1. Introduction to School-wide Positive Behavior Support

2. Agenda What is SWPBS? How can SWPBS help? How do we implement SWPBS? Data collection?

3. Table Discussion What do you think are the most important variables influencing student achievement? Discuss the top three behaviors that disrupt instruction List the problems that occur in your school. Where do they happen? When do they happen?

4. 4 What the Research Has Taught Us Students are not born with ‘bad’ behaviors (Katz & McClellan, 1997). To learn and retain new behaviors, students must be directly taught what to do, given opportunities to practice them, and reinforced for exhibiting them (Katz & McClellan, 1997).

5. 5 What Is School-Wide Positive Behavior Support? SWPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior (Lewis & Sugai, 1999; Sugai, Sprague, Horner & Walker, 2000)

6. 1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems

7. 7 SWPBS as an RTII Framework Shift the emphasis from being reactive to being proactive and prevention oriented in addressing behaviors and social skills Universal screening of all students for externalizing and internalizing social, emotional, or behavioral difficulties Increasingly intense intervention for at-risk students Progress-monitoring of student behavior to different interventions (http://www.pbis.org/school/default.aspx)

8. A team-based process including a broad range of systemic & individualized strategies for achieving important social & learning outcomes. Relies on research-based behavioral and instructional principles. Recognizes and builds upon the strengths of your school. What is SWPBS?

9. Focuses on the critical link between instruction and desired student behavioral outcomes. Data-driven decision making is key to design and sustainability of behavior plan. What is SWPBS?

10. Emphasis on positive climate Comprehensive - uses a variety of supports Proactive and preventive Ultimate purpose of Positive Behavior Support is students achieving

11. What SWPBS is NOT Just about tangible reinforcers Just about discipline A special education program Just for some of the students

12. How can SWPBS help? Schools implementing SWPBS with fidelity report 20-60% reductions in office discipline referrals Improved faculty/staff satisfaction Improved administrator perceptions of school safety

13. “ What the Worlds’ Greatest Managers Do Differently” -- Buckingham & Coffman 2002, Gallup 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well. 13

14. The 7 Components of School-wide PBS Systems: 1.Agreed upon & common approach to discipline 2.Positive Statement of Purpose 3.3-5 expectations for all students & staff 4.Procedures for teaching expectations 5.Continuum of procedures for encouraging expectations 6.Continuum of procedures for discouraging rule-violating behavior 7.Procedures for monitoring and evaluating effectiveness of the PBS system 14

15. Key Elements of School-wide Positive Behavior Support Guided by effective, research based, behavioral principles. Behavioral science allows us to understand problem behavior. Behavior can be changed by modifying environmental factors. Understanding the situations that trigger problem behavior and the consequences that maintain it will help to create effective solutions to problem behavior. Our understanding allows us to teach more socially and appropriate behavior.

16. Key Elements of School-wide Positive Behavior Support Create change that is socially significant Effect all parts of the students day Make changes that last a long time Focus not only on reducing problem behavior but also increasing pro-social behaviors in students. Create environments that foster success in students.

17. Develop practical interventions Based on the collection and analysis of data. fit the problem fit the setting fit the skills fit the culture fit the resources Develop a Positive Reinforcement Program Key Elements of School-wide Positive Behavior Support

18. What must you do? Have strong district and administrative support Establish a Core Team Involve all faculty and staff Create a system of internal and external coaches

19. Strong Administrative Support Minimum of 3 year commitment to the project Provide support for team meetings Provide access building discipline data (office referrals)

20. Active Administrative Leadership is Essential To Implement SW-PBS: – Commit Time and Resources for Initial Training – Data Collection System is Available To Support SW-PBS: – Participate in All Team Meetings – Publicly Support Team Efforts and SW-PBS Process To Sustain SW-PBS: – Commit to 3-5 Year Implementation Plan – Commit to On-going Professional Development 20

21. Begin by forming a core team: Administrator Grade / Department Representation Specialized Support Support Staff Parent Community How do we implement SWPBS?

22. Role of the Core Team Completes a quantitative and qualitative assessment of the school Works with school staff to design and implement services and supports based upon needs identified in the assessment Meets regularly and communicates with all stakeholders Helps to deliver training components to staff Monitors on-going progress and adapts plan as needed

23. All Faculty and Staff are Involved Self-Assessment Provide consensus Define Classroom Expectations Teach and Reinforce the Expectations Participate in School-wide Events

24. Internal and External Coaches Necessary for large scale implementation Supports ongoing training for new schools Gets the District “To Scale” Support the Core Team with implementation

25. Tier 1: School-wide Support Components Develop 3-5 positively stated school-wide expectations Teach the behaviors necessary to follow the rules. School-wide reinforcement plan. Core team meets regularly to monitor, plan, make recommendations and update staff Administrator support and involvement Data drives decision-making

26. Tier 1: School-wide Interventions Target the whole student body Proactive, preventive approach Well designed rules, routines, and physical arrangements Clear expectations in all locations including non-instructional (playground, bus, halls, cafeteria) “Everyone knows the rules.”

27. 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 Classroom Setting Systems

28. Positive expectations & routines taught & encouraged Active supervision by all staff – Scan, move, interact Pre-corrections & reminders Positive reinforcement Non-classroom Setting Systems

29. SETTING All SettingsHallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus 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

30. RAH – at Adams City High School (Respect – Achievement – Honor) RAH ClassroomHallway/ Commons CafeteriaBathrooms 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

31. RAH – Athletics RAHPracticeCompetitionsEligibilityLetteringTeam 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.

32. Tier 2: Targeted Interventions For students at-risk – Approx. 10-15 More adult intervention Intensified instruction and guided practice Increased cues and prompts Examples and non-examples of desired behaviors Self monitoring

33. Tier 3: Intensive Interventions For chronic, intense behavior problems – 3-5% Intensified assessments and interventions When school-wide and targeted interventions are effective, only a small percent need intensive interventions Functional Behavior Assessment and Positive Behavior Support Plan

34. DATA COLLECTION

35. What About Data Collection? Types of Data Quantitative – Office discipline reports – Attendance – Suspension/Detention Qualitative (EBS) – Policy and procedures – Reinforcement systems – Instructional environment – Non-classroom systems – Professional development – School climate

36. WHY COLLECT DATA? Understand how students are behaving Identify problem behaviors Identify routines that are not working Evaluate the effectiveness of improvement strategies

39. Referrals by Problem Behavior

42. Referrals per Student

43. What does a SWPBS School look like? 80% of students can state the school rules & give behavioral example Positive adult-to-student interactions exceed negative Ongoing data collection & team-based planning & implementation Administrators are active participants. Continuum of behavior support is available to all students

44. Sample Time Line Planning Stage - Year 1 January – overview for core team February – Overview for staff – Core team full day training on Universal level & Staff completes online surveys – Core team develops draft matrix- present draft to faculty for feedback then revise March – Core team training on Teaching Expectations and Acknowledgement System April & May – Write lesson plans and design acknowledgment system June- rest Summer organize for September Kick off

45. Sample Time Line Implementation Year September Kick-off event – teach expectations and implement acknowledgment system – Parent information meeting October-December – Revise as needed (data review) – Booster sessions January 20xx- begin training and Plan Tier 2 September 20xx-Implement Tier 2 Plan and revise as needed Begin developing Tier 3

46. Do we want this to work at our school? …How will we know?

47. Reflection… 1. Do you agree with research that indicates that consistency in teaching and positively acknowledging student behavior is important in maintaining effective school discipline? 2. Do you agree with research that indicates investment in positive school climate supports positive behavior of students? 3. Do you feel that the behavior of students affects your level of satisfaction as a teacher? 4. Do you agree with research indicating classroom instructional design and climate of success in the classroom supports student behavior?

48. Reflection… Given what I have heard today about the SWPBS initiative, I feel I can commit to a system that effectively educates all students, including students with challenging social behaviors in our school. 1.Yes 2.No Please turn your answer in as you leave. Thank you for your time!