School-Wide Positive Behaviour Intervention & Support Working Smarter Implementation

School-Wide Positive Behaviour School-Wide Positive Behaviour Intervention & SupportIntervention & Support

Working Smarter ImplementationWorking Smarter Implementation

Family of Schools

PBIS Update

Please…

• sit with your family of schools colleagues

• ensure that each work alike group is represented at each family of schools table

• 1 School Psychologist, at least 1 SLP, CYFSW and Counsellor

Thank you

SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)

SWPBIS is about….

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based• Biggest, durable effect

SCHOOL-WIDE1. 1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED INTERVENTIONPR

ACTICES

CLASSROOM1.All school-wide

2.Maximum structure & predictability in routines & environment

3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.

4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

5.Continuum of strategies to acknowledge displays of appropriate behavior.

6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

Development “Map”

• 2+ years of team training• Annual “booster” events• Coaching/facilitation support at school, district, &

regional/state levels• Regular self-assessment & evaluation data• Development of local/district leadership teams• Establishment of local specialized behavior

competence• Integration with related behavior initiatives

Role of “Coaching”

• Liaison between school teams & PBS leadership team

• Local facilitation of process

• Local resource for data-based decision making

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

RtI

Response to Intervention

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

3 Questions

Why use a School-Wide System that includes PBIS and RtI?

What are the core principles of a

School-Wide PBIS/RtI framework?

How do schools get started implementing a School-Wide PBIS framework?

History of School-Wide Behaviour Supports in British Columbia

• 1990 - EBS, Effective Behaviour Support Dr. George Sugai @ University of Oregon and team

• 1996 - PBS, Positive Behaviour Support Dr. Rob Horner @ University of Oregon and team

• 2000 - PBIS, Positive Behaviour Intervention and Supports Dr. Rob Horner @ University of Oregon and Dr. George Sugai @ University of Connecticut

• 2004 – RtI, Response to Intervention – “No Child Left Behind” Dr. Frank Gresham - @ Louisiana State University and team

In the late 1990s British Columbia Council of Administrators of Special Education (BC CASE) approached Ministry of Education to form a partnership and introduce EBS.

The Nanaimo-Ladysmith School District started EBS training with schools in 2000.

Keeping Kids Safe - K to 12BC SAFE SCHOOLS ACT states - the central

focus and purpose of the school system in BC is to enable all students to:

• develop their individual potential • acquire the knowledge skills and attitudes

needed to contribute to society• benefit academically & socially from a safe,

caring and orderly learning environment

BILL M 204 -- 2006 - SAFE SCHOOLS ACTSafe, Caring and Orderly Schools Guide – 2008 Revised

Links to PBIS and Virtues Project

Prevent Youth Violence & Gangs

Some RISK FACTORS are…• History of early aggressive

behaviour• Violence in the family• Parental drug/alcohol abuse• Poor social-emotional

attachment to parents and caregivers

• Social-cognitive deficits• Peer engaged in high risk

behaviours – gangs, bullying, date violence

• Beliefs supportive of violence• Low commitment to school• Academic failure

RECOMMENDATIONS are…• Change social context to break

up antisocial networks• Improve parent effectiveness• Increase academic success

through interventions and support

• Create positive, respectful, predictable, & trusting school environment/climate is important for all students

• Create a system that reduces gangs, bullying and violence

• Teach & encourage individual skills & competence

TASK Force: BC Ministry of Public Safety, Solicitor General & Ministry of Education 2006 Recommend implementing a School-Wide Behaviour Support System

Teach to ALL

~80% of Students

~15%

~5%

WHAT INTERVENTIONS DO YOUR FAMILY of SCHOOLS HAVE IN PLACE ?

TARGETED INTERVENTIONS• • • • •

INTENSIVE INTERVENTIONS • • • • • •

UNIVERSAL INTERVENTIONS• • • • • ___________________Family

1

Teach to ALL

~80% of Students

~15%

~5%

WHAT INTERVENTIONS and SUPPORTS DO YOUR FAMILY of SCHOOLS NEED ?

TARGETED INTERVENTIONS• • • • •

INTENSIVE INTERVENTIONS • • • • • •

UNIVERSAL INTERVENTIONS• • • • • ___________________Family

2

Teach to ALL

~80% of Students

~15%

~5%

POSSIBLE PBIS INTERVENTIONS and SUPPPORTS

TARGETED INTERVENTIONS• Check in/out system• Targeted social skills instruction• Peer-based & Volunteer supports• Social skills groups- Boy/Girl Talk• Counselling student & parents

INTENSIVE INTERVENTIONS • FBA - BSP – ESP - Assessment• Wrap-Around- Meetings• Referral to CYMH/MCFD/VIHA• Involvement of Probations• Restorative Justice- J. Howard Society

UNIVERSAL INTERVENTIONS• Teach S-W positive expectations• Reinforcements - Data analysis • Newsletter & Parent engagement• Supportive programs: Virtues, Friends, WITS/LEADS, • Cyber Safety & Bully Prevention

A School-Wide System that includes PBIS and RtI uses…

Common Vision/Values

Common Language

Common Experience

PBIS / RtIEffective

Social & AcademicSchool Culture

PBIS is NOT…

• new…it is based on long history ofbehavioural practices & effectiveinstructional strategies• a specific practice or curriculum…itis a systems approach that develops a framework to prevent problem behaviours• limited to any particular group ofstudents…it is for all students

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 InterventionThink Targeted Group Interventions

Think Intensive Individual Interventions

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive Interventions• Individual Students• Assessment-based• High Intensity• Prolonged interventions

Intensive Interventions• Severe High-Risk Challenges• Individual Students• Assessment-based & Specialized• Intense, durable procedures

Targeted Interventions• Some students (at-risk)• High efficiency• Rapid response• Standard protocol reading & mathinterventions• Small Group • Some Individualizing

Targeted Interventions• At-Risk Challenges• Some students • High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions• All students• Effective core academic instruction• Preventive, proactive

Universal Interventions• School-Wide• All settings • All students• All staff• Preventive, proactive• Involves parents & Community

Academic Systems Behavioural Systems

Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation

(PBIS - Sugai, Horner, & RtI Gresham)

School-Wide Systems for Student Success

Green Zone: Universal Interventions for ALL

1. School rules and expectations1. School rules and expectations

2.2. Helping students to create a Helping students to create a consistent schedule/routine consistent schedule/routine while learning while learning

3.3. Monitoring/supervising Monitoring/supervising students in a caring school students in a caring school climateclimate

~80% of Students

Yellow Zone: Targeted Interventions at

School

1. Check in - Check out

2. Targeted group interventions

and positive peer influences

3. Collaborative Planning and Conflict Resolution Tools

~15%

Red Zone: Intensive Interventions at

School1. Mentoring – School and Community based 2. Behavioural Contracts – FBA, BSPand ESP

3. Inter-agency – Wrap-aroundMeetings

~5%

SYSTEMS

PRACTICESDATA

DATAMeasure OutcomesGuide Decision MakingEvaluation of Interventions and PracticesPortable Office Referral FormDistrict Data Collection System

PRACTICESBest Practices and InstructionCool Tools –Lessons, Programs and StrategiesBP- PBIS and RtI

SYSTEMSPolicies & ProceduresCode of ConductDecision MakingMatrix – Settings and ExpectationsContinuum of ReinforcementConsistent Consequences

The 4 Core Principles of PBIS/RtI are…

OUTCOMESEndorsed and Emphasized byALLAcademic and BehaviouralTargets

1. School will form PBIS Leadership team

2. PBIS Leadership Team hasadministrator’s involvement and commitment 80% of staff committed

3. Staff develops effective procedures for dealing with problem behaviours as a team

4. PBIS Leadership Team develops positive expectations using school rules

5. PBIS Leadership Team develops lesson plans for teaching expectations and rules in all areas; first in common areas – year 1 next in the classroom – year 2

6. Staff establishes acknowledgement system

7. PBIS Leadership Team develops procedures for on-going data-based monitoring & evaluation with staff

Getting started…

PBIS Working Smarter Training Coaches coaching Coaches

Key Components – assist schools with:

1. Adopting a School-Wide belief of Universal Expectations – For all Students and Staff

2. Developing a Matrix of Expectations – For all Settings

3. Developing Cool Tools – Teaching Lessons for behaviour expectations

4. Investing in Reinforcement/Recognition System – Tickets, Bucks, Beemers and Gottchas

5. Developing a Portable Office Discipline Referral System – Data collection system and progress monitoring

1. Representative of demographics of school and community

2. 1-2 individuals with behavior/classroom management competence

3. Administrator active member

4. Schedule for presenting to whole staff at least monthly

5. Schedule for team meetings at least monthly

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-assessments1. EBS Self-Assessment Survey

2. Review Office Discipline Referrals

3. Benchmarks of Quality

4. School-wide Evaluation Tool

10. Coaching support (school and/or district/region)

STEP 1 - Establish Team Membership

1. Positively stated

2. 2-3 sentences in length

3. Supportive of academic achievement

4. Contextually/culturally appropriate (e.g., age, level, language)

5. Comprehensive in scope (school-wide – ALL students, staff, and settings)

6. Agreement by >80% faculty and staff

7. Communicated to stakeholders (e.g., families, community members, district administrators)

8. Included in school publications (e.g., handbook, posters, newsletters)

STEP 2 – Develop Behavior Purpose Statement

1. Linked to social culture of school (e.g., community, mascot).

2. Considerate of social skills and rules that already exists.

3. 3-5 in number

4. 1-3 words per expectation

5. Positively stated

6. Supportive of academic achievement

7. Comprehensive in scope (school-wide – ALL students, staff, and settings)

8. Mutually exclusive (minimal overlap)



11. Communicated to stakeholders (e.g., families, community members, district administrators)

12. Included in school publications (e.g., handbook, posters, newsletters)

STEP 3 – Identify Positive SW Expectations

1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)

2. Considerate of lessons that already exists.

3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.

4. Teach social behavior like academic skills.

5. Involvement by staff, students, families in development


7. Schedule for initial instruction in natural and typical contexts

8. Schedule for regular review, practice, and follow-up instruction

9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings

10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings

11. Procedures for providing instruction to new faculty, staff, students

12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)


14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations

16. Included in school publications (e.g., handbooks)

STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations

1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

4. Data system in place to monitor office discipline referral that come from classrooms

5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management

6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines

7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines

8. Involvement by staff, students, and families in development


10. Schedule for initial instruction

11. Schedule for regular review, practice, follow-up instruction




STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations

1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

4. Data system in place to monitor office discipline referral that come from classrooms

5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management

6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines

7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines

8. Involvement by staff, students, and families in development


10. Schedule for initial instruction

11. Schedule for regular review, practice, follow-up instruction




STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations

1. Specification of Definitions for Violations of School-wide Behavior Expectations

a. Contextually appropriate labels/names

b. Definitions represent continuum of severity (e.g., minor, major, illegal)

c. Definitions comprehensive in scope (school-wide)

d. Definitions in measurable terms

e. Mutually exclusive (minimal overlap)

2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations

a. Agreement regarding office staff versus teacher/staff responsibilities

b. Office discipline form for tracking discipline events

c. Agreement regarding options for continuum of consequences

d. Data decision rules for intervention and support selection

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont.

3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)

b. Schedule for teaching to students and staff members

c. Schedule for regular review of use and effectiveness

d. Procedures for providing orientation to new faculty, staff, students

e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

f. Agreement by >80% faculty and staff

g. Included in school publications (e.g., handbooks)

h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.

i. Schedule and procedures for regular review and enhancement of acknowledgements.

j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

k. Included in school publications (e.g., handbook, posters, newsletters)

l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls,

behavior incident reports).

b. Data collection procedures regularly checked for accuracy of use

c. Data collection limited to information that answers important student, classroom, and school questions

d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline

e. Decision rules for guiding data analysis and actions

f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

g. Data system managed by 2-3 staff members

h. No more than 1% of time each day for managing data system.

i. Efficient, timely, and graphic displays of data

2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step

7).

b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)

c. School-wide procedures for processing or responding to violations of behavior expectations.

d. Efficient and user-friendly procedures for inputting and storing information

e. Efficient and user-friendly procedures for summarizing and analyzing information.

f. Efficient and user-friendly procedures for producing visual displays of the data.

g. Procedures for presenting data to staff on routine basis.

h. Procedures for making decisions and developing actions based on the data.

STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring

“80% Rule”

• Apply triangle to adult behavior!

• Regularly acknowledge staff behavior

• Individualized intervention for nonresponders– Administrative responsibility

“GOLDEN PLUNGER”• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe, caring,

effective school environment• Procedures

– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”• Procedures

– Kids/staff nominate – Kids/staff reward, then pick

“DINGER”• Reminding staff to have

positive interaction

• Procedures– Ring timer on regular, intermittent

schedule

– Engage in quick positive interaction

SETTINGAll

Settings Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

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.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up

after self.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

PBIS Matrix – What is it?

Walk.

Walk.

Use normal - inside voice.

Keep to the right.

Use normal - inside voice.

Keep to the right.

Pick up litter.

Maintain physical space.

Pick up litter.

Maintain physical space.

School-WideExpectations

PBIS in schools this year 2010-2011

Barsby, Bayview, Brechin and Quarterway attended the Connections Conference Nov. 2010.

Brechin and Quarterway revisited their: matrix, visuals, universal lessons, parent PBIS and office referral system.

Barsby and Bayview revisited their matrix and expectations.

Brechin established a data system that will be shared with the district.

PBIS at Ecole Quarterway Elementary

Ecole Quarterway School Climate Matrix

Hallway Washroom

School Yard

Assembly Classroom Inside for

Recess

Field Tripswithin

Community

e-PBIS

RESPECTFUL

QuietStay in lineWalk with eyes front, hands to side, feet quiet

Be quietStay private

Take turnsShare the playgroundListen to Supervisor

Enter quietlyListen with whole bodyAppropriate applause & audience participationSit properly

Listen to person speakingRaise hand & waitGet up at appropriate timesInside voices

QuietTake turnsShare

Listen to facilitatorBe extra politeRaise hand & wait

Cell phones turned off during the dayMessages are handled through office

RESPONSIBLE

Keep rightHands to selfUse correct entrance/exit

Use correct washroomGo straight there and backFlushReport concerns to teacher

“Think before you act”Use garbage cansHelp those in needLine up promptly at bell

Hands to selfUse washroom before / after performance

Be on timeBe preparedTake care of belongingsNeat & tidy

Choose a quiet activityClean up when you’ve finished or when the bell rings

Return permission slips on timeBe a good ambassador for our school

Turned off unless permitted by teacher for education-al purposesAppropriate content (song lyrics, images)

SAFE

WalkEyes forwardBe polite, stay to right

Practice proper hygiene by washing hands with soap

Play in designated areasReport all unsafe situationsMeeting place

Follow teacher direction Use all 4 exit doors

WalkSit appropriatelyKeep hands and feet to selfFollow classroom rules

Stay where you are for the entire timePermission for washroom given by supervisor only

Stay with the groupListen to teacherFollow rules

Visit only teacher- approved internet sitesPhotograph and record only with prior consent

EXPECTATIONS

THE QUARTERWAY e-COUGAR

SOCIAL RESPONSIBILITY

PBIS stands for ―Positive Behaviour Interventions and Supports. Quarterway children have heard lots about PBIS. PBIS is effective because children are explicitly taught expectations in terms of behaviour at school and the expectations are reinforced consistently. The Quarterway PBIS matrix is posted on our website. Here’s what PBIS might look like in your home:

1) Keep Your Expectations Realistic It is important for you to know and understand your

child’s abilities and limitations. When you expect too much or too little from your child it can lead to problems and frustrations for you both.

2) Plan Ahead Try to anticipate what your child may do or need in

various situations. Make sure that you plan ahead to set your child up for a successful experience. ―Hope for the best, but plan for the worst. Always have a back-up plan!

3) Clearly State Your Expectations in Advance Some undesirable behavior occurs because your child can’t

act differently, other times it occurs because your child simply doesn’t want to act differently. Either way it helps for you to remember that your child cannot read your mind. Be sure to give your child one clear instruction so that he knows what it is that you want him to do.

4) Offer Limited, Reasonable Choices Most children are not born with the built-in ability to make

decisions and then accept the consequences. In order for your child to learn to take personal responsibility they will need plenty of support and practice.

5) Use ―When…Then Statements A ―when…then statement is a simple instruction that tells your child what he or she must do in order to earn a desired consequence. This is also known as

contingency statement. — Positive Solutions for Families

PBIS atBrechinElementary

Brechin Elementary School Minor ___ Portable Referral Form Major___

Time__________ Date__________ Grade_______

Student(s) Involved _________________________

Reporting Staff Person ______________________

Incident__hands on __offensive language/gesture__lying __intimidation/bullying__defiance __physical aggression/fighting__disruptive behaviour __non-participation__disrespect __other

Location__hallway __outside dismissal/arrival__playground __restroom__classroom __library/lab__Support room __gathering__DPA__other______________________

Action Taken__redirection__loss of privilege__physical proximity__parent contact__warning date________________time-out in class__think sheet__Support Room

__parent conference__community (school) service date__________________problem solving/discussion

Administrative Response__private conference

__alternative placement__time-out__support room__loss of privilege

__parent conference__suspension

__community (school) service__referral sent homeDate______________

Administrative Signature__________________

1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls,

behavior incident reports).

b. Data collection procedures regularly checked for accuracy of use

c. Data collection limited to information that answers important student, classroom, and school questions

d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline

e. Decision rules for guiding data analysis and actions

f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

g. Data system managed by 2-3 staff members

h. No more than 1% of time each day for managing data system.

i. Efficient, timely, and graphic displays of data

2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step

7).

b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)

c. School-wide procedures for processing or responding to violations of behavior expectations.

d. Efficient and user-friendly procedures for inputting and storing information

e. Efficient and user-friendly procedures for summarizing and analyzing information.

f. Efficient and user-friendly procedures for producing visual displays of the data.

g. Procedures for presenting data to staff on routine basis.

h. Procedures for making decisions and developing actions based on the data.

STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring

What does SWPBS look like? • >80% of students can tell you what is expected of them & 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.• Data- & team-based action planning & implementation are

operating.• Administrators are active participants.• Full continuum of behavior support is available to all students

Action Planning: Guidelines

• Agree upon decision making procedures• Align with school/district goals.• Focus on measurable outcomes.• Base & adjust decisions on data & local contexts.• Give priority to evidence-based programs.• Invest in building sustainable implementation

supports (>80%)• Consider effectiveness, & efficiency, relevance, in

decision making (1, 3, 5 rule)

Focus for 2011 - 2012• District PBIS Team to work with 10 schools• Schools coming on board to take 2 to 4 year to

full 3 tier Implementation• School Coaches coaching Coaches of 10 new

schools implementing PBIS• District linking PBIS to:

NVCI District Training and VIU Bully Prevention and Cyber Safety Electronic PBIS ( e-PBIS) Restorative Justice – Volunteer & Community Forum

Wednesday - June 8, 2011PBIS School

Teams Working Smarter Implementation Training

• Registration Form to be sent to schools by May 25, 2011 – first 10 schools to register

• Invitation will be sent to all schools, District Counsellors and CYFSW• Schools come as a team and encourage their Counsellor and CYFSW to attend as

part of your team

• 3 TOCs per school for the ½ day session from 8:30am to 11:30am1 TOC for TIC if needed2 TOCs for teachers that will be the school coaches

PBIS Moving Forward Working Sessions• Follow up working hands-on sessions for School Coaches

September – Developing your School-Wide Matrix and Cool Tools October – Reinforcements and Data Collection

(Schools will receive a district data collection program)

Bully Prevention in Positive Behaviour Support (BP-PBIS)

Available for free at www.pbis.org

ResourcesWebsiteswww.pbis.org Technical Assistance Center on Positive behavioural

Intervention and Supports School-wide Positive behaviour Support Implementers’ Blueprint and Self-Assessment

http://bcpbs.wordpress.com/ This site is dedicated to supporting, sustaining and

celebrating the efforts of British Columbia schools and districts in their School-wide Positive Behaviour Support efforts.

http://www.lostatschool.org/This site includes information about the Collaborative

Problem Solving Model by Dr. Ross Greenewww.bced.gov.bc.ca/sco/Safe, Caring and Orderly Schools Guidewww.pssg.gov.bc.ca/crimeprevention/.../crime-prev-

series1-youth-gangs.pdfThe Ministry of Public Safety and Solicitor General,

Victim Services and Crime Prevention Division funded the Promising Practices for Addressing Youth Involvement in Gangs

http://jhsnr.org/programsRestorativeJustice.htmlRestorative Justice Program. Nanaimo RegionJohn Howard Society and the Nanaimo -RCMP

District Resource Centre• PBIS, Getting Started Handbook -70918-01/02

• Understanding Response to Intervention - 70909-01/02

• Response to Intervention, A Practical Guide - 70909 -01/02

• Handbook of Response to Intervention – 70979

• Discipline with Dignity for Challenging Youth - 70717• Kids Who Outwit Adults - 70718• The Explosive Child – 70791• Orchestrating Positive and Practical Behaviour Plans - 70972 • WITS Program Kit – 72705This kit includes WITS – K to 3 and WITS-LEADS 4 to 7

The kit was developed by the Rock Solid Foundation to help kids develop appropriate social skills for handling conflicts.

Documents

School-Wide Positive Behaviour Intervention & Support Working Smarter Implementation