Positive Behaviour for Success (PBS)

Universals Pre-Training Session 2012

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

• Context and definition• Key elements of PBS

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

• Data Based Decisions• PBS Team• Effective Behaviour Survey (EBS)• Coaches

AGENDA (Pre-training)

School-wide PBS:a definition

PBS is a decision making framework using evidence-based academic and

behavioural practices to improve important academic and social

outcomes for all students.

PBS=PBIS=PBL=PBEL

• Proactive and Preventative• Consistent definitions and teaching of positive

social expectations• Acknowledgement, reward of positive

behaviour• Continuum of consistent consequences for

problem behaviour• Data is used for decision-making• Principal Involvement and support

What is School Wide PBS?

Evidence-based features of school-wide PBS

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 onresearch and a long history of

effective educationalpractices & strategies

PositiveBehaviour

for Success

Not specific practice or curriculum…it’s a

frameworkfor preventing

problem behavior and encouraging

pro-social behaviour

1. Build systems that make it easier to teach

2. Create environments that encourage (rather than discourage) pro-social behaviour

3. Teach all students what is expected

4. Provide a continuum of behaviour and learning support to students who need more support to be successful

School-wide Positive Behaviour for Success Goals

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 success

Establish a PBS team Mission Statement: Statement of purpose Values: Clearly define expected behaviours Matrix: Teaching and practising expected

behaviours Rewards System: Procedures for

encouraging expected behaviours Referrals/Consequence System:

Procedures for discouraging problem behaviours

Data: Procedures for record-keeping and decision making

Universal Implementation Essential Features

Structure to include representatives from all stakeholders Principal (mandatory) Stage/Grade/Faculty/Executive

representation SLSO Parent Community representative (s) Learning Support Team reps PBS Coach

Team Membership

Obtain, support and maintain staff commitment Develop annual school-wide Action Plan Maintain parent participation and input Communicate to all stakeholders Implement, monitor and evaluate;

Data Systems Practises

Responsibilities of the PBS Leadership Team

All participants are responsible and accountable for the success of the meetings• Chairperson • Recorder• Data-base manager• Communication coordinator• Time keeper• Sub-committees as needed

(Names of staff to be decided and brought to first training session)

Preparation Task 1 Allocation of Team members

• 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

• Develop regular opportunities for training on key PBS strategies

• Develop strategies to share information with parents and community

Initial Team Action PlanPBS Team

1. All staff to complete EBS (Effective Behaviour Survey)

2. Analyse EBS results and graph data3. PBS team to discuss EBS results

with staff and bring results to first training session.

Preparation Task 2EBS Survey

Survey staff regarding:• The top 5 behavioural challenges they

are facing (non-classroom)• Identify locations

Examples:• e.g. running - hallways • Fighting - playground, • Noise Level canteen etc

Preparation Task 3Surveys and Data Collection

Preparation Task 4Documents to bring to training

1. Student Welfare \ discipline policy2. Learning Support team policy3. Example of your discipline referral forms4. Copy of student reward / awards system5. Map of school6. Suspension data7. Attendance data8. School behaviour location summary

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

SYST

EMS

PRACTICES

DATA

OUTCOMES

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

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

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

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.

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)

Summarise 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

See Support Documents in training pack

The purpose of establishing a region-wide network of PBS coaches is to create a core group of skilled school professionals who have:• Fluency with PBS systems and practices• Capacity to sustain teams in efforts to

implement PBS systems and practices

PBS Coaching

• Team sustainability• Hands-on technical assistance• Problem solve• Support network• Local coordination of resources

Why coaches?

• Attend and participate in Coach and Team Network VC presentations

• Attend school team training events with assigned

team

• Maintain record of school’s implementation

• Complete and send regular reports to PBS

Regional team

• Provide feedback to PBS school leadership team

What do coaches do?

• Each school will nominate a

teacher/executive with an interest in being

trained as a coach (1 day)

• Coaches provide external support to a

nearby PBS school.

• A key role of coaches is to administer

evaluation tools in conjunction with

Regional support.

School Coach Requirement

Universals Training

• Mission Statement• Values

Where to next?

Where to next?

Matrix – Example

Define and display Values

Displaying expectations in all settings

What practice could achieve what we want to see efficiently and

effectively?

Practices

Physical changes to the school

environment

Safety Award

Responsible Award

Awards are linked to school-wide expectations