Saint Paul Public Schools Positive School-wide Behavior Model PSB

1. Saint Paul Public SchoolsPositive School-wide Behavior Model (PSB) Created by: Thomas J. Delaney Assistant Administrator � EIS, PBIS, RTI SPPS Special Education Department This presentation is designed to train school staff so that they are able to do the following: Identify general principles and components of PSB; Identify and proceed with initial PSB implementation steps; and Identify and access school district and other resources to support PSB implementation. This presentation is designed to train school staff so that they are able to do the following: Identify general principles and components of PSB; Identify and proceed with initial PSB implementation steps; and Identify and access school district and other resources to support PSB implementation.

2. 2 What are �School-wide Positive Behavioral Interventions and Supports�? School-wide PBIS is (Horner and Sugai 2009): A research-based systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Evidence-based features of SW-PBIS: Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior Ongoing collection and use of data for decision-making Continuum of intensive, individual intervention supports Implementation of the systems that support effective practices Introduce, define, and describe Positive Behavioral Interventions and Supports (PBIS), especially as: Research-Based Systems Approach Prevention Data Driven Instructional Approach to Behavior ManagementIntroduce, define, and describe Positive Behavioral Interventions and Supports (PBIS), especially as: Research-Based Systems Approach Prevention Data Driven Instructional Approach to Behavior Management

3. 3 PSB = PBIS = PSB = P� Positive Behavioral Interventions and Supports (PBIS) is a research-based national model for managing school environments and routines to promote positive student behaviors. Saint Paul Public Schools� version of PBIS is called the �Positive School-wide Behavior Model� or �PSB� for short. PSB is designed to unify and expand previously developed district-wide behavior management systems, including Responsive Classroom and the Rights and Responsibilities Manual.

4. 4 PSB Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant and durable for all students. (Zins & Ponti, 1990) Emphasize PSB is based on perspective that school environments, including school routines and staff modeling of behavior, make an important difference in the behavior of students. School staff are critical for the teaching, modeling, and reinforcing of positive student behaviors.Emphasize PSB is based on perspective that school environments, including school routines and staff modeling of behavior, make an important difference in the behavior of students. School staff are critical for the teaching, modeling, and reinforcing of positive student behaviors.

5. 5 PSB Evaluation Criteria Data utilization within PSB includes self-assessment of school discipline systems, to examine whether the system: Achieves desired outcomes for student behavior and ultimately academic achievement? Is feasible, doable, and efficient for all school staff and in all school environments? Recognizes, values and takes into account local community context and cultural factors. Has resources and structure which sufficiently support the sustainability of the system? Has resources and a structure which enables the system to be generalized to include more or all school and community settings?Data utilization within PSB includes self-assessment of school discipline systems, to examine whether the system: Achieves desired outcomes for student behavior and ultimately academic achievement? Is feasible, doable, and efficient for all school staff and in all school environments? Recognizes, values and takes into account local community context and cultural factors. Has resources and structure which sufficiently support the sustainability of the system? Has resources and a structure which enables the system to be generalized to include more or all school and community settings?

6. Positive School-wide Behavior Model(PSB)Overview

7. 7 PSB Guiding Principles Data Academic and behavioral success Outcomes Research-validated practices Instructional approach to discipline Prevention Integration Culture & context Continuum of behavior support School-wide for all Evaluate Team This is a list of principles incorporated into the design of PSB and the development of PSB in school sites.This is a list of principles incorporated into the design of PSB and the development of PSB in school sites.

8. 8 PSB in a school-wide system, incorporating not only classroom systems (e.g. Responsive Classroom), but also non-classroom and specific individual student system components. PSB in a school-wide system, incorporating not only classroom systems (e.g. Responsive Classroom), but also non-classroom and specific individual student system components.

9. 9 The Positive School-wide Behavior Model is about�. PSB is designed to be a strategy for multiple types of school and program improvement, especially maximizing academic achievement.PSB is designed to be a strategy for multiple types of school and program improvement, especially maximizing academic achievement.

10. 10 Effective behavior management, paired with effective instructional management, is a strategy for improving performance on critical indicators of student outcomes, and is the foundation for improvements in student outcomes, including and especially academic achievement.Effective behavior management, paired with effective instructional management, is a strategy for improving performance on critical indicators of student outcomes, and is the foundation for improvements in student outcomes, including and especially academic achievement.

11. 11 The following slides specifically list system school-based components for each part of the overall PSB system.The following slides specifically list system school-based components for each part of the overall PSB system.

12. 12

13. 13 Behavioral competence at school and district levels Function-based behavior support planning Team- and data-based decision making Comprehensive person-centered planning and wraparound processes Targeted social skills and self-management instruction Individualized instructional and curricular accommodations

14. 14 Positive expectations and routines taught and encouraged Active supervision by all staff Scan, move, and interact Pre-corrections and reminders Positive reinforcement

15. 15 Classroom-wide positive expectations taught and encouraged Teaching classroom routines and cues taught and encouraged Ratio of 6-8 positive to 1 negative adult-student interactions Active supervision Redirections for minor infrequent behavior errors Frequent pre-corrections for chronic errors Effective academic instruction and curriculum

16. 16 Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, and acknowledgements Formal and active participation and involvement as equal partner Access to system of integrated school and community resources

17. 17 What does PSB look like? >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative. Function based behavior support is foundation for addressing problem behavior. This and the following slides describe what a fully implements PSB system looks like in a school. It is important to understand that a school may not have implemented each and every of these, but still have an effective PSB system.This and the following slides describe what a fully implements PSB system looks like in a school. It is important to understand that a school may not have implemented each and every of these, but still have an effective PSB system.

18. 18 What does PSB look like? Data- and team-based action planning and implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students.

19. 19 What does PSB look like? Building administrator actively supports PSB implementation. This includes participating in trainings with each team, attending team meetings, allowing the team to meet and sharing PSB activities and data with staff, families and the community.

20. 20 What does PSB look like? The building has a universal team that is representative of the staff (regular and special education, grade level, support staff, parent) and meets at least twice monthly. The school has established school-wide expectations that are posted throughout the school.

21. 21 What does PSB look like? There is a system in place for teaching expected behaviors. This includes both formal and informal teaching strategies. There is a system in place for acknowledging expected behaviors. This includes both tangible and social methods of acknowledgement.

22. 22 What does PSB look like? The building collects and analyzes discipline referral and academic data on an ongoing basis. The team uses academic and discipline data at each meeting for problem-solving and developing school-wide strategies. There is a clear understanding of classroom and office-managed behaviors.

23. 23 What does PSB look like? There is a clear process for dealing with problem behaviors. There is a team in place that meets regularly to address students in need of secondary and tertiary level behavioral and academic needs. The team uses individual student data to develop function-based behavior intervention plans.

24. 24 What does PSB look like? There is ongoing planning among specialized staff and building/district leaders to review effectiveness data for systems that support students with complex needs across home school and community. Designated/trained personnel lead teams through implementation of individualized behavior support plans and comprehensive wraparound plans for students with complex needs who require all 3 levels of PSB as a tiered behavioral intervention system.

25. 25 PSB School Development �Map� Development of PSB Building Leadership Team 2+ years of team training Identification of 3 to 5 Positive Behavioral Expectations Definition of how the positive behavioral expectations �look� in each of an array of school settings (�the matrix�). Annual �booster� events Coaching/facilitator support Regular self-assessment and evaluation data Coordinate with PSB District Leadership Team This slide lists the components a school usually puts in place to develop PSB at their site, in the order that these usually and best are implemented.This slide lists the components a school usually puts in place to develop PSB at their site, in the order that these usually and best are implemented.

26. Getting Started: Step #1Establishing the PSB Building Leadership Team

27. 27 STEP 1 - Establish a PSB Building Leadership Team Representative of demographics of school and community 1 to 2 individuals with behavior and classroom management competence Administrator active member Schedule for presenting to whole staff at least monthly Schedule for team meetings at least monthly This and the following slides list important factors for forming an effective PBS Building Leadership Team.This and the following slides list important factors for forming an effective PBS Building Leadership Team.

28. 28 STEP 1 - Establish a PSB Building Leadership Team 6. Integration with other behavior related initiatives and programs 7. Appropriate priority relative to school and district goals 8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. 9. Schedule for annual self-assessments with PSB Coach EBS Self-Assessment Survey Review Office Discipline Referrals Benchmarks of Quality School-wide Evaluation Tool 10. Coaching support (school and/or district/region)

29. 29 PSB Development - Step 2Building Team Develops a Behavior Purpose Statement

30. 30 STEP 2 � Building Team Develops Behavior Purpose Statement Positively stated 2 to 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) This slide describes important factors for PBS Building Leadership Team design of an effective Behavior Purpose Statement.This slide describes important factors for PBS Building Leadership Team design of an effective Behavior Purpose Statement.

31. 31 Sample Behavior Statements Ex. 1 Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. Ex. 2 At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! Here are two examples of Behavior Purpose Statements.Here are two examples of Behavior Purpose Statements.

32. 32 PSB Development - Step 3Identifying 3 to 5 Positive Behavioral Expectations

33. 33 STEP 3 � Identify Positive School-wide Expectations Linked to social culture of school (e.g., community, mascot). Considerate of social skills and rules that already exists. 3 to 5 in number 1 to 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) This slide lists important factors for PBS Building Leadership Team identification of 3 to 5 positive behavioral expectations. Especially important is that the School Building Leadership Team accomplish #10, staff agreement with a defined set of positive behavioral expectations.This slide lists important factors for PBS Building Leadership Team identification of 3 to 5 positive behavioral expectations. Especially important is that the School Building Leadership Team accomplish #10, staff agreement with a defined set of positive behavioral expectations.

34. 34 The identified positive behavioral expectations are made visible across school environments, and may involve student artwork.The identified positive behavioral expectations are made visible across school environments, and may involve student artwork.

35. 35 The positive behavioral expectations are defined across school settings ? �The Matrix� The PSB Building Leadership Team uses staff input to define the positive behavioral expectations across school settings (e.g. �looks like�) to develop a matrix that staff will use to teach model and reinforce positive behavior in school settings. These definitions may also be displayed in particular In an ideal system, students learn the positive behavioral expectations so well, that they can describe what a positive behavior looks like in any given school setting. This is and the following slides show examples of what a matrix could look like.The PSB Building Leadership Team uses staff input to define the positive behavioral expectations across school settings (e.g. �looks like�) to develop a matrix that staff will use to teach model and reinforce positive behavior in school settings. These definitions may also be displayed in particular In an ideal system, students learn the positive behavioral expectations so well, that they can describe what a positive behavior looks like in any given school setting. This is and the following slides show examples of what a matrix could look like.

36. 36 Matrix example #2Matrix example #2

37. 37 RAH � at Adams City High School(Respect � Achievement � Honor) Matrix example #3Matrix example #3

38. 38 RAH � Athletics Matrix example #4Matrix example #4

39. 39 Matrix example #5Matrix example #5

40. 40 School staff use the matrix to teach, model, and reinforce the positive behavioral expectations in the settings in which these behaviors are expected.School staff use the matrix to teach, model, and reinforce the positive behavioral expectations in the settings in which these behaviors are expected.

41. 41 Next Steps & Resources

42. 42 Are there more steps? You betcha! PSB development is a process that takes years and involves revisiting steps for continuous improvement. The school district PSB �Coach� is available to each and every building to facilitate all the steps in PSB development. There are more steps to development of PSB at school sites. It is a multi-year process. PSB Coaches are available to facilitate PSB meetings, data analysis, and all the steps for PSB development at a school site.There are more steps to development of PSB at school sites. It is a multi-year process. PSB Coaches are available to facilitate PSB meetings, data analysis, and all the steps for PSB development at a school site.

43. 43 PSB Coaches First contact for school buildings interested in initiating or expanding their work on the PSB Model Liaison between PSB Building Leadership Teams and the PSB District Leadership Team Facilitator for PSB meetings and implementation processes within school buildings Resource to PSB Building Leadership Teams for data-based decision making This slide briefly describes the role and function of PSB coaches.This slide briefly describes the role and function of PSB coaches.

44. 44 Resources For all things related to PSB development and PSB Coaches, contact� Tom Delaney Assistant Administrator � EIS, PBIS, RTI Special Education Phone: 651-767-8327 E-Mail: thomas.delaney@spps.org Contact Tom Delaney for more information on PSB development or PSB coaching.Contact Tom Delaney for more information on PSB development or PSB coaching.

45. 45 Resources An excellent resource for more information of Positive Behavioral Interventions and Supports (PBIS), is the web site for the National Technical Assistance center on Positive Behavioral Interventions and Supports.An excellent resource for more information of Positive Behavioral Interventions and Supports (PBIS), is the web site for the National Technical Assistance center on Positive Behavioral Interventions and Supports.