Scott Kozlowski, ESE Elementary Coordinator Sonja Samek, District Level Behavior Analyst/Management Specialist

What is P.B.S? PBS stands for “Positive Behavior Supports," a systems

approach to school behavior.

PBS emphasizes: (a) prevention of problem behaviors through proactive

instruction of desired behavior, regular reinforcement of appropriate behavior, and monitoring and correction of problem behavior;

(b) on-going collection and use of data for decision-making; and

(c) application of more intensive and individualized behavior support for students who do not respond to prevention efforts (Lewis & Sugai, 1999)

What is PBS?

PBS provides a positive and effective alternative to the traditional methods of discipline.

PBS methods are research-based and proven to significantly reduce the occurrence of problem behaviors in the school, resulting in a more positive school climate and increased academic performance.

PBS is consistent with the Individuals with Disabilities Education Act, which advocates the use of positive behavior interventions and school-based disciplinary strategies that reduce or eliminate the need to use suspension and expulsion as disciplinary options.

How does PBS Work?

(PBS) focuses school staff efforts on addressing four systems in schools that are critical to promoting learning through developing students' skills in assuming responsibility for their behavioral choices. These systems include:

School Wide Systems (what is done for all students)

Specific Setting Systems (managing recess, hallways, lunch areas, etc.)

Classroom Systems (keeping classroom and building systems consistent)

Individual Systems (supporting high risk students with individual plans)

Nuts & Bolts of PBS

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment- based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective.

Whatever we give attention to, we will see more of!

Students learn new behaviors through “doing and performing”

Before PBS

No consistent process to handle behavioral problems among all schools

Perception of lack of cooperation from Transportation Department

No reward system for good behavior

Traditional Discipline versus PBS

Traditional Discipline:

Goal is to stop undesirable behavior through the use of punishment

Focuses on the student’s problem behavior

Positive Behavior Support:

Goal is to stop undesirable behavior by: Replacing with a new

behavior or skill Altering environments Teaching appropriate skills Rewarding appropriate

behavior

PBS Principles of Behavior

Understand why the behavior occurs.

Note what came before the behavior and increases the likelihood of the behavior reoccurring.

Behavior tends to be repeated or discontinued because of consequences or outcomes.

PBS Principles of Behavior

Consequences should be consistent and immediate.

Consequences must consistently follow the behavior they are meant to impact.

Modeling can strengthen or weaken behavior.

FLPBS: RTIB Project - USF 2010

Components of School-Wide PBS A multi-tiered system

Tiers of PBS Tier 1 – (Universal) Procedures and processes intended for

all students, staff, in specific settings and across campus

Tier 1 & 2 – (Classroom) Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

Tier 2 – (Supplemental) Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)

Tier 3 – (Intensive) Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

Tertiary Prevention: Specialized

Individualized Systems for Students with

High-Risk Behavior

Secondary Prevention: Specialized Group

Systems for Students with At-Risk Behavior Primary Prevention:

School-/Classroom- Wide Systems for

All Students, Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

~80% of Students

~15%

~5%

Levels of Support- Examples

Tertiary Prevention • Function-based support • Family support through service links • Social-Developmental History • Cognitive Behavior Therapy

Secondary Prevention •Check in/out • Daily report cards • Mentoring Program • Behavior Contracting •Self-monitoring system • Group Social-skill instruction

Primary Prevention Unconditional positive regard shown for each student, by all, regardless of challenging behavior. 5 to 1 positive gestures and comments to corrective statements are given for each student. Human needs are fostered in each classroom through teacher designed interactions. Fun-Freedom-Empowerment-Belonging Counselor will assists with other basic needs; school supplies, backpacks, shoes, food. Individual and group reinforcement is available, with choices given within whole group design. On-going rule and procedure teaching and reinforcement occurs: Safe, Respectful, Responsible. Differentiated instruction and accommodations for student characteristics are given.

Tier 1: Core Curriculum

• School-Wide Expectations & Rules Must be a part of the school’s everyday

language Address ALL areas of campus

• Lesson plans to teach them Formal opportunities, as well as teachable

moments

• Plan for rewarding appropriate behavior If the student hasn’t collected their reward,

they haven’t contacted the Tier 1 system

Being Proactive

• Goal of Tier 1 is prevention, & promotion of positive behavior

• Actively reviewing school-wide data

Implementation Outcomes Screening

• Planning interventions for Tier 1

• Identifying needs at Tier 2

Creating “Expectations”

Expectations are Positively stated

Expectations are clear

Expectations are few in number

Expectations are “behaviors” that are desirable

Sample School Elementary School Wide Expectations

Respect Responsibility Safety

What do these expectations look like at home?

Immokalee Middle School Expectations

I am prepared,

•Wear the school uniform •Get to class on time •Bring necessary materials to class

Make positive choices, and •Stay on task •Listen and pay attention

Show respect. •Treat yourself, others, objects and the environment as worthy and valuable •Listen when others are talking

BATHROOM RULES FLUSH THE TOILET Leave walls and area clean Use a quiet voice Sanitize your hands Help conserve supplies

CAFETERIA EXPECTATIONS

You should know your number

Use quiet voices

Make a choice before getting in line

Mind your manners

You should leave your area neat.

HALLWAY EXPECTATIONS Walk quietly to your destination

Always use your indoor voices

Loitering is not permitted

Keep your hands, feet, and property to yourself

STAIRWAY EXPECTATIONS Stay to the right at all times

Take your time, always use caution

Always be courteous to others

Inside voices are expected

Respect others & their property

Safety is your top priority

WAITING AREA EXPECTATIONS

Walk safely Always pay attention Implement self discipline Talk quietly

Transportation PBS!!

Components of Tier 2 • Goal of Tier 2 is remediation, & to prevent problems from

getting worse

• Continuous availability,

• Rapid access (within 3 days),

• Very low effort by teachers,

• Consistent with school-wide expectations,

• Implemented by all staff/faculty in a school,

• Flexible intervention based on assessment

Activities at Tier 2 • Classroom consultations

• Prioritizing students for interventions

• Small group interventions

• Programmed generalization

• Intervention Integrity

• Daily data collection

• Bi-Weekly/Weekly data analysis

Examples of Tier 2 Supports

• Check-in/Check-out

• Brief mentoring

• Social Skills groups

• Conflict resolution, problem solving groups

• Anger management groups

• Support groups

• …Others?

Check-in & Check-out

Behavior Contracts

Tier 3

• Goal of Tier 3 is accommodation, to meet the most intense needs in the least restrictive setting possible

• FBA/BIP

• Ongoing (more frequent) progress monitoring

• Increased analysis

• Moving down the triangle as appropriate

Example First few weeks of school:

• Expectations, rules are taught, rehearsed and rewarded

• Teachers reference expectations throughout the day (academics, discipline)

• Staff follow the school-wide plan consistently

• SW Team reviews discipline data to identify & address problems

• These activities are ongoing

What will PBS look like in our school? • Data will be used to help track progress and identify areas to

target for intervention

• Discipline referral Processes & Procedures will be Consistent throughout the school

• The school will develop and use school-wide Expectations & Rules in settings across campus to Teach students appropriate behavior

• A Reward System will be used to encourage and model appropriate behavior and Effective Consequences will be developed and used to discourage inappropriate behavior.

How Will the DATA Make a Difference?

• Easy to read and interpret (graphs) • Discipline data will be reviewed monthly by the PBS Team

and shared with staff

• Helps to quickly identify problem areas in need of change • Working Smarter, not Harder

• Helps to identify what is working well • Celebrate success

• Lets us know if our interventions are working

Volunteer at a PBS school to help at a PBS function

Partner with a PBS school

Spread the word…positive behavior support (PBS) promotes good character, positive decision making, and creates a positive school environment!

How can you help promote PBS?

PBS At HOME: Parent Tools for PBS

•PBS Tips for Parents at Home

•What do school wide expectations look like at home? (Sample)

PBS Tips for Positive Behavior

1. Remember 5:1 with positives.

2. Set the stage for success..reward the

effort.

3. Give clear, specific directions.

4. Stay calm. Use a calm voice.

5. Set reasonable limits.

PBS Tips for Positive Behavior

6. Be consistent. YES means YES and

NO means NO.

7. Set the example. Actions speak

louder than words.

8. Proactively anticipate the situation.

9. Have patience. A little goes a long way!!

10. Have fun and enjoy the ride!

Make Your “Expectations” Clear

Tell your child what to do instead of what not to do.

Clearly and simply state what you expect your child to do.

Have age-appropriate expectations.

Use age-appropriate language. Young children have difficulty with contractions (two words that are combined to form one, such as “don’t” and “can’t”).

40

What’s a Better Way to Say?

Stop yelling!

Don’t throw your toys!

Stop bothering your sister!

Don’t spill your milk.

Stop whining.

Be good.

Be nice.

Cut it out.

41

“Rules” for Rules

Pick only 3 to 5.

State the behavior you want to see. Be descriptive. What does the behavior look like?

Pick rules that can be applied in a lot of situations.

42

Rule Examples

Clean up after yourself.

Use an inside voice.

Ask before you use something that is not yours.

Use words to solve problems.

43

What do you think about these rules?

Be nice to everyone.

Don’t tease or hit.

Put your laundry in the hamper.

44

PBS Expectations at Home

Help Out

Own your behavior

Manner Count

Everyday

S.A.M.E.K

Stay Safe

Accept Different Opinions

Manners Always

Easy with voices

Kindness is Key!

Help Me Be Successful! Teach me what to do!

1. Show and Tell

2. Practice Makes Perfect

3. You Got It!

Using Pictures to Teach Rules Get out your camera

Snap a photograph of what you want your child “to do”

Post it, model it, practice it, and notice when it’s done and praise it!

If your rule is “clean up”…show him/her

Sample School Elementary School Wide Expectations

Respect Responsibility Safety

What do these expectations look like at home?

RESPECT What does respect look like at the dinner

table?

How do we teach our children to demonstrate respect in the community?

How we positively recognize our children who are demonstrating respect at home?

How will we help our children who are having challenges with respectful behavior at home?

RESPONSIBILITY What does responsibility look like when our

children are doing their chores?

How will we teach responsibility for homework and school materials?

What are the consequences and interventions for our children who are not using responsible behavior?

How are working as a family in this process?

SAFETY What does safety look like in the community?

How do we teach and reinforce safety in a variety of community settings?

How do we know if there are safety concerns or issues for our children and their friends?

Now try with YOUR expectations!

Thank you for YOUR participation!! Please call with any questions!!!