Positive Behaviour Support Resources OSEP Center on PBIS University of Oregon

Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). Prevention Rules, Routines, Arrangements Reaction Positive and Negative Consequences

Discipline Works When …. Prevention creates more Positive than negative consequences Punishment Reinforcement (success) 4 : 1

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk behaviour Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk behaviour ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE Behaviour SUPPORT

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

Critical Features 1.Establish Commitment 2.Establish and Maintain Team 3.Self-Assessment 4.Establish School-Wide Expectations 5.Establish On-Going System of Rewards 6.Establish System for Responding to behavioural Violations 7.Establish Information System 8.Build Capacity for Function-Based Support 9.Build District Level Support

80% Staff Buy In Share Data/Presentations Start Small Easy Implementation Showcase Success

Obtain 80% Staff Consensus  A “YES” vote means that I agree to: provide input in determining what our school’s problems are and what our goals should be make decisions about rules, expectations, and procedures in the commons areas of the school as a school community Follow through with all school-wide decisions, regardless of my feelings for any particular decision Commit to positive behaviour support systems for a full year - allowing performance toward our goal to determine future plans

PBS Involvement Remember: PBS involves all of us – we decide what our focus will be – we decide how we will monitor – we decide what our goals are – we decide what we’ll do to get there – we evaluate our progress – we decide whether to keep going or change

Staff Buy In CITY RRAP ASK ABOUT IT !!!!

Agree on Logical & Realistic Plans Big Ideas –The staff use the characterization information and objectives to determine the expectations and strategies to be used in meeting those objectives.

Establish SW Expectations FRMS “High 5s” Be Respectful Be Responsible Be There/Ready Follow Directions Hands & Feet to Self

Develop Rules of behaviour High 5’s –Be respectful –Be responsible –Be there, be ready –Follow directions –Hands/feet to self The Respect School –Respect others –Respect property –Respect yourself Formula 4 Success = –Respect –Responsibility –Ready-to-learn –Re-thinking The 5 Be’s –Be kind –Be safe –Be cooperative –Be respectful –Be peaceful Code of Conduct –I am respectful –I am responsible –I am safe –I am prepared Respect + Responsibility = Pride –Show respect –Show responsibility

Teaching SW Expectations FRMS “Opening Day” Teach directly in context (“teaching stations”) –See/model –Practice –Acknowledge 2 day intensive by all staff/students Regular weekly/monthly review 5

Teaching guidelines Show, tell, describe. Practice frequently. Monitor/supervise use. Acknowledge/recognize.

EXAMPLE Teachable Expectations 1. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules) 2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line) 3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)

Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paperReturn trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

Matrix of Expected behaviour

School Expectations Respect Ourselves Respect OthersRespect Property All Settings Be on task. Give your best effort. Respect authority. Be kind. Hands and feet to selves. Help others. Share.. Recycle. Clean up after yourselves. Use only what you need. Care of your belongings. Hallways and Walkways Walk.Use appropriate voice level Use whisper voices in halls. Use quiet voice on walkways. Keep hallways and walkways clean. Playground Have a plan.Play safe. Include others. Share equipment. Take turns. No put-downs. Pick up litter. Use equipment properly Use garbage can for litter. Bathrooms Wash your hands. Respect privacy. Keep the bathroom clean. Lunchroom Eat your own food.Use soft voices. Practice good table manners. Pick up & clean your table. Stay seated, get up only with permission. Library and Computer Lab Use whisper voices.Take care of books, magazines & computers. Push in chairs. Assembly Sit in one spot.Active listening. Appropriate applause. Buses Obey bus rules. behaviour Expectations Durham Elementary, Edmonton, Alberta, Canada

Physical Arrangements Supervision Sight barriers Locations predictive of failure and success Crowding of students

REINFORCEMENT REINFORCEMENT SYSTEMSYSTEM Duval Elementary - Reinforcement Reinforcement Tickets distributed to children who are following rules -specified areas, behaviours, or times may become monthly focus Tickets include space for student name and teacher name on each half First half of ticket -goes with student to classroom for R + then home for parental R + -classroom teachers may elect to provide additional R + -classroom teachers may elect to track class performance for group R + Second half of ticket -goes into public “fish bowl” for daily drawing *drawing at the end of the day for 3 names *receive public acknowledgement R + -monitor number of tickets and set criteria for school-wide R + *when goal is met entire school receives specified R + *all students eligible to receive school-wide R + unless: suspended at any time since last school-wide R + sent to office since last school-wide R + (fighting gross non-compliance, or law violation) Students who are not successful will be assessed and may have individualized system created

BIG IDEAS 1. Determine what questions you want to answer (what’s important?) 2. Determine what data will help to answer questions 3. Determine the simplest way to get data 4. Put system in place to collect data 5. Analyze data to answer questions 6. Use answers to drive policy and practice

What systems are problematic ? Referrals by problem behaviour? –What problem behaviours are most common? Referrals by location? –Are there specific problem locations? Referrals by student? –Are there many students receiving referrals or only a small number of students with many referrals? Referrals by time of day? –Are there specific times when problems occur?