School wide positive behaviour support
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School-wide Positive Behaviour Support. [name] [organization]. Website: http://bcpbs.wordpress.com. 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

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School wide positive behaviour support

School-wide Positive Behaviour Support

[name]

[organization]

Website: http://bcpbs.wordpress.com


Goals of this session

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


What do we want students to learn by the time they leave school

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?


School wide positive behaviour support

The New Yorker


How do we react to problem behaviour

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.”


The get tough approach assumption that problem student

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


School wide positive behaviour support

“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


Science and our experiences have taught us that students

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


Our solution one shot professional development aka the train hope approach

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…


What would a positive encouraging school climate look like

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


School wide positive behaviour support

Social Responsibility &

Academic Achievement

Positive

Behaviour

Support

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behaviour

DATA

SYSTEMS

PRACTICES

Supporting

Student Behaviour


School wide 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

PRACTICES

Supporting

Student Behaviour


School wide positive behaviour support

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


School wide positive behaviour support

Social

Responsibility

Code of Conduct

Focus on Bullying and Harassment

Restitution Self-Discipline

Academic Achievement

Safe, Caring and Orderly Schools

Character

Education

Positive Behaviour Support


Competing initiatives that can be addressed through pbs

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


What does pbs look like

What does PBS look like?


School wide positive behaviour support

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

~80% of Students


School wide class wide systems

School-wide & Class-wide Systems

Defineschool-wide expectations (i.e., social competencies)

Teach and practice expectations

Monitor and acknowledge prosocial behaviour

Provide instructionalconsequences for problem behaviour

Collect information and use it for decision-making


School wide positive behaviour support

School Rules

NOOutside Food

NOWeapons

NOBackpacks

NODrugs

NOBullying


Critical features of effective school wide expectations

Critical Features of EffectiveSchool-wide Expectations

  • Small number

    • 2 to 5

  • Broad

    • Cover all expected behaviours

  • Memorable

  • Positively stated


Bernard elementary chilliwack school district positive behaviour support program

Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program


Define expectations by setting

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


Creating a school wide expectations matrix

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


Plan to teach expectations

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


School wide positive behaviour support

LESSON PLAN

LESSON PLAN

LESSON PLAN


Teach social and emotional skills just like academic skills

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


On going acknowledgement of appropriate behaviour

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)


  • Are rewards dangerous

    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


    Pitfalls of acknowledgement systems and how to avoid them

    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


    Effective and ethical use of acknowledgement systems

    Effective and ethical use of acknowledgement systems

    SUCCESS

    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


    Discourage problem behaviours

    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


    Using pbs in daily teaching discouraging problem behaviour

    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


    School wide positive behaviour support

    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

    ~80% of Students


    Targeted interventions

    TargetedInterventions

    • 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


    School wide positive behaviour support

    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

    ~80% of Students


    Intensive individual interventions

    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

      • Stopinadvertently making problem behaviour worse


    Does pbs make a difference in canada

    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.


    Central middle school red deer ab

    Central Middle School, Red Deer, AB


    Bc elementary school example office discipline referrals

    BC Elementary School Example:Office Discipline Referrals


    What does a reduction of 266 discipline referrals mean kay bingham elementary

    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!


    Bc elementary school example out of school suspensions

    BC Elementary School Example:Out of School Suspensions


    Student satisfaction survey grade 4

    Student Satisfaction Survey: Grade 4


    Fsa results 2008 09 grade 4

    FSA Results 2008-09: Grade 4


    How do we implement pbs

    How do we implement PBS?


    Needs of pbs

    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)


    Where can i learn more about pbs

    Where can I learn more about PBS?


    Resources

    Resources

    • Websites:

      • bcpbs.wordpress.com

      • promisingpractices.research.educ.ubc.ca

      • pbis.org

    • Making Connections Conference

      • Richmond, BC Nov. 1 – 2, 2012


    Exploring the fit of pbs with your school

    Exploring the fit of PBS with your school


    Possible outcomes of today s session

    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


    Discuss with your neighbours

    Discuss with your neighbours

    What questions do we still have?

    Is PBS something we should pursue?


    Contact information

    Contact Information

    Website: http://bcpbs.wordpress.com

    • Name

      email

      address


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