1. Positive Behaviour for Success (PBS) Universals Pre-Training Session 2012 Positive Behaviour for Success Illawarra South East Region

3. School-wide PBIS Acknowledgement: National Technical Assistance Centre for PBIS (University of Oregon) Professor Tim Lewis, & Professor Lori Newcomer University of Missouri www.pbis.org

4. Intended Outcomes – NSW Institute of Teachers

5. 2.2.3 – Apply practical and theoretical knowledge and understanding of the different approaches to learning to enhance student outcomes. 3.2.7 – Provide timely, effective and consistent oral and written feedback to students to encourage them to reflect on and monitor their learning. 3.2.8 – Use and maintain effective and efficient record-keeping systems to monitor students’ learning progress. 5.2.5 – Manage student behaviour through engaging students in purposeful and worthwhile learning activities. 6.2.8 – Demonstrate knowledge of the application of relevant policy documents in schools. 7.2.1 – Communicate regularly and effectively with parents and caregivers, and other colleagues about students’ learning and wellbeing. Intended Outcomes – NSW Institute of Teachers

6. Context and definition Key elements of PBS The continuum The process School-wide systems Non-classroom systems Data Based Decisions PBS Team Effective Behaviour Survey (EBS) Coaches AGENDA (Pre-training)

7. School-wide PBS: a definition PBS is a decision making framework using evidence-based academic and behavioural practices to improve important academic and social outcomes for all students. PBS=PBIS=PBL=PBEL

8. Proactive and Preventative Consistent definitions and teaching of positive social expectations Acknowledgement, reward of positive behaviour Continuum of consistent consequences for problem behaviour Data is used for decision-making Principal Involvement and support What is School Wide PBS? Evidence-based features of school-wide PBS

9. SYSTEMS PRACTICES DATA Supporting Staff Behaviour Supporting Decision Making Supporting Student Behaviour OUTCOMES Social Responsibility & Academic Achievement Not limited to any particular group of students…it’s for all students Not new…it’s based on research and a long history of effective educational practices & strategies Positive Behaviour for Success Not specific practice or curriculum…it’s a framework for preventing problem behavior and encouraging pro-social behaviour

10. 1.Build systems that make it easier to teach 2.Create environments that encourage (rather than discourage) pro-social behaviour 3.Teach all students what is expected 4.Provide a continuum of behaviour and learning support to students who need more support to be successful School-wide Positive Behaviour for Success Goals

11. Academic Systems Behavioural Systems 1-5% 5-10% 80-90 % Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing school-wide systems for student success

12.  Establish a PBS team  Mission Statement: Statement of purpose  Values: Clearly define expected behaviours  Matrix: Teaching and practising expected behaviours  Rewards System: Procedures for encouraging expected behaviours  Referrals/Consequence System: Procedures for discouraging problem behaviours  Data: Procedures for record-keeping and decision making Universal Implementation Essential Features

13. Structure to include representatives from all stakeholders  Principal (mandatory)  Stage/Grade/Faculty/Executive representation  SLSO  Parent  Community representative (s)  Learning Support Team reps  PBS Coach Team Membership

14.  Obtain, support and maintain staff commitment  Develop annual school-wide Action Plan  Maintain parent participation and input  Communicate to all stakeholders  Implement, monitor and evaluate;  Data  Systems  Practises Responsibilities of the PBS Leadership Team

15. All participants are responsible and accountable for the success of the meetings Chairperson Recorder Data-base manager Communication coordinator Time keeper Sub-committees as needed (Names of staff to be decided and brought to first training session) Preparation Task 1 Allocation of Team members

16. Establish a regular meeting schedule for the PBS team (a minimum of monthly) Establish a standard system for communicating information within the committee and among staff Develop regular opportunities for training on key PBS strategies Develop strategies to share information with parents and community Initial Team Action Plan PBS Team

17. 1.All staff to complete EBS (Effective Behaviour Survey) 2.Analyse EBS results and graph data 3.PBS team to discuss EBS results with staff and bring results to first training session. Preparation Task 2 EBS Survey

18. Survey staff regarding: The top 5 behavioural challenges they are facing (non-classroom) Identify locations Examples: e.g. running - hallways Fighting - playground, Noise Level canteen etc Preparation Task 3 Surveys and Data Collection

19. Preparation Task 4 Documents to bring to training 1.Student Welfare \ discipline policy 2.Learning Support team policy 3.Example of your discipline referral forms 4.Copy of student reward / awards system 5.Map of school 6.Suspension data 7.Attendance data 8.School behaviour location summary

20. Assessment / Evaluation Tools Effective Behaviour Survey (EBS) An internal self-assessment tool which assesses the extent to which PBS systems, data and practices and are in place in: School-wide Non-classroom Classroom Individual Student Systems SYSTEMS PRACTICES DATA OUTCOMES

21. What is the EBS Survey?  Self-assessment survey to assess the extent to which PBS systems, data and practices are in place within a school  School-wide  Non-classroom (Specific Setting)  Classroom  Individual Student

22. Why use the EBS Survey? 1.Annual action planning 2.Internal decision making 3.Assessment of change over time 4.Awareness building of staff 5.Team validation

23. Who completes the EBS Survey? The entire school staff complete the EBS Survey.

24. How is the EBS Survey completed?  Complete the survey independently  Schedule 20-30 minutes to complete the survey  Base your rating on your individual experiences in the school  If you do not work in classrooms, answer questions that are applicable to you

25. School-wide Systems

26. Scoring the EBS  Mark (i.e., “  ” or “X”) on the left side of the page for current status and the right side of the page for the priority level for improvement  For each feature of current status that is rated as partially in place or not in place, rate the degree to which the priority level for improvement is needed (i.e., high, medium, low)

27. Summarise survey results on a blank survey by tallying all individual responses for each of the possible six choices Scoring the EBS EBS School-Wide Systems Spreadsheet EBS Non-classroom Systems Spreadsheet See Support Documents in training pack

28. The purpose of establishing a region-wide network of PBS coaches is to create a core group of skilled school professionals who have: Fluency with PBS systems and practices Capacity to sustain teams in efforts to implement PBS systems and practices PBS Coaching

29. Team sustainability Hands-on technical assistance Problem solve Support network Local coordination of resources Why coaches?

30. Attend and participate in Coach and Team Network VC presentations Attend school team training events with assigned team Maintain record of school’s implementation Complete and send regular reports to PBS Regional team Provide feedback to PBS school leadership team What do coaches do?

31. Each school will nominate a teacher/executive with an interest in being trained as a coach (1 day) Coaches provide external support to a nearby PBS school. A key role of coaches is to administer evaluation tools in conjunction with Regional support. School Coach Requirement

32. Universals Training Mission Statement Values Where to next?

38. Matrix – Example

39. Define and display Values

40. Displaying expectations in all settings

41. What practice could achieve what we want to see efficiently and effectively? Practices

42. Physical changes to the school environment

43. Safety Award Responsible Award Awards are linked to school-wide expectations