1. School-wide Positive Behaviour Support [name] [organization] Website: http://bcpbs.wordpress.comhttp://bcpbs.wordpress.com

2. Goals of this Session 1. Describe the reason for approaching student behaviour from a systems level 2. Explain the essential elements of School-wide PBS 3. Show some school outcomes

3. The New Yorker

4. The “Get Tough” approach: Assumption that “problem” student… Is inherently “bad” Will learn more appropriate behaviour through increased use of aversives Will be better tomorrow… …after the suspension

5. Science and our experiences have taught us that students…. Are NOT born with “bad behaviours” Do NOT learn when presented with increasing levels of punishment … Do learn better ways of behaving by being taught directly & receiving positive feedback

6. SYSTEMS PRACTICES DATA Supporting Staff Behaviour Supporting Decision Making Supporting Student Behaviour Positive Behaviour Support OUTCOMES Social Responsibility & Academic Achievement

7. SYSTEMS PRACTICES DATA Supporting Staff Behaviour Supporting Decision Making Supporting Student Behaviour Positive Behaviour Support OUTCOMES Social Responsibility & Academic Achievement Not specific practice or curriculum…it’s a general approach to preventing problem behaviour and encouraging prosocial behaviour Not limited to any particular group of students…it’s for all students Not new…based on a long history of effective educational practices & strategies

8. Universal Interventions: School-/Classroom- Wide Systems for All Students, Staff, & Settings Targeted 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

9. What does PBS look like?

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

11. School-wide & Class-wide Systems 1. Define school-wide expectations (i.e., social competencies) 2. Teach and practice expectations 3. Monitor and acknowledge prosocial behaviour 4. Provide instructional consequences for problem behaviour 5. Collect information and use it for decision-making

12. Critical Features of Effective School-wide Expectations Small number  2 to 5 Broad  Cover all expected behaviours Memorable Positively stated

13. Bernard Elementary Chilliwack School District Positive Behaviour Support Program

14. LESSON PLAN

16. On-going Acknowledgement of Appropriate Behaviour Every faculty and staff member acknowledges appropriate behaviour 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 behaviour (small frequent incentives more effective)

18. Are “rewards” dangerous? “Our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”  Cameron, 2002 See also: Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

19. Pitfalls of acknowledgement systems and how to avoid them 1. They become expected  Should be random  Should be deserved 2. The interaction is left out  The interaction is what works, not a ticket 3. They are provided in the same way to all  Should be used to link attempts to success  Should be developmentally appropriate

20. Discourage Problem Behaviours Do not ignore problem behaviour Provide clear guidelines for what is handled in class vs. sent to the office Use mild, instructional consequences Remember the PURPOSES of negative consequences  Provide more practice  Prevent escalation of problem behaviours  Prevent/minimize reward for problem behaviours

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

22. Targeted Interventions Efficient systems for students who need additional support beyond universal programs  Continuously available  Rapid access (within 72 hrs.)  Consistent with school-wide system  All school staff have access/knowledge Should work for most (but not all) students

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

24. Intensive Individual Interventions Individualized, function-based behaviour support Identify what basic need students are trying to meet with problem behaviour  Teach adaptive, prosocial skills to meet those needs  Change environments to make problem behaviour less likely  Stop inadvertently making problem behaviour worse

25. Does PBS make a difference in Canada? Kelm, J. L., McIntosh, K.,& Cooley, S. (under review). Effects of implementing school-wide positive behaviour support on social and academic outcomes. Good, C., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into School-wide Positive Behaviour Support. Teaching Exceptional Children, 44(1), 48-56. McIntosh, K., Bennett, J. L., & Price, K. (2011). Evaluation of social and academic effects of school-wide positive behaviour support in a Canadian school district. Exceptionality Education International, 21, 46-60.

26. BC Elementary School Example: Office Discipline Referrals

27. What does a reduction of 266 discipline referrals mean? Kay Bingham Elementary Savings in School Staff time (ODR = 15 min) 3,990 minutes 67 hours 8 8-hour days Savings in Student Instructional time (ODR = 30 min) 7,980 minutes 133 hours 17 6-hour school days Get the cost-benefit calculator at: www.pbismaryland.org!

28. BC Elementary School Example: Out of School Suspensions

29. Student Satisfaction Survey: Grade 4

30. FSA Results 2008-09: Grade 4

31. How do we implement PBS?

32. Needs of PBS Staff Support  3-4 year commitment  Proactive instructional approach Resources  Administrative leadership  Time (FTE) Monitoring  Data systems Office discipline referral systems Implementation surveys (e.g., pbisassessment.org)

33. Where can I learn more about PBS?

34. Resources Websites:  bcpbs.wordpress.com bcpbs.wordpress.com  promisingpractices.research.educ.ubc.ca promisingpractices.research.educ.ubc.ca  pbis.org pbis.org Making Connections Conference  Richmond, BC Nov. 1 – 2, 2012

35. Exploring the fit of PBS with your school

36. Discuss with your neighbours What questions do we still have? Is PBS something we should pursue?

37. Contact Information Name email address Website: http://bcpbs.wordpress.comhttp://bcpbs.wordpress.com