Positive Behaviour for Success (PBS) What is PBS? A staff information session Positive Behaviour for...

Positive Behaviour for Success (PBS)

What is PBS?

A staff information session

Positive Behaviour for Success Illawarra South East Region

School-wide PBIS

Acknowledgement: National Technical Assistance Centre for PBIS

(University of Oregon)

Professor Tim Lewis, & Professor Lori Newcomer

University of Missouri

www.pbis.org

pbis.org

Intended Outcomes – NSW Institute of Teachers

2.2.3 – Apply practical and theoretical knowledge and understanding of the different

approaches to learning to enhance student outcomes.

3.2.7 – Provide timely, effective and consistent oral and written feedback to students to

encourage them to reflect on and monitor their learning.

3.2.8 – Use and maintain effective and efficient record-keeping systems to monitor students’

learning progress.

5.2.5 – Manage student behaviour through engaging students in purposeful and worthwhile

learning activities.

6.2.8 – Demonstrate knowledge of the application of relevant policy documents in schools.

7.2.1 – Communicate regularly and effectively with parents and caregivers, and other

colleagues about students’ learning and wellbeing.

Intended Outcomes – NSW Institute of Teachers

Describe the context for approaching student behaviour from a systems level

An overview of behavioural principles Key elements of PBS

The continuum The process School-wide systems Non-classroom systems

The role of the school PBS Leadership Team Preparing for implementation The role of the PBS Coach Opportunity to ask questions

Goals for this session…

Nature of the Problem

• In education innovations come and go in 18-48 months (Latham, 1988).

• Alderman & Taylor (2003) Optimally, sustainability should be a focus from the day a project is implemented. With most projects, the pressure of just becoming operational often postpones such a focus until well into the 2nd year.

Nature of the problemNSW Institute Outcomes

6.2.8 & 7.2.1

SW-PBS- “All The Buzz”

The Potential Problem with “The Buzz”• Practices seem to be “influenced by fads and

fashions that are adopted overenthusiastically, implemented inadequately, then discarded prematurely in favour of the latest trend.”

• Walshe and Rundall (2001) reporting on health systems

“The Buzz”…

NSW Institute Outcomes 2.2.3 & 6.2.8

PLAN A:

PLAN B:

PLAN C:

PLAN D:

Magic Fairy Dust

Get rid of the bad apples

A professional development day

Take a systems-level approach to student (and adult) behaviour and learning

Our solution

“A punitive school discipline environment is a major factor contributing to antisocial behaviour 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 behaviour.”

Hemphill et al., 2006

NSW Institute Outcomes 2.2.3 & 6.2.8

• 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 practise pro-social behaviour

What does a positive, encouraging school climate look like?

NSW Institute Outcomes 2.2.3,3.2.7, 4.2.1, 5.2.1,

5.2.5, 6.2.8 & 7.2.1

School-wide PBS:a definition

PBS is a broad range of systemic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour.

OSEP Center on PBIS

PBS=PBIS=PBL=EBS

NSW Institute Outcomes 2.2.3 & 6.2.8

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

SupportingStudent Behaviour

OUTCOMES

Social Responsibility &Academic Achievement

Not limited to anyparticular group of

students…it’sfor all students

Not new…it’s based onlong history of

effective educationalpractices & strategies

PositiveBehaviour

for Success

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behavior and encouraging

prosocial behaviour

NSW Institute Outcomes 2.2.3 & 6.2.8

1.1. BuildBuild systems that make it easier to teachsystems that make it easier to teach

2.2. CreateCreate environments that environments that encourage encourage (rather (rather than discourage) pro-social behaviourthan discourage) pro-social behaviour

3.3. Teach all students Teach all students what is expected what is expected

4.4. ProvideProvide a continuum of behaviour and a continuum of behaviour and learning support to students who need more learning support to students who need more support to be successfulsupport to be successful

School-wide Positive Behaviour for Learning Goals

NSW Institute Outcomes 2.2.3, 4.2.1, 5.2.5 & 6.2.8

Academic Systems Behavioural Systems

1-5%1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing school-wide systems for student successNSW Institute Outcomes

6.2.8

Good Teaching Behaviour Management

STUDENT ACHIEVEMENT

Increasing Regional & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

It’s not just about behaviour!

NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7, 3.2.8,

5.2.1, 5.2.5 & 6.2.8

• School-wide PBS is:• A systems approach for establishing the social culture and

individualised behavioural and academic supports needed for schools to be effective learning environments for all students.

• Evidence-based features of school-wide PBS• Prevention• Define and teach positive social expectations• Acknowledge positive behaviour• Continuum of consistent consequences for problem behaviour• On-going collection and use of data for decision-making• Continuum of intensive, individual interventions. • Principal leadership – Team-based implementation (Systems that

support effective practices)

What is School Wide PBS?What is school-wide PBS?

NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7,

5.2.5 & 6.2.8

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Establishing a social culture

NSW Institute Outcomes 2.2.3 & 6.2.8

Non-class

room

Setting S

ystems

ClassroomSetting Systems

School-wideSystems

Research to Practice

FamilySetting

Systems

Individual StudentSystems

NSW Institute Outcomes

6.2.8

Essential features

Statement of purpose Clearly define expected behaviours (Rules/ Values) Procedures for teaching and practising expected

behaviours Procedures for encouraging expected behaviours Procedures for discouraging problem behaviours Procedures for record-keeping and decision making

Universal Prevention strategies: school-wide

NSW Institute Outcomes 3.2.7, 3.2.8, 4.2.1, 5.2.5

& 6.2.8

Settings

All Settings

Hallways Playground CanteenLibrary/Computer

LabAssembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk.Have a plan.

Eat all your food.

Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self. Help/share

with others.

Use normal voice

volume.Walk to

left.

Play safe.Include others.Share

equipment.

Practise good

manners.

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up rubbish.Maintain physical space.

Use equipment properly.

Put rubbish in garbage

bin.

Clean up eating area.

Push in chairs.Treat books

carefully.

Pick up/treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Exp

ecta

tio

ns

This process links our thinking and our actions to our core beliefs about teaching and

learning.

Awards are linked to school-wide expectations

Nirvana PS

Safety Award

Nirvana PS

Responsible Award

Nirvana HS – Postcard Award

Assess the physical characteristics Establish setting routines Identify setting specific behaviours Develop teaching strategies Develop practice opportunities and

consequences Identify needed support structures Data collection strategies

Universal Prevention strategies: non-classroom settings

NSW Institute Outcomes 1.2.1, 3.2.7, 3.2.8, 4.2.1,

5.2.5 & 6.2.8

Data-based decision making?

Use what you have

• Discipline referrals/detentions• Suspensions/expulsions• Referrals by student behaviour• Learning support team data• Learning data• Surveys• Attendance• Referrals to special education programs

NSW Institute Outcomes 3.2.8, 4.2.1, 5.2.1,

6.2.8 & 7.2.1

Data based Decision Making: Critical questions

5 basic reports are essentialHow many referrals are there:1.Per day, each month2.Based on location3.Based on the type of behaviour4.By student5.By time of dayWhat range of consequences are provided

based on the type of behaviour exhibited?

NSW Institute Outcomes 3.2.8 & 6.2.8

Data based Decision Making: Critical questions

• To answer these critical questions your discipline referral form must include the following categories at a minimum:• Student name• Date• Time of incident• Type of problem behaviour (minor/ major)• Referring staff• Executive decision

NSW Institute Outcomes 3.2.8 & 6.2.8

Assess current behaviour management practices Examine patterns of behaviour Obtain staff commitment Develop a school-wide plan Obtain parental participation and input Oversee, monitor and evaluate all planned

objectives and activities developed by the team

Responsibilities of the PBS Leadership Team

NSW Institute Outcomes 1.2.1, 3.2.8 , 6.2.8 & 7.2.1

• Establish a regular meeting schedule for the PBS team (a minimum of monthly)

• Establish a standard system for communicating information within the committee and among staff

• Analyse needs assessment data and other data to create short and long term goals (EBS survey)

• Develop regular opportunities for training on key PBS strategies

• Develop strategies to share information with parents and community

Responsibilities of the PBS Leadership Team

NSW Institute Outcomes 1.2.1, 3.2.8 , 6.2.8 & 7.2.1

Structure to include representatives from all stakeholders Stage/Grade/Faculty/Executive representation Principal (mandatory) SLSO Parent Community representative (s) Learning Support Team reps Teacher Professional Learning (TPL) Committee PBS Coach

Role of each team member = communication

Preparation Task 1Team Membership

NSW Institute Outcomes 6.2.8 & 7.2.1

All participants are responsible and accountable for the success of the meetings• Chairperson / Facilitator• Recorder / Secretary• Data-base manager• Communication coordinator• Time keeper /task master• Committees as needed

Preparation Task 2Who’s in charge?

NSW Institute Outcomes 3.2.8 , 6.2.8 & 7.2.1

• Is your PBS team representative of all stakeholders?

• Consider what other committees or teams should be represented (needs basis or regularly)

• Discuss and consider who on your team will be the:

• Chairperson / Facilitator• Recorder / Secretary• Data-base manager• Communication coordinator• Time keeper /task master

Team Time Preparation Tasks 1 and 2

NSW Institute Outcomes 3.2.8 , 6.2.8 & 7.2.1

Assessment / Evaluation Tools

Effective Behaviour Survey (EBS)

An internal self-assessment tool which assesses the extent to which PBS systems, data and practices and are in place in:

• School-wide

• Non-classroom

• Classroom

• Individual Student Systems SY

STEM

S

PRACTICES

DATA

OUTCOMES

NSW Institute Outcomes 3.2.8 & 6.2.8

Preparation Task 3

Assessing and Planning for School-wide Positive Behaviour Support

Effective Behaviour Support (EBS) Survey

based on the work of

Horner, Todd, Lewis-Palmer and Sugai

What is the EBS Survey?

Self-assessment survey to assess the extent to which PBS systems, data and practices are in place within a school

School-wide Non-classroom (Specific Setting) Classroom Individual Student

NSW Institute Outcomes 3.2.8 & 6.2.8

Why use the EBS Survey?

1. Annual action planning

2. Internal decision making

3. Assessment of change over time

4. Awareness building of staff

5. Team validation

NSW Institute Outcomes 3.2.8 & 6.2.8

Who completes the EBS Survey?

• The entire school staff complete the EBS Survey.

How is the EBS Survey completed?

Complete the survey independently Schedule 20-30 minutes to complete

the survey Base your rating on your individual

experiences in the school If you do not work in classrooms,

answer questions that are applicable to you

NSW Institute Outcomes 3.2.8 & 6.2.8

School-wide Systems

Current Status

Feature

Priority for Improvement

In

Place

Partial

in Place

Not in Place

School-wide is defined as involving all students, all staff, & all settings.

High

Med

Low

1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.

2. Expected student behaviours are taught directly.

3. Expected student behaviours are rewarded regularly.

4. Problem behaviours (failure to meet expected student behaviors) are defined clearly.

5. Consequences for problem behaviours are defined clearly.

NSW Institute Outcomes 3.2.8 & 6.2.8

Scoring the EBS

Mark (i.e., “” or “X”) on the left side of the page for current status and the right side of the page for the priority level for improvement

For each feature of current status that is rated as partially in place or not in place, rate the degree to which the priority level for improvement is needed (i.e., high, medium, low)

NSW Institute Outcomes 3.2.8 & 6.2.8

Summarise the Results: Example 1aSummarise survey results on a blank survey by tallying all individual responses for each of the possible six choices

Current Status

Feature

Priority for Improvement In Place

Partial

in

Place

Not in Place

School-wide is defined as involving all students, all staff, & all settings.

High

Med

Low

1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.

2. Expected student behaviors are taught directly.

Scoring the EBS

EBS School-Wide Systems Spreadsheet

EBS Non-classroom Systems Spreadsheet

EBS Classroom Systems Spreadsheet

EBS Individual Student Systems Spreadsheet

NSW Institute Outcomes 3.2.8 & 6.2.8

See Support Documents in training pack

• Discuss the School-wide, Non-classroom, Classroom and Individual Student sections of the EBS Survey:

• Use the time to seek clarification on any of the features• Discuss the features as a team• Consider and plan what professional learning staff will

need and plan the systems it will take to implement the survey with your staff

• The goal is to bring the survey results with you to the two day conference so that you will use this data to assist the development of your action plan

Team TimePlan Preparation Task 3

NSW Institute Outcomes 2.2.3, 3.2.8 & 6.2.8

Survey staff regarding:

• The 5 top behavioural challenges they are facing (List)

• What area of the school do they view as most problematic? (e.g. hallways, playground, canteen etc)

• What is working well?

Preparation Task 4Surveys and Data Collection

NSW Institute Outcomes 2.2.3, 3.2.8 & 6.2.8

• Assemble any data and documents that may assist you develop your action plan during the two day training, for example:

- Suspension data

- Behaviour incidences (playground and classroom referrals)

- Attendance data

- Student Welfare/ Discipline policies

- Learning Support team policies

Preparation Task 5Surveys and Data Collection

NSW Institute Outcomes 2.2.3, 3.2.8, 3.2.9 & 6.2.8

School-wide Action Plan Overview

Include the development, implementation, and management activities of your plan. SWPBL Critical Elements

1. Staff commitment obtained and maintained throughout the school year.

80% of staff buy-in and participation Basic behavioural principles taught/reviewed with staff. Plans developed for training staff and students PBL launched within school community Parents informed about PBL

2. PBL Team established (representative of the school, protected meeting times (at least monthly), leader, roles, statement of purpose).

3. Staff Survey summary reports are presented to staff. 4. Expectations developed (3-5 positively stated)

Rules developed for non-classroom settings Lesson plans developed for teaching expectations/rules School policy/procedure identified to embed the teaching

of expectations within the school community

5. Reward/recognition program established (what/when/how) 6. Establish system for responding to behavioural violations

Behaviours defined and categorised (major/minor). Consequences hierarchy developed for classroom and

office referrals. Discipline referral process established and flow chart

developed. 7. Establish information system/SWIS readiness requirements reviewed.

How will team evaluate progress of PBL activities? (How are we doing? What needs to be modified, maintained, and terminated?)

Critical Element

Action/Activity Who is Responsible?

When will it be started?

When will it be

completed?

When will we evaluate

it?

#____

#____

NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7, 3.2.8, 3.2.9, 4.2.1, 5.2.1, 5.2.5 ,

6.2.8 & 7.2.1

The purpose of establishing a region-wide network of PBS coaches is to create a core group of highly skilled school professionals who have:

Fluency with PBS systems and practices

Capacity to deliver a high level of PBS technical assistance

Capacity to sustain teams in efforts to implement PBS systems and practices

“Positive Nag”

PBS CoachingNSW Institute Outcomes

2.2.3 & 6.2.8

• Team start-up• Team sustainability• Hands-on technical assistance• Problem solve• Public relations / communications• Support network• Local leadership• Local coordination of resources

Why coaches?NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7, 3.2.8,

4.2.1, 5.2.5 & 6.2.8

• Attend and participate in coaching professional development events

• Attend school team training events with

assigned team

• Maintain record/log of school’s

implementation effort (e.g., discipline data,

action plan, products)

What do coaches do?NSW Institute Outcomes

2.2.3, 3.2.8 & 6.2.8

• Complete and send regular reports on school team

implementation progress to the PBS Coordinator

• Report on PBS school leadership team and

coaching progress

• Assist in collection and maintenance of school

team data

What do coaches do?NSW Institute Outcomes

2.2.3, 3.2.8 & 6.2.8

• School teams will be successful if:• They start with sufficient resources and

commitment• They focus on the smallest changes that will

result in the biggest difference• They have a clear action plan• They use on-going self-assessment to

determine if they are achieving their plan• They have access to an external coach who

is supportive, knowledgeable and persistent.

Success

www.pbis.org

www.learningplace.com.au

http://iserpbs.wikispaces.com

www.columbia.k12.mo.us/staffdev/CPSPBS/

Website Resources