1. Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.swpbis.pbworks.com Creating Positive Environments for ALL Students: Bridging School & Community through Positive Behavior Support

3. PBS – Respect & Responsibility

4. Building & Maintaining a Strong Foundation Tier 1 www.swpbis.pbworks.com

5. School-wide Positive Behavior Support is:  A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students.  Evidence-based features of SW-PBS  Prevention  Define and teach positive social expectations  Acknowledge positive behavior  Arrange consistent consequences for problem behavior  On-going collection and use of data for decision-making  Continuum of intensive, individual interventions.  Administrative leadership – Team-based implementation (Systems that support effective practices)

6. SW-PBIS Big Ideas  Commitment to serve ALL students  Set students & staff up to be successful  Proactive is better than reactive  Increase participation in school & academic success  LIMIT LOSS OF INSTRUCTIONAL TIME  Reduce use of exclusionary & punitive strategies  Time in Hall, Time in Office, Suspension, Detention  Use Data to guide decision making

7. Responding to Problem Behavior  The emergence of SW-PBIS was a response to a growing over-reliance on using negative consequences for problem behavior  Zero Tolerance  Research shows these responses were not effective in reducing student problem behavior and improving school climate  Recommended Reading: “Suspending Hope” from Teaching Tolerance  http://www.tolerance.org/magazine/number-41-spring- 2012/suspending-hope http://www.tolerance.org/magazine/number-41-spring- 2012/suspending-hope

8. Common Vision/Values Common Language Common Experience MEMBERSHIP

9. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted Group Interventions: Specialized Group Systems for Students with At-Risk Behaviour Intensive Individual Interventions: Specialized Individualized Systems for Students with High-Risk Behaviour CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOUR SUPPORT ~80% of Students ~15% ~5%

10. Team Process  PBS is active, alive -- not static  It’s not something we’ve done – it’s something we’re doing  Requires regular team meetings with a team that represents ALL school staff  Team keeps PBS alive through ongoing planning, support, and decision making to address needs as they arise  Looking at data & maintaining & developing programs to meet needs

11. Responsibilities of Team  Initially take the lead with development and implementation of SW PBS programs  Seek feedback from staff throughout development  After initial implementation  Maintain SW PBS programs  Monitor data and problem solve areas of concern  Continued development of SW-PBS programs  Plan for Tier 2 Prevention to support at-risk students

12. Agreements Team Data-based Action Plan ImplementationEvaluation SW - PBS GENERAL IMPLEMENTATION PROCESS Staff Feedback

13. Universal PBIS Systems The Basics 1. Define school-wide expectations 2. Teach expectations and social-emotional competencies 3. Monitor and acknowledge prosocial behavior 4. Provide instructional consequences for problem behavior 5. Collect information and use it for decision- making

14. Few positive SW expectations defined, taught, & encouraged

18. SETTING All Settings HallwaysPlaygroundsCafeteria 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. Routines & Procedures Getting Equipment Line up for Dismissal Go thru lunch line Find Seat Clean up & dismissal Checking out books. Returning books Lining up for bus & entry TEACHING MATRIX Expectations

19. Environmental Redesign Prevent problems & Set up Success  As you’re thinking about expectations & routines for settings…. ALSO consider environmental changes to set students up for success  Examples:  Need more waste baskets in bathrooms  Check tables & traffic patterns in cafeteria  Add another garbage & recycling station for lunch dismissal to reduce congestion  Reduce long wait in lunch line

21. Team Task: Complete TIC or BOQ & Develop an Action Plan  TIC for Beginning Implementers  Be prepared to share at least 2 action items identified through your TIC data

22. Teaming & Data Based Decision Making  Team Implemented Problem Solving (TIPS)  Meeting Foundations  Purpose of the team  Define team agreements about meeting processes  Define roles & responsibilities  Facilitator, Minute Taker, Data Analyst, Time Keeper -- & Back-Ups for each role  Use electronic meeting minutes  Project minutes for Visual Guide

23. Teaming & Data Based Decision Making  Effective Data System  Precision Statement  Problem Solving & Action Items

24. Clarifying the Problem When Are Problem Behaviors Occurring? Is there one time period, clusters of time periods, many time periods throughout the day? How do the problem times link to the schedule of activities? Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual. Use a Custom Report or Graph for Data to make Precise Problem Statement -what grade? -what location? -what behaviors? -what students?

25. Team Task  Identify 3 ways you are currently using data for decision making in your PBIS team meetings.  Discuss ways to improve your teams’ data based decision making.  What does your team need to be successful with this?  Be prepared to share

26. Equity & Culturally Responsive SW-PBIS

31. Two levels of disproportionality in discipline systems  Likelihood of referral to the office  Likelihood of a “consequence” that results in loss of educational minutes.  NOTE: The single strongest predictor of academic gains is the number of minutes of effective academic engagement.  Removing a student from school is a serious decision.

32. PBIS and Discipline Disproportionality  If schools adopt school-wide PBIS do they demonstrate improved performance for children at risk for discipline disproportionality?

33. Preliminary Evidence: When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups? From: Vincent, Cartledge, May & Tobin, 2009 Main Messages: 1.Reduction in ODRs occurred for all ethnic groups 2.However, racial disproportionality continued

34. Equity & PBIS  Develop School-wide Expectations that fit local context  Challenge  School faculty/staff is often not representative of the community  How can we ensure that behavioral expectations are representative of the community?

35. Team Membership  Invite members of the community that represent the diversity of the community to participate as PBIS team members or as a sub-team  Identify customs representing the diverse membership of the community that can be actively built into PBIS implementation  SW Rules & Language  Behavioral Expectations  Acknowledgment System, Assemblies & Celebrations  Responses to problem behavior & Consequences

36. Representative Behavioral Expectations  Actively seek feedback and participation from community members that represent the diversity within the community  Provide an avenue for community members to provide feedback re: behavioral expectations and whether they represent the culture of community members  Hold events to seek feedback from community members  Send out expectations grids to seek feedback

37. SWIS – Ethnicity Report Disaggregate Discipline Data x Race Proportion of Referrals vs Enrollment By Ethnicity The Ethnicity Report is the least used report within the School- wide Information System (SWIS)

38. Examining  Provide opportunities for teachers and administrators to examine their own potential biases related to research on disproportionality  Know yourself  Know your students  Review your personal data  Referrals  Responses to problem behavior & likelihood to engage/escalate

39. Team Task  Have you reviewed your discipline data with an eye toward equity &/or disproportionality?  Is this an area of concern or emphasis for your school?  If so, what actions might you take?

40. Increasing Parental & Community Involvement & Participation

41. Brainstorm for Parent Involvement & Introduction to PBS  Involve Parents in PBIS  Parent on PBS team  Actively solicit information re: behavioral expectations & acknowledgments from families in the community  Use parent volunteers during PBS Kick-off in first week of school  Make sure volunteering parents can use school acknowledgement system & know the rules

42. Brainstorm for Parent Involvement & Introduction to PBS  Send home information  PBS in Parent/student handbook (see example)  Website, newsletter  Integrate PBIS into “Back to School” night  Teach parents a PBS lesson & hand out tickets for good behavior, hold a drawing

43. Thank You!  Suggestions, thoughts?  Questions?