1. Positive Behaviour for Success (PBS) What is PBS? A staff information session Positive Behaviour for Success Illawarra South East Region

2. 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

3. 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.  Describe the context for approaching student behaviour from a systems level  An overview of behavioural principles  Key elements of PBS  The continuum  The process  School-wide systems  Non-classroom systems  The role of the school PBS Leadership Team  Preparing for implementation  The role of the PBS Coach  Opportunity to ask questions Goals for this session…

8. Nature of the Problem In education innovations come and go in 18-48 months (Latham, 1988). Alderman & Taylor (2003) Optimally, sustainability should be a focus from the day a project is implemented. With most projects, the pressure of just becoming operational often postpones such a focus until well into the 2nd year. Nature of the problem NSW Institute Outcomes 6.2.8 & 7.2.1

9. SW-PBS- “All The Buzz” The Potential Problem with “The Buzz” Practices seem to be “influenced by fads and fashions that are adopted overenthusiastically, implemented inadequately, then discarded prematurely in favour of the latest trend.” Walshe and Rundall (2001) reporting on health systems “The Buzz”… NSW Institute Outcomes 2.2.3 & 6.2.8

10. PLAN A: PLAN B: PLAN C: PLAN D: Magic Fairy Dust Get rid of the bad apples A professional development day Take a systems-level approach to student (and adult) behaviour and learning Our solution

11. “A punitive school discipline environment is a major factor contributing to antisocial behaviour problems.” Mayer, 1995 “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.” Skiba, Peterson, and Williams, 1997 “Early exposure to school suspension may increase subsequent antisocial behaviour.” Hemphill et al., 2006 NSW Institute Outcomes 2.2.3 & 6.2.8

12. Students know what is expected of them and choose to do so because they: Know what to do Have the skills to do it See the natural benefits for acting responsibly Adults and students have more time to: Focus on relationships Focus on classroom instruction There is an instructional approach to discipline Instances of problem behaviour are opportunities to learn and practise pro-social behaviour What does a positive, encouraging school climate look like? NSW Institute Outcomes 2.2.3,3.2.7, 4.2.1, 5.2.1, 5.2.5, 6.2.8 & 7.2.1

13. School-wide PBS: a definition PBS is a broad range of systemic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour. OSEP Center on PBIS PBS=PBIS=PBL=EBS NSW Institute Outcomes 2.2.3 & 6.2.8

14. 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 long history of effective educational practices & strategies Positive Behaviour for Success Not specific practice or curriculum…it’s a general approach to preventing problem behavior and encouraging prosocial behaviour NSW Institute Outcomes 2.2.3 & 6.2.8

15. 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 Learning Goals NSW Institute Outcomes 2.2.3, 4.2.1, 5.2.5 & 6.2.8

16. 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 NSW Institute Outcomes 6.2.8

17. Good Teaching Behaviour Management STUDENT ACHIEVEMENT Increasing Regional & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems It’s not just about behaviour! NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7, 3.2.8, 5.2.1, 5.2.5 & 6.2.8

18. School-wide PBS is: A systems approach for establishing the social culture and individualised behavioural and academic supports needed for schools to be effective learning environments for all students. Evidence-based features of school-wide PBS Prevention Define and teach positive social expectations Acknowledge positive behaviour Continuum of consistent consequences for problem behaviour On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Principal leadership – Team-based implementation (Systems that support effective practices) What is School Wide PBS? What is school-wide PBS? NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7, 5.2.5 & 6.2.8

19. Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP Establishing a social culture NSW Institute Outcomes 2.2.3 & 6.2.8

20. Non-classroom Setting Systems Classroom Setting Systems School-wide Systems Research to Practice Family Setting Systems Individual Student Systems NSW Institute Outcomes 6.2.8

21. Essential features  Statement of purpose  Clearly define expected behaviours (Rules/ Values)  Procedures for teaching and practising expected behaviours  Procedures for encouraging expected behaviours  Procedures for discouraging problem behaviours  Procedures for record-keeping and decision making Universal Prevention strategies: school-wide NSW Institute Outcomes 3.2.7, 3.2.8, 4.2.1, 5.2.5 & 6.2.8

23. Settings All Settings Hallways Playground Canteen 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 left. Play safe. Include others. Share equipment. Practise good 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 rubbish. Maintain physical space. Use equipment properly. Put rubbish in garbage bin. Clean up eating area. Push in chairs. Treat books carefully. Pick up/ treat chairs appropriately. Wipe your feet. Sit appropriately. TEACHING MATRIX Expectations

24. This process links our thinking and our actions to our core beliefs about teaching and learning.

25. Awards are linked to school-wide expectations Nirvana PS Safety Award Nirvana PS Responsible Award

26. Nirvana HS – Postcard Award

27.  Assess the physical characteristics  Establish setting routines  Identify setting specific behaviours  Develop teaching strategies  Develop practice opportunities and consequences  Identify needed support structures  Data collection strategies Universal Prevention strategies: non-classroom settings NSW Institute Outcomes 1.2.1, 3.2.7, 3.2.8, 4.2.1, 5.2.5 & 6.2.8

28. Data-based decision making? Use what you have Discipline referrals/detentions Suspensions/expulsions Referrals by student behaviour Learning support team data Learning data Surveys Attendance Referrals to special education programs NSW Institute Outcomes 3.2.8, 4.2.1, 5.2.1, 6.2.8 & 7.2.1

29. Data based Decision Making: Critical questions 5 basic reports are essential How many referrals are there: 1.Per day, each month 2.Based on location 3.Based on the type of behaviour 4.By student 5.By time of day What range of consequences are provided based on the type of behaviour exhibited? NSW Institute Outcomes 3.2.8 & 6.2.8

30. Data based Decision Making: Critical questions To answer these critical questions your discipline referral form must include the following categories at a minimum : Student name Date Time of incident Type of problem behaviour (minor/ major) Referring staff Executive decision NSW Institute Outcomes 3.2.8 & 6.2.8

31.  Assess current behaviour management practices  Examine patterns of behaviour  Obtain staff commitment  Develop a school-wide plan  Obtain parental participation and input  Oversee, monitor and evaluate all planned objectives and activities developed by the team Responsibilities of the PBS Leadership Team NSW Institute Outcomes 1.2.1, 3.2.8, 6.2.8 & 7.2.1

32. 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 Analyse needs assessment data and other data to create short and long term goals (EBS survey) Develop regular opportunities for training on key PBS strategies Develop strategies to share information with parents and community Responsibilities of the PBS Leadership Team NSW Institute Outcomes 1.2.1, 3.2.8, 6.2.8 & 7.2.1

33. Structure to include representatives from all stakeholders  Stage/Grade/Faculty/Executive representation  Principal (mandatory)  SLSO  Parent  Community representative (s)  Learning Support Team reps  Teacher Professional Learning (TPL) Committee  PBS Coach Role of each team member = communication Preparation Task 1 Team Membership NSW Institute Outcomes 6.2.8 & 7.2.1

34. All participants are responsible and accountable for the success of the meetings Chairperson / Facilitator Recorder / Secretary Data-base manager Communication coordinator Time keeper /task master Committees as needed Preparation Task 2 Who’s in charge? NSW Institute Outcomes 3.2.8, 6.2.8 & 7.2.1

35. Is your PBS team representative of all stakeholders? Consider what other committees or teams should be represented (needs basis or regularly) Discuss and consider who on your team will be the: Chairperson / Facilitator Recorder / Secretary Data-base manager Communication coordinator Time keeper /task master Team Time Preparation Tasks 1 and 2 NSW Institute Outcomes 3.2.8, 6.2.8 & 7.2.1

36. 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 NSW Institute Outcomes 3.2.8 & 6.2.8

37. Preparation Task 3 Assessing and Planning for School- wide Positive Behaviour Support Effective Behaviour Support (EBS) Survey based on the work of Horner, Todd, Lewis-Palmer and Sugai

38. 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 NSW Institute Outcomes 3.2.8 & 6.2.8

39. 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 NSW Institute Outcomes 3.2.8 & 6.2.8

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

41. 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 NSW Institute Outcomes 3.2.8 & 6.2.8

42. School-wide Systems NSW Institute Outcomes 3.2.8 & 6.2.8

43. 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) NSW Institute Outcomes 3.2.8 & 6.2.8

44. Summarise the Results: Example 1a 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 EBS Classroom Systems Spreadsheet EBS Individual Student Systems Spreadsheet NSW Institute Outcomes 3.2.8 & 6.2.8 See Support Documents in training pack

45. Discuss the School-wide, Non-classroom, Classroom and Individual Student sections of the EBS Survey: Use the time to seek clarification on any of the features Discuss the features as a team Consider and plan what professional learning staff will need and plan the systems it will take to implement the survey with your staff The goal is to bring the survey results with you to the two day conference so that you will use this data to assist the development of your action plan Team Time Plan Preparation Task 3 NSW Institute Outcomes 2.2.3, 3.2.8 & 6.2.8

46. Survey staff regarding: The 5 top behavioural challenges they are facing (List) What area of the school do they view as most problematic? (e.g. hallways, playground, canteen etc) What is working well? Preparation Task 4 Surveys and Data Collection NSW Institute Outcomes 2.2.3, 3.2.8 & 6.2.8

47. Assemble any data and documents that may assist you develop your action plan during the two day training, for example: - Suspension data - Behaviour incidences (playground and classroom referrals) - Attendance data - Student Welfare/ Discipline policies - Learning Support team policies Preparation Task 5 Surveys and Data Collection NSW Institute Outcomes 2.2.3, 3.2.8, 3.2.9 & 6.2.8

48. School-wide Action Plan Overview NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7, 3.2.8, 3.2.9, 4.2.1, 5.2.1, 5.2.5, 6.2.8 & 7.2.1

49. The purpose of establishing a region-wide network of PBS coaches is to create a core group of highly skilled school professionals who have: Fluency with PBS systems and practices Capacity to deliver a high level of PBS technical assistance Capacity to sustain teams in efforts to implement PBS systems and practices “Positive Nag” PBS Coaching NSW Institute Outcomes 2.2.3 & 6.2.8

50. Team start-up Team sustainability Hands-on technical assistance Problem solve Public relations / communications Support network Local leadership Local coordination of resources Why coaches? NSW Institute Outcomes 1.2.1, 2.2.3, 3.2.7, 3.2.8, 4.2.1, 5.2.5 & 6.2.8

51. Attend and participate in coaching professional development events Attend school team training events with assigned team Maintain record/log of school’s implementation effort (e.g., discipline data, action plan, products) What do coaches do? NSW Institute Outcomes 2.2.3, 3.2.8 & 6.2.8

52. Complete and send regular reports on school team implementation progress to the PBS Coordinator Report on PBS school leadership team and coaching progress Assist in collection and maintenance of school team data What do coaches do? NSW Institute Outcomes 2.2.3, 3.2.8 & 6.2.8

53. School teams will be successful if: They start with sufficient resources and commitment They focus on the smallest changes that will result in the biggest difference They have a clear action plan They use on-going self-assessment to determine if they are achieving their plan They have access to an external coach who is supportive, knowledgeable and persistent. Success

54. www.pbis.org www.learningplace.com.au http://iserpbs.wikispaces.com www.columbia.k12.mo.us/staffdev/CPSPBS/ Website Resources