly

Listen to person speakingRaise hand & waitGet up at appropriate timesInside voices

QuietTake turnsShare

Listen to facilitatorBe extra politeRaise hand & wait

Cell phones turned off during the dayMessages are handled through office

RESPONSIBLE

Keep rightHands to selfUse correct entrance/exit

Use correct washroomGo straight there and backFlushReport concerns to teacher

“Think before you act”Use garbage cansHelp those in needLine up promptly at bell

Hands to selfUse washroom before / after performance

Be on timeBe preparedTake care of belongingsNeat & tidy

Choose a quiet activityClean up when you’ve finished or when the bell rings

Return permission slips on timeBe a good ambassador for our school

Turned off unless permitted by teacher for education-al purposesAppropriate content (song lyrics, images)

SAFE

WalkEyes forwardBe polite, stay to right

Practice proper hygiene by washing hands with soap

Play in designated areasReport all unsafe situationsMeeting place

Follow teacher direction Use all 4 exit doors

WalkSit appropriatelyKeep hands and feet to selfFollow classroom rules

Stay where you are for the entire timePermission for washroom given by supervisor only

Stay with the groupListen to teacherFollow rules

Visit only teacher- approved internet sitesPhotograph and record only with prior consent

EXPECTATIONS

Summary of PBIS School-Wide System (How things are done) Team based problem solving Data-based decision making Long term sustainability Measurable and justifiable outcomes Good Teaching + Behaviour Management = Student Achievement

School-Wide Practices (How staff interact with students) Evidence based practices Direct teaching of behavioural expectations On-going reinforcement of expected behaviours Functional Behavioural Assessment, Wrap-around Team Meetings

School-Wide Data (How decisions are made) On going data collection and decision making Office Discipline Referrals (number per day/week/month, location and problematic

behaviour. Suspension, expulsion, attendance, lates

1.

2.

3.

Focus for 2011 - 2012• District PBIS Team to work with 10 schools

• Schools coming on board to take 2 to 4 year to full 3 tier Implementation

• School Coaches coaching Coaches of 10 new schools implementing PBIS

• District linking PBIS to: NVCI Training Bully Prevention and Cyber Safety Restorative Justice – Volunteer & Community Forum

Bully Prevention in Positive Behaviour Support (BP-PBIS)

Available for free at www.pbis.org

ResourcesWebsiteswww.pbis.org Technical Assistance Center on Positive behavioural

Intervention and Supports School-wide Positive behaviour Support Implementers’ Blueprint and Self-Assessment

http://bcpbs.wordpress.com/ This site is dedicated to supporting, sustaining and

celebrating the efforts of British Columbia schools and districts in their School-wide Positive Behaviour Support efforts.

http://www.lostatschool.org/This site includes information about the Collaborative

Problem Solving Model by Dr. Ross Greenewww.bced.gov.bc.ca/sco/Safe, Caring and Orderly Schools Guidewww.pssg.gov.bc.ca/crimeprevention/.../crime-prev-

series1-youth-gangs.pdfThe Ministry of Public Safety and Solicitor General,

Victim Services and Crime Prevention Division funded the Promising Practices for Addressing Youth Involvement in Gangs

http://jhsnr.org/programsRestorativeJustice.htmlRestorative Justice Program. Nanaimo RegionJohn Howard Society and the Nanaimo -RCMP

District Resource Centre• PBIS, Getting Started Handbook -70918-01/02

• Understanding Response to Intervention - 70909-01/02

• Response to Intervention, A Practical Guide - 70909 -01/02

• Handbook of Response to Intervention – 70979

• Discipline with Dignity for Challenging Youth - 70717• Kids Who Outwit Adults - 70718• The Explosive Child – 70791• Orchestrating Positive and Practical Behaviour Plans - 70972 • WITS Program Kit – 72705This kit includes WITS – K to 3 and WITS-LEADS 4 to 7

The kit was developed by the Rock Solid Foundation to help kids develop appropriate social skills for handling conflicts.

District PBIS Coaching Team

• Rose Tull – PBIS Coordinator, District Behaviour Resource Teacher

• Bob Esliger – Principal, SSS

• Diane Goodman – Principal, Brechin

• Peter Hewitt – Principal, Quarterway

• Dona Billingsley – District Behaviour Resource Teacher

Questions