SchoolWide Positive Behavior Support:

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School-Wide Positive Behavior Support

• Getting Started!!!!!!!!!!

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PURPOSE Enhance capacity of school teams to
provide the best behavioral supports for all
students...
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MAIN TRAINING OBJECTIVES

• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS practices
  systems
• Develop individualized action plan for SW-PBS
• Office Discipline Data
• EBS Self-Assessment Survey
• Team Implementation Checklist

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Map

• 2 years of team training
• Annual booster events
• Coaching/facilitator support _at_ school district
  levels
• Regular self-assessment evaluation data
• State/district coordination TA

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Challenge 1
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Challenge 2
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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.

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Challenge 3
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SW-PBS Logic!

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

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School-wide Systems

• 1. Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring evaluation

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Classroom Setting Systems

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

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Nonclassroom Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Individual Student Systems

• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

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Identifying School-wide Expectations
Attention Please
1 Minute New Spokesperson

• 11 minutes
• Select different spokesperson
• Review/develop positively stated school-wide
  expectations (1 p. 6-7)
• 3-5 positively stated
• Mutually exclusive
• Comprehensive
• Contextually appropriate
• Present 2-3 big ideas from your team (1 min.
  reports)

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Expectations behavioral skills are taught
recognized in natural context
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TEACHING MATRIX
Expectations

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RAH at Adams City High School(Respect
Achievement Honor)
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RAH Athletics
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Kuleana Be Responsible
Plan ahead Walk directly to destination
Hoihi Be Respectful Walk quietly when
classes are in session Laulima Be
Cooperative Keep movement flowing Share equipment
and play space Malama Be Safe Walk at all times
Walkways
King Kaumualii on Kauai
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Kuleana Be Responsible Have lunch card ready
Be orderly in all lines Hoihi Be Respectful
Use proper table manners Eat your own
food Laulima Be Cooperative Wait patiently/
quietly Malama Be Safe Walk at all times Wash
hands Chew food well dont rush
Cafeteria
King Kaumualii on Kauai
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Playground / Recess / P.E.
Kuleana Be Responsible Take care of
equipment/facilities Plan appropriate times for
drinks/restroom visits Hoihi Be Respectful
Be a good sport Laulima Be Cooperative Follow
rules/ procedures Malama Be Safe Avoid rough,
dangerous play Use equipment properly

King Kaumualii on Kauai
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Field Trips
Kuleana Be Responsible Turn in
paperwork/ on time Wear appropriate
footwear/clothing Bring home lunch
Hoihi Be Respectful
Care for the field trip site Listen to
speakers Laulima Be Cooperative Stay with your
chaperone/group Malama Be Safe Use the buddy
system Follow school/bus rules
King Kaumualii on Kauai
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Cool Tool
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Teaching Academics Behaviors
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Acknowledging SW Expectations Rationale

• To learn, humans require regular frequent
  feedback on their actions
• Humans experience frequent feedback from others,
  self, environment
• Planned/unplanned
• Desirable/undesirable
• W/o formal feedback to encourage desired
  behavior, other forms of feedback shape undesired
  behaviors

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Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of
Respect Responsibility Caring Citizenship (
Circle the trait you observed)Signature
_____________________________________________If
you would like to write on the back the details
of what you observed feel free! Thank you for
supporting our youth.
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Are Rewards Dangerous?

• our research team has conducted a series of
  reviews and analysis of (the reward) literature
  our conclusion is that there is no inherent
  negative property of reward. Our analyses
  indicate that the argument against the use of
  rewards is an overgeneralization based on a
  narrow set of circumstances.
• Cameron, 2002
• Cameron Pierce, 1994, 2002
• Cameron, Banko Pierce, 2001

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Bus Bucks

• Improving bus behaviors
• Procedures
• Review bus citations
• On-going driver meetings
• Teaching expectations
• Link bus bucks w/ schools
• Acknowledging bus drivers

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Positive Office Referral

• Balancing positive/negative adult/student
  contacts
• Procedures
• Develop equivalent positive referral
• Process like negative referral

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Acknowledgements

• 12 minutes
• Review/develop what your school does to formally
  acknowledge positive student social behavior (1
  p. 11-13)
• Report 2-3 big ideas from your table discussion
  (1 min. reports)

Attention Please
1 Minute New Spokesperson
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Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Avoiding Train-n-Hope
Attention Please
1 Minute (Spokesperson)

• Work for 5 min.
• Describe 2-3 strategies for embedding staff
  development into daily, weekly, monthly, etc.
  routines of school
• Pick spokesperson to give 1 min. report of 1
  strategy

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Golden Plunger

• Involve custodian
• Procedure
• Custodian selects one classroom/ hallway each
  week that is clean orderly
• Sticks gold-painted plunger with banner on wall

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G.O.O.S.E.

• Get Out Of School Early
• Or arrive late
• Procedures
• Kids/staff nominate
• Kids/staff reward, then pick

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Staff Acknowledgements

• 11 minutes
• Review/develop procedures for acknowledging/encour
  aging staff contributions accomplishments
• Report 2-3 big ideas from your team discussion
  (1 min. reports)

Attention Please
1 Minute New Spokesperson
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Example
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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

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80 Rule

• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders

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Acknowledgements

• 12 minutes
• Review/develop what your school does to formally
  acknowledge positive student social behavior (1
  p. 11-13)
• Report 2-3 big ideas from your table discussion
  (1 min. reports)

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Super Sub Slips

• Empowering substitute teachers
• Procedures
• Give 5 per sub in subfolder
• Give 2 out immediately

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Good morning, class!

• Teachers report that when students are greeted
  by an adult in morning, it takes less time to
  complete morning routines get first lesson
  started.

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10 positive 1 correction
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Traveling Passports

• Precorrecting new kids
• Procedures
• Meet with key adults
• Review expectations
• Go to class

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Teaching Expectations

• Meet as team for 11 minutes
• Review/develop procedures for teaching
  school-wide expectations (1 p. 8-10) (5)
• Present 2-3 big ideas from your team (1 min.
  reports)

Attention Please
1 Minute
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Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Team-led Process
Non-Teaching
Family
Behavioral Capacity
Priority Status
Representation
Specialized Support
Administrator
Team
Community
Data-based Decision Making
Administrator
Student
Communications
Teaching
Start with Team that Works.
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Example
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Working Smarter
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Sample Teaming Matrix
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Fortunately, we have a science that guides us to

• Assess these situations
• Develop behavior intervention plans based on our
  assessment
• Monitor student progress make enhancements
• All in ways that can be culturally
  contextually appropriate
• Crone Horner, 2003

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• 5,100 referrals
• 76,500 min _at_15 min
• 1,275 hrs
• 159 days _at_ 8 hrs

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Messages Repeated!

• Successful Individual student behavior support is
  linked to host environments or schools that are
  effective, efficient, relevant, durable
• Learning teaching environments must be
  redesigned to increase the likelihood of
  behavioral academic success

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Example
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141 Days!

• Intermediate/senior high school with 880
  students reported over 5,100 office discipline
  referrals in one academic year. Nearly 2/3 of
  students have received at least one office
  discipline referral.

Reiko is in this school!
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2 Worries Ineffective Responses to Problem
Behavior

• Get Tough (practices)
• Train--Hope (systems)

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Worry 1Teaching by Getting Tough

• Runyon I hate this f____ing school, youre a
  dumbf_____.
• Teacher That is disrespectful language. Im
  sending you to the office so youll learn never
  to say those words again.starting now!

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Immediate seductive solution.Get Tough!

• Clamp down increase monitoring
• Re-re-re-review rules
• Extend continuum consistency of consequences
• Establish bottom line
• ...Predictable individual response

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Reactive responses are predictable.

• When we experience aversive situation, we select
  interventions that produce immediate relief
• Remove student
• Remove ourselves
• Modify physical environment
• Assign responsibility for change to student /or
  others

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• ..Predictable systems response!

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Erroneous assumption that student

• Is inherently bad
• Will learn more appropriate behavior through
  increased use of aversives
• Will be better tomorrow.

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But.false sense of safety/security!

• Fosters environments of control
• Triggers reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic social
  behavior programming

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Science of behavior has taught us that students.

• Are NOT born with bad behaviors
• Do NOT learn when presented contingent aversive
  consequences
• ..Do learn better ways of behaving by being
  taught directly receiving positive
  feedback.consider function

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2001 Surgeon Generals Report on Youth Violence
Recommendations

• Establish intolerant attitude toward deviance
• Break up antisocial networkschange social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach encourage individual skills competence

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Worry 2Train Hope
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Enhanced PBS Implementation Logic
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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Referrals by Problem Behavior
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Referrals per Location
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Referrals per Student
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Referrals by Time of Day
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Do we need to tweak our action plan?
If many students are making same mistake,
consider changing system.not students Start
by teaching, monitoring rewardingbefore
increasing punishment

• How often?
• Who?
• What?
• Where?
• When?
• How much?

• If problem,
• Which students/staff?
• What system?
• What intervention?
• What outcome?

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Discipline Data Review

• 10 minutes
• Complete Discipline Referral Data
  Self-Assessment Checklist (9)
• Report 2-3 big ideas from your team discussion
  (1 min. reports)

Attention Please
1 Minute
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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

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Example
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Action Planning (12) (245)

• Review big ideas
• Content from two days
• Review/modify action plan (what, when, how, who)
• Getting Started (1)
• SW PBS (B)
• School data
• Logistics
• Complete return TIC (2) TODAY
• Develop report to staff
• Build data-management (C/9) capacity
• Schedule next team meeting date
• Report 2-3 planned activities from your team
  action planning (1 min.)

Attention Please
1 Minute New Spokesperson
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To Conclude

• Create systems-based preventive continuum of
  behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach acknowledge behavioral expectations
• Work from a person-centered, function-based
  approach
• Arrange to work smarter

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