School-Wide Positive Behaviour Supports

Sponsored by The Society for the Promotion of Social and Academic Success for All Students (The

Making Connections Group) in collaboration with SD#60 Peace River North

PBS Facilitator: Cheryl Hofweber, Smithers 1

May 13, 2013

Goals for the day: Understand the benefits of approaching student

behaviour from a systems level

Become fluent with the essential elements of School-wide PBS

Learn about successful BC school outcomes

Have sufficient understanding of PBS to effectively participate in school action planning for implementation. 2

SWPBS is about….

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“HERE is Edward Bear, coming

downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin.

It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it.”

4(Winnie the Pooh, A.A. Milne 1926)

Are schools today 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? Increased need to teach social responsibility?

5

The New Yorker6

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.”

“Keisha, 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.”

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“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

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The Good News…Research reviews continue to indicate that

effective responses to significant behavioral challenges in school include:• Social Skills Training• Academic Restructuring• Behavioral Interventions

= instructional strategies - “teaching”

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Code of Conduct

Social Responsibility

Focus on Bullying and Harassment

Restorative Action

Academic Achievement

CharacterEducation

Safe, Caring and Orderly

Schools Self- Regulation

Response to Intervention

ProjectERASE

First Nations’ Education

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Mental Health

Early Literacy

Universal Design

Challenge

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From Your Perspective…..

What would a positive, encouraging school climate look like?

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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 behaviour13

A Paradigm Shift

Over the past 15 years, problem behaviour is increasingly understood as:A function of interactions between the person and

environmentAdaptiveNot inevitably part of a disabilityBehaviours that can be prevented with appropriate

understanding and support.

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Traditional PBS ApproachDecrease problem behaviours

Increase skills and adaptations

Emphasis on consequences

Emphasis on antecedents

Form of behaviour most important

Functions of behaviour most important

Separate instructional and behavioural plans

Integrated instructional and behavioural plans

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School-wide PBS Goals1. Build systems that make it easier to teach2. Create environments that encourage (rather

than discourage) prosocial behaviour3. Teach all students what is expected 4. Provide a continuum of behaviour support

to students who need more support to be successful

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Positive Behaviour Interventions and Supports (PBIS/RtI) 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 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 data based decision making system to reduce problem behaviours and increase academic performance

Think Universal InterventionThink Targeted Group Interventions

Think Intensive Individual Interventions17

Green Zone: Universal Interventions for ALL

1. School rules and expectations

2. Helping students to create a consistent schedule/routine while learning

3. Monitoring/supervising students in a caring school climate ~80% of Students

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Yellow Zone: Targeted Interventions at School

1. Check in - Check out

2. Targeted group interventions and positive peer influences

3. Collaborative Planning and Conflict Resolution Tools

~15%

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Red Zone: Intensive Interventions at School

1. Mentoring – School and Community based 2. Behavioural Contracts – FBA, BSPand ESP

3. Inter-agency – Wrap-aroundMeetings

~5%

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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

IndividualizedSystems for Students

with High-Risk Behaviour

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOUR

SUPPORT

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OVERVIEW OF PBS

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What is SWPBS?

School Wide Positive Behaviour Supports provides an organizational framework for:

Improving the social culture and climate of the schools, AND

Enhancing the impact of academic instruction on achievement AND

Increasing proactive, positive and preventive management of behaviours.

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Conceptual Foundations Behavioural Theory: behaviour is learned,

lawful, and manipulative

Applied Behaviour Analysis: observable behaviours in the context of real settings

Positive Behaviour Support: in the larger context of improvement of quality of life.

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Principles Guiding SWPBS1. Use data to guide decision making2. Establish school discipline as instrument for

academic and behaviour success3. Make decisions that are linked to important

and measurable outcomes4. Utilize research-validated practices,

interventions, and strategies5. Emphasize an instructional approach to

behaviour management6. Emphasize prevention 25

Principles Guiding SWPBS (cont’d)

7. (Integrate initiatives, programs, interventions that have common outcome

8. Adapt activities to align with local cultural context (e.g. family, community)

9. Build and sustain a continuum of behaviour support

10. Consider school-wide practices and systems for all students, all staff, and all settings

11. Evaluate continuously12. Coordinate efforts with a school-wide leadership

team.26

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

PositiveBehaviourSupport OUTCOMES

Social Responsibility &Academic AchievementNot specific practice or

curriculum…it’s ageneral approach

to preventing problem behaviour

and encouragingprosocial behaviour

Not limited to anyparticular group of

students…it’sfor all students

Not new…based ona long history of

effective educationalpractices & strategies

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OUTCOMES: what do we want to see?

Clearly specified outcomes are related to academic achievement and social competence.

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Mental Health OutcomesSchool-wide PBS also provides a framework for a

comprehensive mental health model of prevention and intervention.

Minimizing and reducing “risk factors” by building “protective factors”

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Risk What factors help to protect from

developing an anxiety disorder?

FRIENDS aims to increase & strengthen protective factors

Protective

Attachment/affection Family Friendships School Cognitive & coping style Good physical health (sleep,

exercise, diet) Support networks Self-esteem

Genetics Temperament Physiological sensitivity Family environment Breakdown & stressors Conditioning paradigms Family interaction &

coping style Life events or traumas

What factors increase the risk of developing an anxiety disorder?

DATA: What do we currently see and know?Data-based decision making guides: selection and modification of curricula

and practices,

Evaluation of progress, and

Enhancement of systems.31

PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see?

Evidenced-based practices have a high probability of outcome achievement for students.

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SYSTEMS: What needs to be in place that is contextualized, accurate and sustainable?

Systems support: Adult adoption and commitment High fidelity implementation Sustained use of effective practices

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NON-CLA

SSROOM

STUDENT

CLASSROOM

SCHOOLWIDE

SUBSYSTEMS

FAMILY

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A LOOK AT SCHOOL- WIDE and NON- CLASSROOM SYSTEMS

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CODE OF CONDUCT REFLECTS SCHOOL AND COMMUITY CULTURE

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Prevention Logic: Redesigning Teaching Environments, Not Students.

Prevent worsening and reduce intensity of existing problem behaviours

Eliminate triggers and maintainers of problem behaviours

Add triggers and maintainers of prosocial behaviour

Teach, monitor and acknowledge prosocial behaviour

Decrease development of new problem behaviours

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Establishing a Social Culture

MEMBERSHIP /CONNECTEDNESS

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School-wide Systems1. Define school-wide expectations

(i.e., social competencies)2. Teach and practice expectations3. Monitor and acknowledge prosocial

behaviour4. Provide instructional consequences

for problem behaviour5. Collect information and use it for

decision-making39

Using SEL curricula to define core social expectations for All Students

Using PBS framework for elaborating a multi-tiered system of supportSEL for allSEL for those who need a bit moreSEL for those students with intense needs.

Merging PBS and Social Emotional Learning (SEL): Teaching School Expectations

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School RulesNO Outside Food

NO WeaponsNO Backpacks

NO DrugsNO Bullying

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Creating a School-wide Expectations Matrix (Handout)

1. Write behaviour expectations across top2. List settings/contexts down left side3. 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

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Critical Features of EffectiveSchool-wide Expectations

Small number2 to 5

BroadCover all expected behaviours

Memorable Positively stated

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Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program

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PPerformance

RRespect

IIntegrity

DDiversity

EEnvironment

BC High SchoolExpectationsNorth Delta High School

South Delta High School

RRespect

OOwnership

CCaring

KKnowledge

SSafety

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NorKam Secondary, Kamloops BC

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Be polite, keep to right!

Hallway Expectations

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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

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School-Wide Acknowledgement Systems

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Ongoing 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 rewards more effective) e.g. beginning of class recognition, raffles, open gym, social acknowledgement

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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

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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

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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

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Have You Filled a Bucket Today?

By Carol McLeod

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How Full is Your

Bucket? By Tom Rath

CLASSROOM SYSTEMS

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Classroom SpaceAssumption: If a classroom is well organized,

students are more likely to behave appropriately and to engage in instruction more readily

Classroom organization helps ensure that: Class activities are stable and predictable Students understand how the classroom

operates60

A Well-Designed Classroom… …sets the stage for learning and acceptable

behaviour.

Two general steps:1. Identify the full range of functions and

activities likely to occur in the classroom2. Arrange the room to ensure that each

function can be accomplished61

Teach Transitions Can be between locations, subjects, tasks Teach what specific behavioural expectation looks like Provide Warning of upcoming transitions in visual and

verbal format Use pre-corrections prior to transitions Ensure transitions have a definite beginning, middle,

and end Consider use of unique transition signal (clap, clock,

bell, etc.) Provide positive feedback for success

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Curricular Interventions Curricular Content Student Choice Predictability Task Variation High Probability Requests Exposure to Preferred Activities Curricular Adaptations

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Teach social and behaviour 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

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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

consequencesProvide more practicePrevent escalation of problem behavioursPrevent/minimize reward for problem

behaviours 65

Use Effective Praise

Make sure student is doing exactly what you want them to be doing

Praise them within 1-2 seconds after the behaviour occurs, or during the behaviour

Include student’s name Describe what the student is doing Follow a 5 to 1 ratio of positive to

negative comments66

EXPLORING THE FIT OF PBS IN YOUR SCHOOL: School planning surveys

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Predictable work environments are places where employees……

1. Know what is expected2. Have materials & equipment to do job correctly3. Receive recognition each week for good work4. Have supervisor who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify person at work who is “best friend”7. Feel mission of organization makes them feel like their jobs

are important8. See people around them committed to doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well

(Buckingham & Coffman 2002, Gallup)

1 million workers, 80,000 managers, 400 companies

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Create Effective Learning Environments

PredictableConsistentPositiveSafe

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Assess the social culture in your school

LOW HIGHPredictable 1 2 3 4 5

Consistent 1 2 3 4 5

Positive 1 2 3 4 5

Safe 1 2 3 4 5

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REFLECTION: Current Practice

How does your school teach expectations? How do you use “best practices” to teach social skills?

Teach directly in settings? (bus, washrooms, etc.)Faculty and Staff model appropriate behaviour.

How would you start to embed social learning into subject area curriculum?

How will lessons be taught throughout the school year?

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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. Collect and create graphs for your school3. Share what you indicate as:

Areas of strength and priorities for implementation

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ACTIVITY: Using Your Data for Action Planning (handout) 1. Complete the PBIS Self-Assessment

Survey2. Look at your survey results from School-

Wide and Non-Classroom systems A. Identify 2 strengths (high “in place”) B. Identify 2 areas for action plan (high

“priority”)

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Main Messages We will not achieve the academic goals of

schools without investing in building the social culture that makes a school and effective learning environment.

The most cost-effective approach to reducing problem behavior is to invest first in school-wide systems… then add more intensive supports.

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The Task:

To build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

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WHY do we need this? Problem behavior continues to be

the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

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Data Based Decision Making and Connections to Academic Achievement

Does PBS make a difference in Canada?

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DATA What are our priority needs? What data quantifies this? What interventions will affect this? How do we measure the outcomes?

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“Good morning, Class!”

Teachers report that when students are greeted by an adult in the morning, it takes less time to complete morning routines and get first lesson started.

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Reductions in Serious Behaviour Alberta reports that in schools using PBS:

70% reduction in office referrals40% reduction in out-of-school suspensions

and expulsions(Waterhouse & Chapman,

2006)

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Central Middle School, Red Deer, AB

2005-2006 2006-2007 2007-2008 2008-20090

10

20

30

40

50

60

70

Tota

l Out

of S

choo

l Sus

pens

ions

SWPBSPre-SWPBS

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

0

10

20

30

40

50

60

October November

Tota

l ODR

s

Playground

Classroom

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Sifton Playground Challenge

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Sifton Elementary School Office Discipline Referrals

0

10

20

30

40

50

60

October November

Tota

l ODR

s

Playground

Classroom

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School District0

10

20

30

40

50

60

70

80

90

100

At school, are you bullied, teased or picked on?

20082009

% m

any

times

or a

ll of

the

time

Student Satisfaction Survey: Grade 4: Kay Bingham Elementary, Kamploops

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BC Elementary School Example:Out of School Suspensions

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FSA Results 2008-09: Grade 4

School District0

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20

30

40

50

60

70

80

90

100

Reading Comprehension

20082009

% m

eetin

g or

exc

eedi

ng

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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

daysGet the cost-benefit calculator at: www.pbismaryland.org! 88

Use Data for Decision-making

Two kinds of information:

Fidelity of Implementation

Student Outcomes

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DATA: Fidelity of Implementation

Team Implementation Checklist (TIC) PBIS Self-assessment Survey (SAS) School wide Evaluation Tool (SET) Benchmarks of Quality (BoQ)

Can be found at:http://bcpbs.wordpress.comhttp://www.pbis.orghttp://www.pbisassessment.org

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DATA: Student Outcomes - Examples

Office Discipline Referral Systems Excel/Access database EZDiscipline (www.ezdiscipline.com)

used in BC Incident Management Program (www.theimp.ca)

Used in Northwest Territories School-wide Information System (www.swis.org)

Used in Chilliwack, Victoria Dis-TRACK

Used in Kamloops91

Collaborative Thinking

1. Identify sources for data in your school.

2. What are some ideas for collecting and sharing data?

Overview (Preview) of Targeted Systems

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More detailed information on Tier 2 and Tier 3 Interventions need to be addressed in a follow-up

session, once Tier 1 strategies are in place.

Tier II Support Process

• Step 1 – Insure Universals, including Classroom, in place• Step 2 – Student Identification Process

– Decision Rules– Referral– Screen

• Step 3 Classroom Problem Solving Team– Classroom supports (function-based)– Progress monitor

• Step 4 - Tier II supports– Non-responders to classroom supports– Match function of student behavior to intervention– Progress monitor

• Step 5 - Evaluate Process

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

PBS/ Responsiveness to InterventionAcademic Systems Behavioral Systems

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Responsiveness to Intervention1. Universal screening2. Data-based decision making and problem

solving3. Continuous progress monitoring4. Student performance5. Continuum of evidence-based interventions6. Implementation fidelity

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Targeted Interventions Efficient systems for students who need

additional support beyond universal programsContinuously availableRapid access (within 72 hrs.)Consistent with school-wide systemAll school staff have access/knowledge

Should work for most (but not all) students

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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…

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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 communicationBuilt-in monitoring of student progress

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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

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Intensive Individual Interventions

101

Continuum of Support for

ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attendance

Peer interac

Ind. play

Label behavior…not people

Self-assess

102

Intensive Individual Interventions Individualized, function-based behaviour

support Identify what basic need students are trying to

meet with problem behaviourTeach adaptive, pro-social skills to meet those

needsChange environments to make problem behaviour

less likelyStop inadvertently making problem behaviour

worse.Extend support network….Wraparound 103

Looking at your System of SupportCSI Maps

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C = CORE (Universal) S = STRATEGIC (Targeted) I = Intensive

Write down the support provided at each tier (strategies, programs)

Write down how your school identifies what level of support students need.

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A CSI Map for Your School (handout)

CSI MAPS: INTERPRETATIONIdentify GAPS in:1. Support2. Assessment

Consider priorities for filling gaps

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Team Planning: Getting Started in Developing and Implementing a School-Wide Plan

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Building Readiness for PBS1. Conduct a needs assessment with staff

1. PBS Self-Assessment Survey2. Share Results3. Hold a vote

1. If 80% or above will actively support, move ahead

2. If less than 80%, need to back up….1. Reestablish common goals2. Discuss concerns and possible adaptations

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Needs of PBS Staff Support

3-4 year commitmentProactive instructional approach

ResourcesAdministrative leadershipTime (FTE)

MonitoringData systems

Office discipline referral systems Implementation surveys (e.g. pbisassessment.org)

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GOALS: Can we….. WHAT: …define the core features of SWPBS

WHY: …define if SWPBS is appropriate for our school?

HOW: …define the process for implementing SWPBS

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Six Basic Recommendations for Implementing PBS

1. Collect data 2. Use data for decision-making3. Adapt any initiative to make it “fit” your school,

community, culture, context: Families Students Faculty Fiscal-political structure4. Use research validated practices, interventions and

strategies5. Emphasize instruction….good teaching6. Focus on prevention 111

Resources

Websites: bcpbs.wordpress.com promisingpractices.research.educ.ubc.ca pbis.orgMaking Connections Conference Nov. 4-6, 2013

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Cheryl Hofweber : chofweber@hotmail.com

Bully Prevention in Positive Behaviour Support (BP-PBIS)

Available for free at www.pbis.org 115