School-Wide Positive Behaviour Supports

1. May 13, 2013 School-Wide Positive Behaviour Supports Sponsored by TheSociety for the Promotion of Social and Academic Success for All Students (The Making Connections Group) in collaboration with SD#60 Peace River North PBS Facilitator: Cheryl Hofweber, Smithers

2. Goals for the day: Understand the benefits of approaching student behaviour from a systems level Become fluent with the essential elements of School-wide PBS Learn about successful BC school outcomes Have sufficient understanding of PBS to effectively participate in school action planning for implementation.

3. SWPBS is about….

4. “HERE is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it.” • (Winnie the Pooh, A.A. Milne 1926)

5. Are schools today different than they used to be? Higher academic pressure? Fewer positive role models for students? More students who are different than similar? Students are “needier”? More issues with disruptive behaviour? More concerns about appropriate use of technology? Increased need to teach social responsibility?

6. The New Yorker

7. 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.” “Keisha, 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.”

8. “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

9. The Good News… Research reviews continue to indicate that effective responses to significant behavioral challenges in school include: • Social Skills Training • Academic Restructuring • Behavioral Interventions = instructional strategies - “teaching”

10. Academic Achievement Social Responsibility Code of Conduct Mental Health First Nations’ Education Restorative Action Focus on Bullying and Harassment ProjectERASE Early Literacy Universal Design Safe, Caring and Orderly Schools Character Education Self- Regulation Response to Intervention Positive Behaviour Support

11. Challenge

12. From Your Perspective….. What would a positive, encouraging school climate look like?

13. 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

14. A Paradigm Shift Over the past 15 years, problem behaviour is increasingly understood as: • A function of interactions between the person and environment • Adaptive • Not inevitably part of a disability • Behaviours that can be prevented with appropriate understanding and support.

15. Traditional PBS Approach

16. School-wide PBS Goals • Build systems that make it easier to teach • Create environments that encourage (rather than discourage) prosocialbehaviour • Teachall studentswhat is expected • Provide a continuum of behaviour support to students who need more support to be successful

17. 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

18. 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

19. 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%

20. 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%

21. 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

22. OVERVIEW OF PBS

23. What is SWPBS? School Wide Positive Behaviour Supports provides an organizational framework for: Improving the social cultureand climate of the schools, AND Enhancing the impact of academic instruction on achievement AND Increasing proactive, positive and preventive management of behaviours.

24. Conceptual Foundations Behavioural Theory: behaviour is learned, lawful, and manipulative Applied Behaviour Analysis: observable behaviours in the context of real settings Positive Behaviour Support: in the larger context of improvement of quality of life.

25. Principles Guiding SWPBS Use data to guide decision making Establish school discipline as instrument for academic and behavioursuccess Make decisions that are linked to important and measurable outcomes Utilize research-validatedpractices, interventions, and strategies Emphasize an instructionalapproach to behaviour management Emphasize prevention

26. Principles Guiding SWPBS (cont’d) 7. (Integrateinitiatives, programs, interventions that have common outcome 8. Adapt activities to align with local cultural context(e.g. family, community) 9. Build and sustain a continuum of behaviour support 10. Consider school-widepractices and systems for all students, all staff, and all settings 11. Evaluatecontinuously 12. Coordinate efforts with a school-wide leadership team.

27. 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

28. OUTCOMES: what do we want to see? Clearly specified outcomes are related to academic achievement and social competence.

29. Mental Health Outcomes School-wide PBS also provides a framework for a comprehensive mental health model of prevention and intervention. Minimizing and reducing “risk factors” by building “protective factors”

30. Protective Risk What factors help to protect from developing an anxiety disorder? What factors increase the risk of developing an anxiety disorder? • Attachment/affection • Family • Friendships • School • Cognitive & coping style • Good physical health (sleep, exercise, diet) • Support networks • Self-esteem • Genetics • Temperament • Physiological sensitivity • Family environment • Breakdown & stressors • Conditioning paradigms • Family interaction & coping style • Life events or traumas FRIENDS aims to increase & strengthen protective factors

31. DATA: What do we currently see and know? Data-based decision making guides: selection and modification of curricula and practices, Evaluation of progress, and Enhancement of systems.

32. PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see? Evidenced-based practices have a high probability of outcome achievement for students.

33. SYSTEMS: What needs to be in place that is contextualized, accurate and sustainable? Systems support: Adult adoption and commitment High fidelity implementation Sustained use of effective practices

34. SUBSYSTEMS SCHOOLWIDE CLASSROOM NON- CLASSROOM STUDENT FAMILY

35. A LOOK AT SCHOOL- WIDE and NON- CLASSROOM SYSTEMS

36. CODE OF CONDUCT REFLECTS SCHOOL AND COMMUITY CULTURE

37. Prevention Logic: Redesigning Teaching Environments, Not Students.

38. Establishing a Social Culture MEMBERSHIP /CONNECTEDNESS

39. School-wide Systems Defineschool-wide expectations (i.e., social competencies) Teach and practice expectations Monitor and acknowledge prosocialbehaviour Provide instructionalconsequences for problem behaviour Collect information and use it for decision-making

40. Merging PBS and Social Emotional Learning (SEL): Teaching School Expectations • Using SEL curricula to define core social expectations for All Students • Using PBS framework for elaborating a multi-tiered system of support • SEL for all • SEL for those who need a bit more • SEL for those students with intense needs.

41. School Rules NOOutside Food NOWeapons NOBackpacks NODrugs NOBullying

42. Creating a School-wide Expectations Matrix (Handout) • 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

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

45. Bernard ElementaryChilliwack School DistrictPositive Behaviour Support Program

46. BC High SchoolExpectations PPerformance RRespect IIntegrity DDiversity EEnvironment RRespect OOwnership CCaring KKnowledge SSafety North Delta High School South Delta High School

47. NorKam Secondary, Kamloops BC

48. Be polite, keep to right! Hallway Expectations

49. 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

50. School-Wide Acknowledgement Systems