Introduction to Positive Behavior Support October 12, 2011

1. Introduction to Positive Behavior SupportOctober 12, 2011 PBIS Team Consultants Angie Chapple-Wang Meghan Shelby ESC of Cuyahoga County

2. Objectives: • Why: Learn the reasons for implementing a positive behavior support program • What: Learn about basic components of PBS • How: Learn how to get started in implementing school-wide PBS

3. Behavior Expectation Matrix

4. Think of the worst memory of an interaction you had with an adult in a school-related activity. Activity 1 Best Memory / Worst Memory Think of the best memory of an interaction you had with an adult in a school-related activity.

5. Where are you in the process of implementing PBS in your school? • We are just starting to learn about PBS • We have a building leadership or behavior team and need the information about PBS to move forward. • We have a team and some basic structures in place but need a better foundation. • We have done PBS before but need a refresher to get restarted.

6. PBIS Practices • Take out Handout, “Introduction to Positive Behavior Support: Current Practices and Needs” • As we go through the day, write down which PBS practices your district currently has in place, and… • Those practices that your district still needs to implement.

7. What Teachers Tell Us About Challenging Behaviors in School • Behavior is the most difficult issue we deal with on a daily basis • Disrespect, non-compliance, and simple disruptions are the most time-consuming and frequent behavior problems we face • In our university preparation, dealing with problem behaviors is the thing for which we were least prepared Scott, 2002

8. What are the most challenging behaviors in your school? • Truancy • Dress Code violation • Harassment/bullying • Inappropriate language • Disruption • Defiance/disrespect

9. Anti-Harassment and Bullying Policy In 2004, Ohio’s State Board of Education directed the Ohio Dept of Education to: “...Provide schools with model policies and strategies that eliminate negative behaviors, recognize positive behaviors that promote safe and secure learning environments of all students and staff, and provide information to schools that helps identify and address issues such as bullying, intimidation, and harassment that occurs between students, groups of students, and school personnel…”

10. Do you know your Bullying policy? • Yes • No

11. IDEA ‘04 For a child with a disability or suspected disability whose behavior impedes his or her learning or the learning of others: • Consider positive behavior intervention strategies and supports • Have the regular education teacher participate in determination of appropriate positive behavior interventions… • 614 (d)(3)(B)(i) in the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies to address that behavior.

12. ESEA - No Child Left Behind Major focus - …provide all children with fair, equal and significant opportunity to obtain a high quality education …closing the achievement gap between high and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers.

13. We have a problem: • Current practices in schools are not adequately addressing the educational needs of students from culturally and linguistically diverse backgrounds

16. Culture and Climate Factors Contributing to Achievement Gaps • Less rigorous and challenging curricula • Segregated special education services • Reactionary disciplinary actions • Vague or no instruction in social skills • Cultural mismatch between student/families and school • Lack of knowledge of culturally responsive practices

17. Points to Ponder…A National Dilemma • Over 50% of U.S. crime is committed by 5-7% of children between ages of 10-20 • Over 82% of crime is committed by people who have not completed school • 70% of youth viewed as antisocial in school are arrested within 3 years of leaving school • It is projected that soon more Americans will be in prison than will attend the nation’s 4-year colleges U.S. Department of Justice, Bureau of Justice Statistics Kincaid, D., Univ. of South Florida

18. 40,200 students did not graduate in 2009 Lost lifetime earnings: $10.5 billion If those students had graduated: Estimated health-care savings: $502.1 million Source: www.all4ed.org Why Change? Some Ohio Data

19. Impact of 491 Office Referrals in an Elementary School in Ohio... Adapted from Barrett et.al. Administrative Time Lost 7,365 minutes 123 hours 20 work days * Based on 15 minutes per referral. Student Instructional Time Lost 22,095 minutes 368 hours 61 school days * Based on 45 minutes out of the classroom.

20. Impact of 3057 Office Referrals in a Middle School in Ohio... Adapted from Barrett et.al. Student Instructional Time Lost 137,565 minutes 2,292 hours 382 school days * Based on 45 minutes out of the classroom. Administrative Time Lost 45,855 minutes 764 hours 95 work days * Based on 15 minutes per referral.

22. The Three-Tier Response to Intervention (RtI) Framework Brings together general, special, compensatory and gifted education Provides a comprehensive, proactive and unified system Meets the academic and social-behavioral needs of ALL students.

23. 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions The Three-Tier Response to Intervention Framework Behavioral Systems Academic Systems Adapted from OSEP Effective School-Wide Interventions

24. Rate your understanding of Response to Intervention • Know enough that I could do the presentation • I could implement most of the components • I’m familiar with it • I could talk about it at a cocktail party • Never heard of it

25. R B R B R B Summative Effects of an Integrated Model Significance BL Shep Kellem, Johns Hopkins University ReadingInstruction Reading & Behavior Instruction Behavior Instruction

26. PBIS is a systemic approach to teaching important social and academic skills while preventing problem behavior.

27. Systems (How things are done) Data (How decisions are made) Practices (How staff interact with students)

28. Basic Principles • Student behavior can be taught • Environments can be created to change behavior • Changing environments requires change in adult behavior • Adult behavior must change in a consistent and systematic manner • Systems of support are necessary for both students and adults

29. The Reality Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. • Mayer, 1995 • Mayer & Sulzar-Azaroff, 1991

30. Discipline is... the actions taken to increase student success Reaction Positive & Negative Consequences Prevention Rules, Routines, Arrangements Scott, 2002

31. Discipline Works When... Negative Consequences Positive Consequences 4 : 1 Scott, 2002

32. Is your ratio at least 4 to 1: reinforcement to punishment? • Yes • No

33. teach. • “If a child doesn’t know how to read, we If a child doesn’t know how to swim, we teach. • If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we... teach?punish? • Why can’t we finish the last sentence as automatically as we do the others?” • John Herner (NASDE President ) Counterpoint 1998, page 2

34. Positive Behavior Support Universal Systems of Support

35. 1-5% Intensive Individualized Interventions 1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 5-10% Targeted Interventions 80-90% School-Wide Interventions 80-90% School-Wide Interventions The Three-Tier Response to Intervention Framework Behavioral Systems Academic Systems Adapted from OSEP Effective School-Wide Interventions

36. Universal Indicators If you have more than: • 10% disruptive behavior • 10% chronically absent or tardy • 10% do not complete work on time Your overall school performance is below national, state or local levels Kincaid, D., University of South Florida

37. SWIS summary 2009-10 (Majors Only)4,019 schools; 2,063,408 students; 1,622,229 ODRs

38. Universal Tier • Maximize learning for all students • 80-90% of students are meeting performance indicators • Minimize need for interventions • Use school-wide data to evaluate and improve the instruction for all students

39. Universal Tier • Explicit, focused, high-quality general education instruction in academic and social competencies • Based on concepts of universal design for learning • Based on needs of current student population • All students receive instruction in core curriculum

40. Procedures for Developing a School-wide System of PBS • Review Mission and Priority Goals • Select and Develop a Leadership Team • Examine Behavioral Support Needs Through Data • Establish School-wide Behavioral Expectations • Establish Procedures to Teach Expectations Across All Settings • Encourage Expected Behaviors • Discourage Problem Behaviors • Monitor Implementation and Progress Adapted from School-wide Behavioral Support Video 2001

41. 1. Set Priority and Mission Video

42. 1. Review Mission and Priority Goals • Behavior set as priority goal or strategy • Not a separate new initiative • Behavior issues identified by DLT/BLT

43. Hopeful School’s Belief’s Statements • Every student can learn, and every student will learn if presented with the right opportunities to do so. It is our obligation to provide those opportunities. • Teachers are leaders, guides to instruction, and designers of work for students- work that calls upon the students to learn important content and develop critical intellectual habits and skills. • The core business of schools should be designing engaging work for students and leading students to success in that work. Sample

44. School Mission Statement Sample We, the staff of Polar Bear Elementary, are committed to providing students with the behavioral and academic skills necessary to reach their fullest potential and to become responsible life-long learners. Randy Sprick, 1998

45. Behavior has been established as one of the priority goals of our district. • Yes • No • Don’t Know

46. What are the current district/school goals? What other initiatives are being implemented? What are the current behavioral issues in your school? What is the history of discipline in your school? What is the school mission statement? team time: Mission and Priority Goals

47. 2. Select and Develop a Leadership Team Video

48. 2. Select and Develop a Leadership Team • Critical Members • Building Administrators • General and Special Educators • Related Service Provider • Parent/Family • Consider also inviting District Office Community/Agency Partners Classified Staff Students

49. Role of the Principal • Establish and maintain focus of the belief or mission of the school • Encourage and model the use of data driven decisions in all areas • Attend and participate in meetings • Provide leadership and guidance when needed • Enable teacher leaders to make critical decisions to support the process • Provide resources and support when needed • Communicate with key stakeholders in and outside of the district to sustain the program • Manage and adhere to all policies and procedures Lisa Minor, Principal Kemp PreK-8

50. District Leadership Team Building Leadership Team Teacher Based Team