School-wide Positive Behaviour Support

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

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

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?

4. The New Yorker

5. 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.”

6. 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

7. “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

8. 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

9. 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…

10. 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

11. Social Responsibility & Academic Achievement Positive Behaviour Support OUTCOMES Supporting Decision Making Supporting Staff Behaviour DATA SYSTEMS PRACTICES Supporting Student Behaviour

12. 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

13. 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

14. 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

15. 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

16. What does PBS look like?

17. 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

18. 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

19. School Rules NOOutside Food NOWeapons NOBackpacks NODrugs NOBullying

20. Critical Features of EffectiveSchool-wide Expectations • Small number • 2 to 5 • Broad • Cover all expected behaviours • Memorable • Positively stated

21. Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program

22. 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

25. 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

27. 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

28. LESSON PLAN LESSON PLAN LESSON PLAN

30. 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

32. 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)

34. 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

35. 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

36. 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

37. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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.

45. Central Middle School, Red Deer, AB

46. BC Elementary School Example:Office Discipline Referrals

47. 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!

48. BC Elementary School Example:Out of School Suspensions

49. Student Satisfaction Survey: Grade 4

50. FSA Results 2008-09: Grade 4