School-Wide Positive Behaviour Intervention & Support

1. School-Wide Positive Behaviour Intervention & Support Working Smarter Implementation

2. Family of Schools PBIS Update Please… • sit with your family of schools colleagues • ensure that each work alike group is represented at each family of schools table • 1 School Psychologist, at least 1 SLP, CYFSW and Counsellor Thank you

3. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

4. SWPBIS is about….

5. SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student

7. Development “Map” 2+ years of team training Annual “booster” events Coaching/facilitation support at school, district, & regional/state levels Regular self-assessment & evaluation data Development of local/district leadership teams Establishment of local specialized behavior competence Integration with related behavior initiatives

8. Role of “Coaching” Liaison between school teams & PBS leadership team Local facilitation of process Local resource for data-based decision making

9. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ALL ~80% of Students

11. 24 K Response to Intervention RtI

12. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

13. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation

14. Working Smarter

15. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

16. ESTABLISHING A CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

17. 3 Questions • Why use a School-Wide System that includes PBIS and RtI? • What are the core principles of a School-Wide PBIS/RtI framework? • How do schools get started implementing a School-Wide PBIS framework?

18. History of School-Wide Behaviour Supports in British Columbia • 1990 - EBS, Effective Behaviour Support Dr. George Sugai @ University of Oregon and team • 1996 - PBS, Positive Behaviour Support Dr. Rob Horner @ University of Oregon and team • 2000 - PBIS, Positive Behaviour Intervention and Supports Dr. Rob Horner @ University of Oregon and Dr. George Sugai @ University of Connecticut • 2004 – RtI, Response to Intervention – “No Child Left Behind” Dr. Frank Gresham - @ Louisiana State University and team • In the late 1990s British Columbia Council of Administrators of Special Education (BC CASE)approached Ministry of Education to form a partnership and introduce EBS. • The Nanaimo-Ladysmith School District started EBS training with schools in 2000.

19. BC SAFE SCHOOLS ACT states - the central focus and purpose of the school system in BC is to enable all students to: develop their individual potential acquire the knowledge skills and attitudes needed to contribute to society benefit academically & socially from a safe, caring and orderly learning environment BILL M 204 -- 2006 - SAFE SCHOOLS ACT Keeping Kids Safe - K to 12 Safe, Caring and Orderly Schools Guide – 2008 Revised Links to PBIS and Virtues Project

20. Some RISK FACTORS are… History of early aggressive behaviour Violence in the family Parental drug/alcohol abuse Poor social-emotional attachment to parents and caregivers Social-cognitive deficits Peer engaged in high risk behaviours – gangs, bullying, date violence Beliefs supportive of violence Low commitment to school Academic failure RECOMMENDATIONS are… Change social context to break up antisocial networks Improve parent effectiveness Increase academic success through interventions and support Create positive, respectful, predictable, & trusting school environment/climate is important for all students Create a system that reduces gangs, bullying and violence Teach & encourage individual skills & competence Prevent Youth Violence & Gangs TASK Force: BC Ministry of Public Safety, Solicitor General & Ministry of Education 2006 Recommend implementing a School-Wide Behaviour Support System

21. WHAT INTERVENTIONS DO YOUR FAMILY of SCHOOLS HAVE IN PLACE ? 1 • INTENSIVE INTERVENTIONS ~5% ~15% • TARGETED INTERVENTIONS Teach to ALL ~80% of Students • UNIVERSAL INTERVENTIONS ___________________Family

22. WHAT INTERVENTIONS and SUPPORTS DO YOUR FAMILY of SCHOOLS NEED ? 2 • INTENSIVE INTERVENTIONS ~5% ~15% • TARGETED INTERVENTIONS Teach to ALL ~80% of Students • UNIVERSAL INTERVENTIONS ___________________Family

23. POSSIBLE PBIS INTERVENTIONS and SUPPPORTS • INTENSIVE INTERVENTIONS • FBA - BSP – ESP - Assessment • Wrap-Around- Meetings • Referral to CYMH/MCFD/VIHA • Involvement of Probations • Restorative Justice- J. Howard Society ~5% ~15% • TARGETED INTERVENTIONS • Check in/out system • Targeted social skills instruction • Peer-based & Volunteer supports • Social skills groups- Boy/Girl Talk • Counselling student & parents • UNIVERSAL INTERVENTIONS • Teach S-W positive expectations • Reinforcements - Data analysis • Newsletter & Parent engagement • Supportive programs: Virtues, Friends, WITS/LEADS, • Cyber Safety & Bully Prevention Teach to ALL ~80% of Students

24. A School-Wide System that includes PBIS and RtI uses… Common Language PBIS /RtI Effective Social & AcademicSchool Culture Common Experience Common Vision/Values

25. PBIS is NOT… • • new…it is based on long history of • behavioural practices & effective • instructional strategies • a specific practice or curriculum…it • is a systems approach that develops a framework to prevent problem behaviours • • limited to any particular group of • students…it is for all students

26. 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 Intervention Think Targeted Group Interventions Think Intensive Individual Interventions

27. Intensive Interventions • Individual Students • Assessment-based • High Intensity • Prolonged interventions • Intensive Interventions • Severe High-Risk Challenges • Individual Students • Assessment-based & Specialized • Intense, durable procedures • Targeted Interventions • Some students (at-risk) • High efficiency • Rapid response • Standard protocol reading & math • interventions • Small Group • Some Individualizing • Targeted Interventions • At-Risk Challenges • Some students • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Universal Interventions • All students • Effective core academic instruction • Preventive, proactive • Universal Interventions • School-Wide • All settings • All students • All staff • Preventive, proactive • Involves parents & • Community Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation (PBIS - Sugai, Horner, & RtI Gresham) School-Wide Systems for Student Success Academic Systems Behavioural Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

28. Green Zone: Universal Interventions for ALL 1. School rules and expectations Helping students to create a consistent schedule/routine while learning Monitoring/supervising students in a caring school climate ~80% of Students

29. Yellow Zone: Targeted Interventions at School Check in - Check out Targeted group interventions and positive peer influences 3. Collaborative Planning and Conflict Resolution Tools ~15%

30. Red Zone: Intensive Interventions at School Mentoring – School and Community based 2. Behavioural Contracts – FBA, BSP and ESP 3. Inter-agency – Wrap-around Meetings ~5%

31. SYSTEMS • Policies & Procedures • Code of Conduct • Decision Making • Matrix – Settings and Expectations • Continuum of Reinforcement • Consistent Consequences The 4 Core Principles of PBIS/RtI are… SYSTEMS • OUTCOMES • Endorsed and Emphasized by ALL • Academic and Behavioural Targets • DATA • Measure Outcomes • Guide Decision Making • Evaluation of Interventions and Practices • Portable Office Referral Form • District Data Collection System DATA PRACTICES • PRACTICES • Best Practices and Instruction • Cool Tools –Lessons, Programs and Strategies • BP- PBIS and RtI

32. Getting started… • School will form PBIS Leadership team • PBIS Leadership Team has • administrator’s involvement and commitment • 80% of staff committed • Staff develops effective procedures for dealing with problem behaviours as a team • PBIS Leadership Team develops positive expectations using school rules • PBIS Leadership Team develops lesson plans for teaching expectations and rules in all areas; • first in common areas – year 1 • next in the classroom – year 2 • Staff establishes acknowledgement system • PBIS Leadership Team develops procedures for on-going data-based monitoring & evaluation with staff

33. PBIS Working Smarter Training Coaches coaching Coaches Key Components – assist schools with: • 1. Adopting a School-Wide belief of Universal Expectations – For all Students and Staff • 2. Developing a Matrix of Expectations – For all Settings • 3. Developing Cool Tools – Teaching Lessons for behaviour expectations • 4. Investing in Reinforcement/Recognition System – Tickets, Bucks, Beemers and Gottchas • 5. Developing a Portable Office Discipline Referral System – Data collection system and progress monitoring

34. STEP 1 - Establish Team Membership • Representative of demographics of school and community • 1-2 individuals with behavior/classroom management competence • Administrator active member • Schedule for presenting to whole staff at least monthly • Schedule for team meetings at least monthly • Integration with other behavior related initiatives and programs • Appropriate priority relative to school and district goals • Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. • Schedule for annual self-assessments • EBS Self-Assessment Survey • Review Office Discipline Referrals • Benchmarks of Quality • School-wide Evaluation Tool • Coaching support (school and/or district/region)

35. STEP 2 – Develop Behavior Purpose Statement • Positively stated • 2-3 sentences in length • Supportive of academic achievement • Contextually/culturally appropriate (e.g., age, level, language) • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

36. STEP 3 – Identify Positive SW Expectations • Linked to social culture of school (e.g., community, mascot). • Considerate of social skills and rules that already exists. • 3-5 in number • 1-3 words per expectation • Positively stated • Supportive of academic achievement • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Mutually exclusive (minimal overlap) • Contextually/culturally appropriate (e.g., age, level, language) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

37. STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations • Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) • Considerate of lessons that already exists. • Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. • Teach social behavior like academic skills. • Involvement by staff, students, families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction in natural and typical contexts • Schedule for regular review, practice, and follow-up instruction • Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings • Procedures for providing instruction to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations • Included in school publications (e.g., handbooks)

38. STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations • School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment • Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. • Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. • Data system in place to monitor office discipline referral that come from classrooms • Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management • Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines • Involvement by staff, students, and families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction • Schedule for regular review, practice, follow-up instruction • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Included in school publications (e.g., handbooks)

39. STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations • School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment • Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. • Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. • Data system in place to monitor office discipline referral that come from classrooms • Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management • Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines • Involvement by staff, students, and families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction • Schedule for regular review, practice, follow-up instruction • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Included in school publications (e.g., handbooks)

40. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations • Specification of Definitions for Violations of School-wide Behavior Expectations • Contextually appropriate labels/names • Definitions represent continuum of severity (e.g., minor, major, illegal) • Definitions comprehensive in scope (school-wide) • Definitions in measurable terms • Mutually exclusive (minimal overlap) • Specification of Procedures for Processing Violations of School-wide Behavior Expectations • Agreement regarding office staff versus teacher/staff responsibilities • Office discipline form for tracking discipline events • Agreement regarding options for continuum of consequences • Data decision rules for intervention and support selection

41. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures • Use by all staff (e.g., office, security, supervisors, bus drivers) • Schedule for teaching to students and staff members • Schedule for regular review of use and effectiveness • Procedures for providing orientation to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Included in school publications (e.g., handbooks) • Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. • Schedule and procedures for regular review and enhancement of acknowledgements. • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Included in school publications (e.g., handbook, posters, newsletters) • Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

42. STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring • General data collection procedures • Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). • Data collection procedures regularly checked for accuracy of use • Data collection limited to information that answers important student, classroom, and school questions • Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline • Decision rules for guiding data analysis and actions • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Data system managed by 2-3 staff members • No more than 1% of time each day for managing data system. • Efficient, timely, and graphic displays of data • Office discipline referral procedures • Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). • A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) • School-wide procedures for processing or responding to violations of behavior expectations. • Efficient and user-friendly procedures for inputting and storing information • Efficient and user-friendly procedures for summarizing and analyzing information. • Efficient and user-friendly procedures for producing visual displays of the data. • Procedures for presenting data to staff on routine basis. • Procedures for making decisions and developing actions based on the data.

43. “80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Individualized intervention for nonresponders Administrative responsibility

44. “DINGER” • Reminding staff to have positive interaction • Procedures • Ring timer on regular, intermittent schedule • Engage in quick positive interaction “GOLDEN PLUNGER” • Involve custodian • Procedure • Custodian selects one classroom/ hallway each week that is clean & orderly • Sticks gold-painted plunger with banner on wall “1 FREE PERIOD” • Contributing to a safe, caring, effective school environment • Procedures • Given by Principal • Principal takes over class for one hour • Used at any time “G.O.O.S.E.” • “Get Out Of School Early” • Or “arrive late” • Procedures • Kids/staff nominate • Kids/staff reward, then pick

45. PBIS Matrix – What is it? School-Wide Expectations Walk. Use normal - inside voice. Keep to the right. Pick up litter. Maintain physical space.

46. PBIS in schools this year 2010-2011 • Barsby, Bayview, Brechin and Quarterway attended the Connections Conference Nov. 2010. • Brechin and Quarterway revisited their: matrix, visuals, universal lessons, parent PBIS and office referral system. • Barsby and Bayview revisited their matrix and expectations. • Brechin established a data system that will be shared with the district.

47. PBIS at Ecole Quarterway Elementary

48. Ecole Quarterway School Climate Matrix E X P E C T A T I O N S

49. SOCIAL RESPONSIBILITY PBIS stands for ―Positive Behaviour Interventions and Supports. Quarterway children have heard lots about PBIS. PBIS is effective because children are explicitly taught expectations in terms of behaviour at school and the expectations are reinforced consistently. The Quarterway PBIS matrix is posted on our website. Here’s what PBIS might look like in your home: 1) Keep Your Expectations Realistic It is important for you to know and understand your child’s abilities and limitations. When you expect too much or too little from your child it can lead to problems and frustrations for you both. 2) Plan Ahead Try to anticipate what your child may do or need in various situations. Make sure that you plan ahead to set your child up for a successful experience. ―Hope for the best, but plan for the worst. Always have a back-up plan! 3) Clearly State Your Expectations in Advance Some undesirable behavior occurs because your child can’t act differently, other times it occurs because your child simply doesn’t want to act differently. Either way it helps for you to remember that your child cannot read your mind. Be sure to give your child one clear instruction so that he knows what it is that you want him to do. 4) Offer Limited, Reasonable Choices Most children are not born with the built-in ability to make decisions and then accept the consequences. In order for your child to learn to take personal responsibility they will need plenty of support and practice. 5) Use ―When…Then Statements A ―when…then statement is a simple instruction that tells your child whathe or she must do in order to earn a desired consequence. This is also known as contingency statement. — Positive Solutions for Families THE QUARTERWAY e-COUGAR

50. PBIS at Brechin Elementary