Quincy School District Positive Behavior Intervention and Support

1. Quincy School District Positive Behavior Intervention and Support Why Effective School-Wide Positive Behavior Support Systems?

2. Kathie Brown, Mt. View Elementary • Nik Bergman, Pioneer Elementary

3. Objective: Share a general understanding of PBIS/Compassionate School principles and what Tier I implementation looks like and the positive impact both models can make. • Goals: You will leave today with 2-3 ideas on how to embed PBIS principles into your school.

4. Where’s Quincy • Quincy is located 30 miles east of Wenatchee and 10 miles north of the Gorge Amphitheater • 2700 Students • 83% Free and reduced • 84% Hispanic population • 37% Bi-lingual • 4 Elementary schools, One Junior High and One High School

5. Who’s in the Room • Find some you do not know, tell them your name, position, district and current school-wide behavior system.

6. Why PBIS • Climate Survey Data • A positive, formal and systematic approach to district wide student management. • A way to engage all staff, all parents and the community in a district-wide student management system.

7. Where Does PBIS Fit • AWSP Leadership Framework: Criterion 2 School Safety, Criterion 3 Leading with Data, Criterion 7 Parting with the School Community • ISLLC Standards: Standard 2 Culture, Standard 3 Safe, Efficient, and Effective Learning Environment

8. If we as educators don’t make an honest effort in behavior intervention, there are others waiting to pick up where we failed.

9. Positive School Climate Through the use of PBIS • Maximizes academic engagement and achievement • Minimizes rates of rule violating behaviors • Encourages acts of respectful and responsible behaviors • Organizes school functions to be more efficient, effective, and relevant • Improves supports for students with disabilities and those placed at risk of educational failure

10. Purpose of PBIS To examine the features of a proactive, systemic approach to preventing and responding to school-wide discipline problems.

11. Big Idea • Educational leaders must strive to lead and support development of sustainable and positive school climates - Zins & Ponte, 1990

12. Secondary and Tertiary • Team-based coordination and problem-solving occurs • Local specialized behavioral capacity is built • Function-based behavior support planning occurs • Person-centered, contextually and culturally relevant supports are provided • District/regional behavioral capacity is built • Supports are instructionally oriented • SW-PBS practices and systems are linked • School-based comprehensive supports are implemented What Does PBIS Look Like? SW-PBS (primary) • >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged • Positive adult-to-student interactions exceed negative • Function-based behavior support is foundation for addressing problem behavior • Data and team-based action planning and implementation are operating • Administrators are active participants • Full continuum of behavior support is available to all students

13. Positive School Climate Through the use of PBIS • Maximizes academic engagement and achievement • Minimizes rates of rule violating behaviors • Encourages acts of respectful and responsible behaviors • Organizes school functions to be more efficient, effective, and relevant • Improves supports for students with disabilities and those placed at risk of educational failure

14. PBIS Goals • Every attempt will be made to maintain the dignity and self-respect of the student and teacher • Students will be guided and expected to solve their problems, or the ones they create, without creating problems for anyone else. • Students will be given the opportunity to make decisions and live with the consequences, be they good or bad. • Behavior will be handled with natural or logical consequences whenever possible. • Misbehavior will be viewed as an opportunity for individual problem solving and preparation for the real world, as opposed to a personal attack on school or staff.

15. The Tier III Model Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL AND POSITIVE BEHAVIOR SUPPORT ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, and Settings ~80% of Students

16. 10/2 • Turn to an elbow partner and share one learning or something reaffirmed.

17. Ineffective Responses to Problem Behavior • “Get Tough” (practices) • “Train and Hope” (systems)

19. An Immediate and Seductive Solution, "Get Tough!” • Clamp down and increase monitoring • Re-re-re-review rules • Extend continuum and consistency of consequences • Establish “bottom line” A predictable, individual response, but…

20. What Students Hear When Only Told Behavior Expectations

21. Creates a false sense of security! • Fosters environments of control • Triggers and reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic and social behavior programming

23. Reactive Responses are Predictable When we experience aversive situations, we select interventions that produce immediate relief and: • Remove students • Remove ourselves • Modify physical environments • Assign responsibility for change to students and/or others

25. When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased suspension and expulsion • In-service training by expert • Alternative programming A predictable, systemic response, but…

26. Based on the erroneous assumption that students: • Are inherently “bad” • Will learn more appropriate behavior through increased use of “adverse” consequences • Will be better tomorrow

27. Effective Classroom Management Systems • Teach and encourage classroom-wide positive expectations • Teach and encourage classroom routines and cues • Use a ratio of 5 positives to 1 negative adult-student interaction • Supervise actively • Redirect for minor, infrequent behavior errors • Pre-correct chronic errors frequently

28. Teaching Behaviors It’s critical that we teach non-examples in addition to the examples of how we expect our student to behave.

29. 10/2 • What effective school-wide behavior management principles are you currently implementing?

30. K-3 PBIS Foundations Established four school rules: • Respect, On task, Always safe, Responsible • As a staff we established school wide behavior expectations centered on ROAR. All staff agreed to uphold and support our developed expectations. • School wide expectations were reviewed on the first day of school, once in the winter, and then again in the spring. • As a staff, an incentive program via ROAR was established. This includes multiple incentives to award observed positive intrinsic behavior.

31. Reaching the 80% • Expectation review: Teach, not preach • School-wide articulated student management system • ROAR Stickers, Certificates, Give Aways, Parties, Signage, Public Recognition, Parent Involvement. • Keep it fun, fresh and relevant. • Intrinsic vs. extrinsic

34. Thank You!!! Questions? Comments...

35. Resources • http://pbis.org • http://pbiswashington.pbworks.com/w/page/21253808/FrontPage • Flint Simonsen flintsimonsen@centurylink.net • Kathie Brown, kbrown@qsd.wednet.edu • Nik Bergman, nbergman@qsd.wednet.edu