1. INTRODUCTION TO SCHOOL WIDE POSITIVE BEHAVIOUR SUPPORT & NEW REP TRAINING

2. Agenda  Introduction to SW-PBS  Key Features  Examples  Data collection  Engaging staff

4. KWL…  What do you know about SWPBS?  What do you want to know more about SWPBS?  What did I learn about SWPBS this morning?

5. Why PBS?

6. Common Myths  Assuming students know what is expected of them  Believing that applying punitive consequences is the best way to teach students what they should be doing  Believing that reactionary discipline will lead to a positive school culture

7. Why PBS?  We want to actively create a more positive, engaging, and encouraging school climate.  Positive school climate is linked to:  Attendance  Higher academic achievement  Higher school morale  Higher teacher self-efficacy

8. What is PBS?  Evidence-based framework  Explicit teaching of socially responsible behaviour  Data guides decision making  Proactive, preventative  Collaborative  Linked to academic and behavioural outcomes

9. Systems of Support

10. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

11. Does PBS Work?  Opportunities for teaching and learning are maximized (Horner et al., 2009; Scott & Barrett, 2004)  Improvements in math achievement (Lassen et al., 2006)  Improvements in reading achievement (Horner et al., 2009)  Improved student social relations, student-teacher relationships, and feelings of safety (Conroy et al., 2008; Horner, et al., 2009)  Decreased teacher stress and increased teacher self-efficacy (Bennett & McIntosh, 2011)

12. SD 60 District Achievement Contract

13.  Goal # 1 – Social Responsibility  “Social responsibility is foundational to academic achievement”  Focus Area # 1 – School-wide PBS  PBS is the main framework to achieve Social Responsibility  “Expand successful PBS efforts from pockets of exceptional practice to a more robust district where all schools adopt common practices”  Major Initiatives  Training  Coaching support  District-wide data collection

14. Key Features of PBS 1. Code of Conduct/Behavioural Expectations  Choose 3 to 5 expectations  May be based on your school’s code of conduct  Positively stated  Easy to remember  Mutually exclusive  Staff involvement and input  Expanded on in a matrix: “What does this look like in different settings?”

15. Robert Ogilvie Elementary

16. NPSS

17. Key Features of PBS 2. Targeted/Explicit Instruction  Have a plan for teaching students the behavioural expectations in the matrix  Age-appropriate instruction  Demonstrate/role play examples and non-examples  Have the students practice expectations in the setting (classroom, hallway, playground, etc.)  Post expectations in all areas of the school

20. Key Features of PBS 3. Use positive feedback when students demonstrate positive/desired behaviours  Easy and quick form of acknowledgement  Used by all staff  Ratio of rewards to corrections is high  System of feedback for all students and staff Assemblies Posted in the school

23. Key Features of PBS 4. Establish a PBS team  Representative of the school community  Administrator as an active member  Schedule regular team meetings  Agree on expectations for voting, problem-solving, confidentiality, record-keeping, etc.

24. Key Features of PBS 5. Use data to track students behaviour and evaluate effectiveness of PBS  Data to measure effectiveness: Social Responsibility Quick Scales Satisfaction Survey School-wide data (i.e., PM Benchmarks, QCA, VIN) Incident Referrals Record of positive reinforcements given  Data to measure implementation: Benchmarks of Quality

25. Key Features of PBS 6. Collaborate with District PBS Coaches

26. Key Features of PBS To summarize: SD 60 PBS video

27. Recap: Key Features 1. Code of conduct/behavioural expectations 2. Targeted/Explicit Instruction 3. Positive feedback/reinforcem ent 4. PBS Team 4. Data Collection 4. Collaboration with PBS District Coaches

28. Remember that…  Implementation occurs in phases!  Becoming a PBS school is a process  Take time to ensure you are implementing with fidelity  Most schools take up to 3 years to be fully implementing PBS

30. Data Collection ProblemSolution ProblemUse DataSolution FROM: TO:

31. Primary sources of PBS data  Benchmarks of Quality  Office Discipline Referrals  Social Responsibility quick scales (Elementary)  Satisfaction Survey (Middle and Secondary)

32. Benchmarks of Quality  Our measure of implementation focused on the 6 key features  Can be used both as a planning & evaluation tool  Who completes it?  PBS team members  How long will it take?  10 to 15 mins.  What scores are produced?  % of implementation in all the key features

33. Benchmark of Quality  Table activity

34. Benchmark of Quality

35. Incident Referrals  Measure of the number of students who are referred to the office for major behaviour incidents.  Data we are collecting:  Number of students who received 0 to 1 referrals  Number of students who received 2 to 5 referrals  Number of students who received 6 + referrals

36. Incident Referrals

37. Social Responsibility Quick Scale  Positive source of outcome data  Two aspects:  Contributing to the classroom and school community  Solving problems in peaceful ways  Teacher rates each student using the rubric  Source: http://www.bced.gov.bc.ca/perf_stands/social_res p.htm http://www.bced.gov.bc.ca/perf_stands/social_res p.htm

38. Social Responsibility QS  How to gather:  1. Each classroom teacher rates their students using the rubric.  2. Each classroom teacher reports the number of students in each category (Not yet within expectations, Meets expectations at a minimal level, Fully meets expectations, Exceeds expectations).  3. PBS rep collects data from all classroom teachers and sums the number of students in each category.  4. PBS rep converts raw data to percentages.

39. Social Responsibility QS

41. Satisfaction Survey  Questions from the survey we are looking at:  Do you feel safe at school?  At school, are you bullied, teased, or picked on?  Do you know how your school expects students to behave?  Do you feel welcome at your school? Source: http://www.bced.gov.bc.ca/sat_survey/access.htm http://www.bced.gov.bc.ca/sat_survey/access.htm

42. Satisfaction Survey  PBS Rep’s role:  Encourage/promote participation in the Satisfaction Survey  Be able to explain why this data is important in evaluating PBS and how it will be used

43. Satisfaction Survey

47. Engaging staff about SWPBS  Build a team  Being able to talk about what PBS is and here in examples here in SD 60.  Connect to the school values and purpose  Dream together, what would it look like if….

48. Engaging staff  What are the school already doing that fits SWPBS with a little tweek?  Making it an ongoing conversation  Focus on the Green vs. Red  You don’t have to do this by yourself… How can Carmen and Tim help? How can other schools PBS teams help?

50. Our website  http://www.prn.bc.ca/sr-pbs/ http://www.prn.bc.ca/sr-pbs/  Updates  Contact information  Examples from within the district and beyond  Links to other PBS websites

51. Additional Resources  BC Positive Behaviour Support website  bcpbs.wordpress.com  Center on Positive Behavioural Interventions and Supports  www.pbis.org  PBIS Maryland  http://www.pbismaryland.org/

52. KWL…  What do you know about SWPBS?  What do you want to know more about SWPBS?  What did I learn about SWPBS this morning?