1. School Wide Positive Behavior Support Overview & Team Process
Chris Borgmeier, PhD
Portland State University

2. Challenge…
Schools are facing an increasingly diverse and challenging population of students with fewer financial resources
How to enhance schools’ capacity to respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools.
“Work Smarter”

3. Goals of this Training Series
Develop and/or strengthen existing School-wide PBS systems at school sites
Develop a district framework/support for ongoing support of PBS systems at school sites
Provide a clearer understanding of how to maximize PBS implementation efforts across all 3 levels of the triangle

4. Positive Behavior Support
PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

5. Cost Benefit Analysis Reactive Discipline v. PBS
Oregon Middle School Example
5100 referrals =
76, min./referral
= 1275 hrs.
= hrs/day
almost an entire school year
Principal was at work 16 hr./day and it didn’t help
Implemented PBS and referrals were reduced by over half in first year

6. Positive Behavior Support
Is based on decades of research from the fields of:
Behavioral theory
Effective Instruction
Systems Change

7. PBS is
Not specific practice or curriculum…it’s general approach to preventing problem behavior
Not limited to any particular group of students…it’s for all students
Not new…its based on long history of behavioral practices & effective instructional design & strategies

8. Values of PBS & Mission for School PBS Teams
Improving school/student performance
Tying all efforts to the benefit of students
Never changing things that are working
Always making the smallest change that will have the biggest impact on students/school

9. CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT School/Classroom-
Tertiary Prevention:
FBABSP for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students

10. School-wide Positive Behavior Support Systems Classroom
Setting Systems
Nonclassroom
Setting Systems
Individual Student
Systems
School-wide
Systems

11. Components of SW PBS Focus of Year 1 School-wide System
SW-PBS Team
School Rules
Define & Teach:
Expectations
Routines
Acknowledgment System
Consequences & Decision Making
Handbook
Classroom Support
Training/ Support opportunities
Individual Teacher Support
Individual Student System
Targeted Group Interventions
FBA/BSP – Intensive Individualized Interventions
Focus of Year 1

12. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

13. Components of School Wide System
Developing School Rules
Defining & Teaching expectations across settings
Defining & Teaching School-wide routines in common areas
Acknowledgment system
Consequences System & Decision Making

14. School Culture v. PBS Shell
Developed materials
Posters on wall
Handbook
Is there staff participation and buy-in
80% + participation by staff
Do staff & students know rules?
Is the acknowledgment system reaching all students?
Is a leadership team focused on School-wide PBS programs meeting regularly to maintain the strength of SW-PBS systems?

15. School Culture v. District Culture
District level -- PBS Leadership Team
Sustainability
Support for schools through changes in school PBS team leaders, staff, and administrators
Ongoing support to schools from district organization

16. Team Process PBS is active, alive -- not static
It’s not something we’ve done – it’s something we’re doing
Requires regular team meetings with a team that represents ALL school staff
Team keeps PBS alive through ongoing planning, support, and decision making to address needs as they arise
Looking at data & maintaining & developing programs to meet needs

17. SW - PBS GENERAL IMPLEMENTATION PROCESS
Team
SW - PBS GENERAL IMPLEMENTATION PROCESS
Staff Feedback
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.
Evaluation
Implementation

18. Identifying SW-PBS Team members
Team should be representative of all staff
Across grades, departments, houses in school (if multiple houses), classified staff, etc.
Allows for all persons in school to have a voice or receive updates
Encourage teams to have a team leader who is not the building administrator

19. Non-Teaching Family Behavioral Capacity Priority & Status
Representation
Specialized Support
Administrator
Team
Community
Data-based
Decision
Making
Administrator
Student
Teaching
Communications
SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations.
An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.

20. Responsibilities of Team
Initially take the lead with development and implementation of SW PBS programs
Seek feedback from staff throughout development
After initial implementation
Maintain SW PBS programs
Monitor data and problem solve areas of concern
Continued development of SW-PBS programs
Secondary Prevention to support at-risk students (mid-triangle)

21. What is the focus of your current PBS team?
Characteristics of Team focused on School-wide system
Focus on overall school climate
Focus on maintenance and development of SW systems
Efforts impact all/majority of students in school
Efforts of team aimed at influencing practices of all building staff
Look at School-wide data
May ID individual students, but not focused on support planning
Characteristics of Individual Student System
Focus on individual students who pose significant behavioral concerns
Work to develop plan for single student(s)
Both teams are necessary, but the focus of each team is different & must be kept clear

22. Fostering Buy-in & Support
Make PBS visible thru frequent updates and communication w/ staff
Build a PBS minute into all staff meetings
Post progress on PBS programs & data on a PBS Bulletin Board in the staff room
No surprises, process is important
Seek feedback from all staff
Before finalizing decisions, get feedback from staff
Make sure ALL staff have access to using the program – get the materials out

23. Fostering Buy-in & Support
Administrative support and participation is essential, but I encourage you to have team members present PBS updates, so it doesn’t appear to be a top/down mandate
Build in incentives for staff participation in the program
Link w/ student incentives – staff name drawn get prized parking spot for week
Might start with focus on prominent area of concern among staff
Maybe hallways in middle schools offer significant concern

24. “80% Rule” Apply triangle to adult behavior!
Regularly acknowledge staff behavior
Individualized intervention for non-responders

25. School-wide Rules: Creating a Culture
Chris Borgmeier, PhD
Portland State University
(503)

26. Guidelines for Developing School-wide Rules
3-5 Positively Stated Rules
Rules should be:
Broad enough to cover all potential behavior
Stated positively
Brief and easy to remember
Catchy – personalized to your school
Common Examples
Be Safe, Be Responsible, Be Respectful

27. Why 3-5 Positively Stated Rules?
They are easier to Learn & Remember
Increased Generalization of Rules:
Same rules can be used across staff & settings

28. Publicly Post School Rules
Make easily visible rules posters & post them in every room/area of the school
Posters should be visible from nearly any location in the school
Why Post the Rules?
Prompts staff & students to acknowledge positive, not only negative behavior
Increases accountability for staff and students to use language & follow rules
Signs can reduce personal focus of confrontation – now point to the rules poster and site school rule being broken, no longer my rule you’re breaking

29. Redesign Learning & Teaching Environment
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying

30. Few positive SW expectations defined, taught, & encouraged

31. Increasing Staff Buy-In
Staff (& student) buy-in can be increased if staff feel they are active in the development of programs
Give staff (& students) opportunities to provide feedback and generate ideas in the developments of programs, including:
School Rules
Poster design
Give regular updates & opportunities for staff feedback at monthly staff meetings

32. Defining Behavioral Expectations & Routines

33. Plan Ahead (before school year & each day)
Before we can teach, reinforce, and enforce anything in our classrooms,
We must clearly define:
fair behavioral expectations &
effective behavioral routines
To do this effectively, we must know:
physical layout of the school
# of students
Daily school schedule (breaks, lunch, recess, etc.)
Traffic patterns

34. Defining Expectations
Guided by school rules
Outline expectations specific to each setting
Seek input from staff, especially from those who work in specific settings
Positively stated expectations
Walk in the hallway v. No running
Helps cue staff to recognize positive, not just negative behavior
Focus on clear, specific behaviors
Keep hands & feet to self v. Keep body under control

35. Behavioral Expectation Grid Defining Expected Behavior across Settings
School Rules
Settings
Be Safe
Responsible
Respectful
Hallway
Walk on the right side
Allow others to pass
Hold door open for person behind you
Have a pass during class time
Use quiet voices
Keep hands & feet to self
Playground
Stay in boundaries
No play fighting
Be aware of people around you
Put equipment away at break
Include everyone
Follow game rules

36. Behavioral Expectation Grid Defining Expected Behavior across Classroom Routines
School Rules
Be Safe
Responsible
Respectful
Classroom
Keep hands and feet to self, know emergency drills
Be prepared and participate
Listen quietly, follow teacher directives, respect others thoughts
Routine
Class entry
Walk quietly into the room and find seat
Take out materials for this class, put other stuff on floor under desk
Talk with an appropriate volume and respectful tone
Group Instr.
Chair legs on floor
Keep hands, feet and objects to self
Be prepared and ready to participate
Raise your hand to speak & wait patiently; follow teacher directives
Hallway Pass
Walk, look out for opening doors, sign out and take pass
Go directly to/from the location of your pass
Talk in a hallway voice, keep hands and feet to self

37. MATRIX Expectations SETTING All Settings Hallways Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk.
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.
Use normal voice volume.
Walk to right.
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.
Pick up litter.
Maintain physical space.
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.
TEACHING
MATRIX
Expectations

38. RAH – at Adams City High School (Respect – Achievement – Honor)
Classroom
Hallway/
Commons
Cafeteria
Bathrooms
Respect
Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor
Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism

39. RAH – Athletics RAH Practice Competitions Eligibility Lettering
Team Travel
Respect
Listen to coaches directions; push yourself and encourage teammates to excel.
Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.
Show up on time for every practice and competition.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter; be where you are directed to be.
Achievement
Set example in the classroom and in the playing field as a true achiever.
Set and reach for both individual and team goals; encourage your teammates.
Earn passing grades; Attend school regularly; only excused absences
Demonstrate academic excellence.
Complete your assignments missed for team travel.
Honor
Demonstrate good sportsmanship and team spirit.
Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.
Show team pride in and out of the school. Stay out of trouble – set a good example for others.
Suit up for any competitions you are not playing. Show team honor.
Cheer for teammates.
Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

40. E’ Ola Pono- to live the proper way School Behavioral Standards
All Settings
Walkways
Playground
Recess
P.E.
Cafeteria
Restrooms
Arrival/ Dismissal
Assembly
Field Trips
Kuleana Be
Responsible
Be on time
Be prepared w/ necessary supplies
Be accountable for choices
Respond to/complete tasks
Keep area clean & litter free
Plan ahead
Walk directly to destination
Take care of equipment/facilities
Plan appropriate times for drinks/ restroom visits
Have lunch card ready
Be orderly in all lines
Flush
Turn off water
Use restroom at designated times
Use facilities for intended purposes
Have money/pass ready
Listen attentively
Keep hands and feet to yourself
Turn in paperwork/$ on time
Wear appropriate footwear/clothing
Bring home lunch
Ho’ihi
Respectful
Use appropriate voice
Listen to/follow directions of staff
Respect self, others property
Be polite/use manners
Express appreciation
Accept/respect differences in people
Use quiet voices when classes are in session
Be a good sport
Include others in your play
Use proper table manners
Eat your own food
Observe privacy of others
Use polite words and actions
Listen to JPO’s supervisors and bus driver
Use quiet voice and polite words on bus
Focus on program
Sit quietly
Clap at appropriate times
Care for the field trip site
Listen to speakers
Laulima
Cooperative
Be helpful
Participate with a positive attitude
Be patient; share/ wait your turn
Acknowledge others
Play in designated areas only
Keep movement flowing
Share equipment and play space
Follow rules/ procedures
Wait patiently/ quietly
Enter/exit vehicles in an orderly fashion
Share bus seats
Sit properly in designated area
Enter/exit in an orderly fashion
Remain seated unless asked to do otherwise
Stay with your chaperone/group
Malama
Be Safe
Immediately report dangerous situations
Remain in designated areas
Practice healthy behaviors/universal precautions
Use appropriate footwear
Follow safety rules in all areas
Walk at all times
Avoid rough, dangerous play
Use equipment properly
Wash hands
Chew food well; don’t rush
Use designated restroom
Walk
Wait in designated area
Remain seated when riding the bus
Watch out for traffic
Use crosswalk only
Be careful when approaching or leaving the stage area
Use the buddy system
Follow school/bus rules
King Kaumualii on Kauai

41. Playground / Recess / P.E.
Kuleana: Be Responsible
Take care of equipment/facilities
Plan appropriate times for drinks/restroom visits
Ho’ihi: 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

42. Cafeteria Kuleana: Be Responsible Have lunch card ready
Be orderly in all lines
Ho’ihi: 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; don’t rush
Cafeteria
King Kaumualii on Kauai

43. Setting Fair & Reasonable Expectations
By setting unreasonable expectations we set ourselves up to be inconsistent in enforcing expectations
Inconsistency = reduced credibility
If we believe expectations are unfair or unreasonable, we will not enforce them
Lining up in hallway
Be careful not to set yourself up with expectations you will not enforce

45. Teaching Behavioral Expectations & Routines

46. Teaching Behavioral Expectations & Routines
Basic Strategy for Establishing Behavioral Routines
Explain
Specify Student Behaviors
Model Desired Behavior
Lead - Student Practice – each individual student should get an opportunity to practice the routine
Test/ Monitor
Follow-up -- reinforce & review regularly

47. Teaching Behavioral Expectations & Routine
Make lessons fun and engaging, just like any lesson should be
Make instruction developmentally appropriate
Lessons can be more challenging with older kids;
may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules
Although, practice is always very valuable
Choose skills to teach wisely
Presentation & attitude are important

48. Difference between Teaching & Nagging
Nagging = repeatedly stating to a student what they are doing wrong
Reactive response
Teaching provides students with support to ensure they can perform the expected behavior, with the opportunity to practice & clear feedback (positive feedback or corrective feedback)
Can be used proactively or reactively

49. What great teachers do…
Have students physically practice the behavior in the setting
Simply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do it
Teacher should demonstrate the wrong way
Have students explain why this is the wrong way
Students should practice the right way

50. What great teachers do…
Learning takes frequent practice of “doing it the right way”, so we build in frequent opportunities to practice the right way to do it
Students also need to know if they are doing it the right way or wrong way, so we…
Provide immediate feedback when students do it the right way
“great job of ….., that was just like we practiced”
or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way
“whoa, remember what we practiced, can you show me what we’ve been practicing?”

51. Teaching Expectations across Settings

52. How will you teach expectations?
Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.)
Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson)
Schedule specific times for trainings to occur across settings
Have principal & leadership team provide support across settings for teaching

53. Advanced Teaching
How will new students who move to your school be taught the lessons?
How will new staff or substitute teachers be introduced to rules and expectations?
How will review and booster sessions be handled?

54. Do we need to tweak our action plan?
+ If many students are making same mistake, consider changing system….not students
+ Start by teaching, monitoring & rewarding…before increasing punishment
Do we need to tweak our action plan?
How often?
Who?
What?
Where?
When?
How much?
If problem,
Which students/staff?
What system?
What intervention?
What outcome?

55. Expectations & behavioral skills are taught & recognized in natural context

56. How will you teach expectations?
Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.)
Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson)
Schedule specific times for trainings to occur across settings
Have principal & leadership team provide support across settings for teaching

57. Advanced Teaching
How will new students who move to your school be taught the lessons?
How will new staff or substitute teachers be introduced to rules and expectations?
How will review and booster sessions be handled?

58. “Traveling Passports”
Precorrecting new kids
Procedures
Meet with key adults
Review expectations
Go to class

59. “Cool Tool” Skill Name Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.
2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.

60. Tasks for teams Schedule site meetings
Decide on School Rules/ evaluate current rules
Complete Expectations grid/ evaluate current grid
Develop lesson plans across settings/ evaluate current lessons
Identify when and how lessons will be taught
Good to model a lesson for staff
Schedule time at staff meeting to discuss SW PBS and programs in development
Share & seek feedback from staff frequently