Overview for the RHS and RLA

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Positive Behavior Supports (PBS)
Overview for the RHS and RLA August 29,
2006 Robert Siegel Director of School Improvement
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(No Transcript)
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PBS Uses A Systems Approach To Behavior Management

1 - 5 ?
5 - 10 ?
80 - 90 ?
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(No Transcript)
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Triangulating behaviors

• Where does the behavior you listed fit in the
  triangle?
• Does a high percentage of students exhibit it?
• Is it mainly confined to a group of 3-15 (or so)
  students?
• Or is it just one or two students causing all
  this grief?
• Where do we start - red, yellow or green?
• Drum roll, please.

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Start with school-wide systems

Provides Context
Establishes Climate
Reduces the Tip
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What does it take?

• FIRST Data
• What systems and programs do you have in place?
• What are the problem behaviors?
• How many students are involved?
• Do students and staff describe the climate as
  safe?
• Is the climate conducive to learning?
• Are behavioral expectations clear and universally
  known?

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What does it take?

• SECOND Systems (to support staff behavior)
• Staff on board (high percentage)
• A representative team
• Active administrative support
• Communication systems
• A school-wide implementation plan
• Resources
• Buy-in becomes commitment

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What does it take?

• THIRD Practices (supporting student behavior)
• Enthusiastic staff involvement
• Expectations taught
• Consistent acknowledgement
• Consistent correction
• Data based decision-making
• Monitoring and adjustment

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Putting it all together!
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EBS/PBS is...

• A building-based team approach
• An investment of time and energy to learn new
  skills and develop systems
• A way to build on existing strengths
• A process able to flex to fit a schools
  situation
• Practical, effective and validated
• Enduring

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EBS/PBS is not...

• A top-down approach (staff comfort is crucial)
• A quick fix for behavior problems (3-5 years)
• An off-the-shelf, ready-to-use program
  (developed by the team to fit the school)
• Administrator-free (the principal or assistant
  principal on the team is essential

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Different Systems for Different Behavioral Needs
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Triangle/Referrals

• 80-85 of Students 0-1 Referrals Green Area
• 5-10 of Students 2-5 Referrals Yellow Area
• 1-5 of Students 6 Referrals Red Area

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After the break How does it happen?

• How can you get staff support?
• How can get administrator support?
• Who might be on the team and who will lead it?
• How might we establish 3-5 universal rules?
• What will we teach? Where? Who will do it?
• How can we acknowledge and correct student
  behavior?
• How might data be collected and used?
• How will we know if it is working and how to
  improve it?

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EBS/PBS Implementation Layer Cake
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Reduction of Referrals

• Elementary Middle Schools
• Between 2000-01 2002-03
• Increased enrollment (220 students)
• Decreased referrals (-988 referrals)
• Increased Administrator time
• 998 referrals _at_ 15 min per referral
• 249.5 hours of Administrator Time saved
• 998 referrals _at_ 30 min per referral
• 499 hours of Administrator Time saved

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Increased Academic Time

• Reduction in Referrals
• Increased academic time for students
• Increased time for administrators to focus on
  academic leadership
• Decreased classroom disruptions
• Improvement in school-wide environment

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Reynolds Middle School
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Reynolds Middle School
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Reynolds Middle School Analysis

• Referrals 20052827
• Referrals 2006885.
• Difference1942, equiv. to minimum of 485 Admin
  Hrs. or 61 Days of Instructional Leadership or
  25K

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Planning for PBS at RLA and RHS

• Awareness and Introduction to PBS
• Introduction to District and Regional Supports
• Decision to at least a 3-yr commitment
• Year 0 awareness and staff dialogue
• Year 1- Begin cchool-wide implementation Process
  by naming a PBS Team and taking surveys
• Further develop school-wide systems products
  under Tier 1