Blue Ribbon Summit Positive Behavior Support

1. Blue Ribbon SummitPositive Behavior Support Susan Barrett www.pbis.org www.pbismaryland.org www.swis.org

2. Advance Organizer • Review PBIS Big Ideas • Following the Road Map-Critical Features

3. Challenge #1

4. Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….

5. Big Ideas • How do we use our minutes more efficiently ? • How do we work smarter?

6. Challenge #2

7. Big Ideas What are some of the ways we network/collaborate? How do we make time for this? • How do we build on what is working in a coordinated way ? • How do we sustain our success over time?

8. Does theTraditional Approach Work? • A middle school principal must teach classes when teachers are absent because substitute teachers refuse to work in a school that is unsafe and lacks discipline • An intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year • A middle school counselor spends nearly 15% of his day “counseling” staff members who feel helpless and defenseless in their classrooms because of a lack of discipline and support • In one school year, 13-year-old Jason received 87 office discipline referrals • In one school year, a sixth grade teacher processed 273 office discipline referrals. Sugai (2000)

9. Student Interactions with the School • higher rates of negative interactions with adultsregardless of their behavior • higher rates of punitive consequences than peers this tends to make behaviors worse • lower rates academic engaged time with teacherperpetuation of behavior and academic problems Students who exhibit challenging behaviors have: Shores, Gunter, & Jack, 1993Wehby, Symons, & Shores, 1995Gunter, Denny, Jack, Shores, & Nelson, 1993

10. Time Cost of a Discipline Referral(45 minutes per incident)

11. Traditional Discipline: Focuses on the student’s problem behavior Goal is to stop undesirable behavior through the use of punishment Positive Behavior Support: Replaces undesired behavior with a new behavior or skill Alters environments Teaches appropriate skills Rewards appropriate behavior Traditional Discipline versus PBS

12. What About Your Experience? • Is student behavior improving at your school? • If so, why? • If not, why not?

13. Why School-Wide PBS? • Over 5000 schools across the country and over 500 in Maryland are implementing SWPBS because… • It can be adapted to fit your particular school • It can coexist with most other school-wide programs (reading first, character ed, etc.) • It is consistent with research-based principles of behavior

14. PBIS Foundations • Behavior & physiology • Learned behavior • Behavior & environment • Behavior lawfulness Behaviorism • Observable behavior • Socially important questions • Applied settings • Functional relationship ABA PBS

15. What is PBIS?PBIS is a process for creating safer and more effective schools. Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific discipline plans to support behavior and educate all children. 

16. Positive Behavior Support… • Aims to build effective environments in which positive behavior is more effective than problem behavior • Is a collaborative, assessment-based approach to developing effective interventions for problem behavior • Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

17. Working Smarter

20. How does the “Triangle” Fit PBS? • A support plan to address the needs of students with chronic, challenging behaviors • An instructional component for teaching students self-control, expected behaviors, and social skills strategies • Clearly defined and communicated expectations and rules • Consequences and clearly stated procedures for rewarding appropriate behavior and for correcting rule-breaking behaviors • Total staff commitment to managing behavior

22. Universal Secondary Tertiary

23. SW PBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

24. Practices Data Systems

25. Road Map • Use Team Implementation Checklist to guide action plan

26. 1. Establish Commitment • Administrator support and active involvement • Behavior Support 1of top 3 school improvement goals • 80% Faculty support • District Support/3 year timeline

27. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

28. Administrator Commitment • Admin attends meetings 90% of the time • Admin provides funding for PBIS activities • Admin puts time on staff agenda for PBIS updates • Admin actively promotes PBIS as priority, integrates with other initiatives/improvement activities Staff Commitment80% buy in • Share Data/Presentations • Start Small • Easy Implementation • Showcase Success

29. Obtain 80% Staff Consensus • A “YES” vote means that I agree to: • provide input in determining what our school’s problems are and what our goals should be • make decisions about rules, expectations, and procedures in the commons areas of the school as a school community • Follow through with all school-wide decisions, regardless of my feelings for any particular decision • Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

30. PBIS Involvement Remember: • PBS involves all of us • we decide what our focus will be • we decide how we will monitor • we decide what our goals are • we decide what we’ll do to get there • we evaluate our progress • we decide whether to keep going or change

31. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

32. 2. Establish and Maintain Team Core team members will make or break the change effort. Choose the team to assure: • Representation from all subject areas • Representation from all staff cohorts • Inclusion of a trusted administrator, discipline guru, motivator

33. Team Composition • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student Start with Team that “Works.”

34. Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications

35. Establish and Maintain Team • A team exists to improve behavior support systems. • The team is representative and includes an administrator • The team has a scheduled meeting time • Every other week? Monthly? • The team has efficient internal process • Agenda • Minutes • Team has culture of care

36. Marketing Strategy • Integrate past school behavior plans • Assure clarity of target areas • Incorporate school colors or mascot

37. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

38. 3. Self-Assessment • Completion of PBIS Staff Survey • Team summarizes existing school discipline data • Strengths, areas of immediate focus identified • Action plan written

39. Gather Information Data: Office Referrals, Suspension, Attendance, Academic Survey Staff, Students, Administration, Parents

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

41. Agree on Logical& Realistic Plans • Big Ideas • The staff use the characterization information and objectives to determine the expectations and strategies to be used in meeting those objectives.

42. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

43. 4. Establish School-wide Expectations • Define 3-5 school-wide behavioral expectations • Define each expectation (how it will look across different settings) • Teach the expectations to ALL students • Teach the expectations in ALL settings • Allow students a chance to practice behaviors

45. High 5’s Be respectful Be responsible Be there, be ready Follow directions Hands/feet to self The Respect School Respect others Respect property Respect yourself Formula 4 Success = Respect Responsibility Ready-to-learn Re-thinking The 5 Be’s Be kind Be safe Be cooperative Be respectful Be peaceful Code of Conduct I am respectful I am responsible I am safe I am prepared Respect + Responsibility = Pride Show respect Show responsibility Develop Rules of Behavior

47. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

48. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

50. High Fives, Gotchas Traveling Passport Super Sub Slips, Bus Bucks 1 Gallon Back/front of bus Free homework coupon Discount school store, grab bag Early dismissal/Late arrival First/last in Line Video store coupon, free fries Positive Office Referrals Extra dessert Class event G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos Samples