1. Positive Behavior Support (PBS) in St. Vrain Valley School District

2. Purpose The purpose of the Colorado school- wide Positive Behavior Support initiative is to establish and maintain safe and effective school environments that maximize the academic achievement and behavioral competence of all learners in Colorado.

3. Buckingham & Coffman, 2002, Gallup survey 1 million workers, 80,000 managers, 400 companies Predictable work environments are places where employees:  Know what is expected  Have materials and equipment to do job correctly  Have supervisor who cares and pays attention  Receive recognition each week for good work  Receive encouragement to contribute and improve  Can identify a person at work who is “best friend”  Feel mission of organization makes them feel like their jobs are important  See people around them committed to doing a good job  Feel like they are learning new things (getting better)  Have opportunity to do their job well

4. Predictable school environments are places where students, school staff, family members, and community partners….  Know what is expected  Have curriculum and instruction to do the job correctly  Receive recognition for demonstrating expectations  Have teacher/parent/principal who cares, and pays attention  Receive encouragement to contribute and improve  Can identify someone “who they can relate to”  Feel mission of classroom/school makes them feel like their efforts are important  See students/teachers/principal around them committed to doing a good job  Feel like they are learning new things (getting better)  Have an opportunity to do their learning/teaching well

5. Invest in Prevention (school-wide) Build a Culture of Competence Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for behavioral errors. Information-based problem solving Do not expect school-wide efforts to affect students with chronic problem behavior.

6. Defining and consistently teaching expectations of behavior for students, parents and educators Acknowledging and recognizing students and adults consistently for appropriate behaviors Monitoring, correcting or re-teaching behavioral errors Positive School Climate: Essential Practices

8. Behavior and Academics are Linked Improvements in student behavior and school climate are related to improvements in academic outcomes. Fleming et al., 2005; Kellam et al., 1998; McIntosh et al., 2006; Nelson et al., 2006; Nelson et al., 1996; Wentzel, 1993 Talking points on School-wide Positive Behavior Support & school-based mental health (2006). National Center on Positive Behavioral Interventions and Supports, Center on Behavioral Education and Research, University of Connecticut, Positive Behavioral Interventions and Support Website: http://www.pbis.org/files/gstalkingpoints0107.doc http://www.pbis.org/files/gstalkingpoints0107.doc

9. Differentiated Support The triangle has become the operating principle for current school reform efforts… –Instruction is differentiated –Progress is monitored frequently –Teams use data for decision making –A continuum of academic and behavioral support is provided for ALL learners and embedded in a larger systems change effort by the school

10. Guiding Principles Academic achievement and behavioral competence are the result of school personnel and families working together to provide a continuum of support for all learners. A continuum of academic and behavioral support includes: (a) school-wide interventions for all learners, (b) specialized interventions for learners who are at-risk for academic or social failure due to behavior challenges, and (c) individualized interventions for students with intense/chronic behavior challenges.

11. 4 PBS Elements Systems = a predictable expectation and reaction Data = accurate platform for change Practices = teaching behaviors and rewarding expectations All components of PBS – systems, data, and practices are critical to achieve the student outcomes of social and academic competence.

12. SYSTEMS PRACTICES DATA OUTCOMES DATA Clear definitions Efficient procedures Easy input/output Readable displays Regular review

13. SYSTEMS Training to fluency Continuous evaluation Team-based action planning Regular relevant reinforcers for staff behavior Integrated initiatives SYSTEMS PRACTICES DATA OUTCOMES

14. SYSTEMS PRACTICES DATA OUTCOMES PRACTICES Evidence-based Outcome linked Cultural/contextual adjustments Integrated w/ similar initiatives Doable

15. SUMMARY of PBS “BIG IDEAS” SYSTEMS (How things are done)  Team based problem solving  Data-based decision making  Long term sustainability DATA (How decisions are made)  On-going data collection and use of behavioral data to make decisions PRACTICES (How staff interact with students)  Direct teaching of behavioral expectations  On-going reinforcement of expected behaviors  Functional behavioral assessment

16. 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 and effective instructional design and strategies

17. What Will You See in a PBS School? Small number of positively stated and behaviorally exemplified expectations are taught and encouraged (PAWS acronym and teaching matrix). Positive adult-to-student interactions exceed negative (5 positive to 1 negative) Data- and Team-based action planning and implementation are operating (use of discipline data) Administrators are active participants in all aspects of implementation 80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged.

18. Westview Middle School P ublic voice A PPROPRIATE a CTIONS W inning A ttitudes S afe S paces

19. Indian Peaks Elementary P RIDE E XCELLENCE A CHIEVEMENT K INDNESS S AFETY

20. Sanborn Elementary Sanborn Superstars S anborn T reats A ll R espectfully

21. Mountain View Elementary R 2B’s R espect yourself and others B e Responsible B e safe

22. Erie Elementary P repared to learn A cting respectfully W orking hard S taying safe

23. RAH – at Adams City High School (Respect – Achievement – Honor) RAHClassroomHallway/ 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

24. School-wide Systems (All students all settings all times) Create a positive school culture : School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

25. Differing Instructional Approaches Academics - Teach - Reinforce - Guided & independent practice - Correction of learning errors are data driven - Proactive Social/Behavioral - Assume - Punish - Practice not required - Corrections are based on how the behavior is performed - Reactive

26. Consider… WE TEACH: –Academics –Music –Art –Team sport WE CORRECT: –Behavior

27. THIS IS A SCIENCE Define it Teach it Practice it Acknowledge it Correct it Monitor it Revise it

28. Students, teachers, and parents need to model exactly what the behavior looks like in the setting.

29. 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 Academic SystemsBehavioral Systems

30. Students are acknowledged and rewarded for achievement in academics. This recognition reinforces and motivates the student. Why not also acknowledge students for exhibiting appropriate behavior?

31. Acknowledging SW Expectations: Rationale To learn, humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment –Planned/unplanned –Desirable/undesirable W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

32. On-going Reward of Appropriate Behavior Every faculty and staff member acknowledges appropriate behavior. 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff. Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) Beginning of class recognition Raffles Open gym Social acknowledgement

33. Continuum of Consequences for Behavioral Errors Do not ignore problem behavior. (unless ignoring is part of a specific program) Define specific teacher responses for “minor” and “major” problem behavior. Define a general “rule” for when a teacher should send a student to the office. Do NOT expect office referrals to change behavior. Use office referrals to (a) prevent problem behavior from being rewarded, (b) prevent escalation, and (c) prevent problem behavior from interrupting on-going instruction. Use teaching to change behavior See www.swis.org for a list of behavioral definitions for problem behavior.www.swis.org

34. PBS Schools “Work Smarter not Harder” Accurately collecting and analyzing behavioral data gives schools the greatest benefit from the smallest change. –Decreases broad generalizations of behavioral problems (students, locations, time of day, etc.) –Enables school staff to zero in on “real” issues

35. PBS Resources www.cde.state.co.us/pbs www.pbis.org www.swis.org www.pbismaryland.org http://behaviordoctor.org For more information, contact your PBS coach: Kim O’Donohue, Donna Thompson, or KG Campanella-Green 303-772-7700

36. Acknowledgement to Colorado Department of Education and National PBIS Center for information and graphics.