1. Welcome to the PBIS Workshop

2. Agenda  What is PBIS?  PBIS Tiers of Support  Why invest in PBIS?  Getting started  Questions?

4. Ponder these questions as you learn about PBIS 1) What are the behaviour challenges at your school? 2) How are behaviour expectations communicated with students? 3) How are behaviour expectations communicated with parents? 4) How are behaviour expectations currently taught? 5) How are students who follow the school rules acknowledged? School Wide Positive Behavioural Interventions and Supports

5. Why Positive Behaviour Intervention & Support?

6. What We Know Problem behaviours….  Exist in every school  Are increasing in number  Vary in intensity  Are due to intellectual, neurological, psychological, and Complex Behavioural Disorders  Are associated with a variety of contributing variables within schools & the community  Are a concern in every community Schools can provide…  Regular, predictable, and positive learning environments  Positive adult and peer modeling  Regular, specific, and positive feedback  Academic and social behaviour development that fosters success

7.  What is PBIS? I will turn my cell phone off during class.

8. PBIS Positive Behavioural Interventions and Supports is:  a proactive school-wide approach to address challenging behaviours and improve the school climate.  a framework to effectively educate all students, including students with challenging social behaviours  where socially-accepted behavioural guidelines are identified, taught, regularly practiced and positively reinforced in a consistent manner throughout classrooms and all school settings.  a data-based systems approach to preventing problem behaviour… Not specific practice or curriculum.  for all students and modeled by all staff.

9. SW-PBIS is NOT… a curriculum, a packaged program just about tangible reinforcement just about discipline a special education program

11.  PBIS Tiers of Support Universal Prevention Identify expectations Teach Monitor Acknowledge Correct Targeted Intervention Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Intensive Intervention Individualized functional assessment based behaviour support plan Continuum of Supports

12. 1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success A Positive Behaviour Intervention Support Model Academic SystemsBehavioural Systems

13. PBIS Emphasizes Prevention and Instruction at Each Tier Universal Tier GOAL: To reduce new cases of problem behaviour and increase instruction time Secondary Tier GOAL: To determine function and reduce current cases of problem behaviour Tertiary Tier GOAL: To reduce complications, intensity, severity of current cases

14. How is your school emphasizing prevention and instruction of behaviour expectations to all students? What interventions do you have in place for at-risk students at the group and individual levels? Target Groups Individual students All Stude nts

15. All students Some students Individuals List your support at each level. Handout

16. Green Zone: Universal Interventions for ALL 1. School rules and expectations 2.Helping students to create a consistent schedule/routine while learning. 3.Monitoring/supervising students in a nurturing environment ~80% of Students

17. Green Zone: Universal Interventions at School WHAT THEY RECEIVE - External Assets Boundaries and Expectations Boundaries and Expectations: School boundaries School Expectations Support Support: Caring School Climate Empowerment Empowerment: Safety WHAT THEY LEARN - Internal Assets Positive Values Positive Values: Integrity/Honesty Respectful Reponsibility Achievement Motivation Social Competencies Social Competencies: Self-regulation/Healthy Lifestyle Planning and Decision Making Safety and Personal Power Caring ~80% of Students School:rules,regulations,routines,monitoring,supervising and nurturing

18. Yellow Zone: Targeted Interventions at School 1.Check in - Check out 2.Targeted group interventions 3.Individual plans of achievement & behaviour education plans ~15%

19. Yellow Zone: Targeted Interventions at School Check in - Check out Targeted Group Interventions IEP and BSP WHAT THEY RECEIVE - External Assets Support Support: Positive family communication Other adult relationships Caring school climate Parent involvement in schooling Boundaries and Expectations Boundaries and Expectations: School boundaries High expectations Positive peer influence WHAT THEY LEARN - Internal Assets Commitment to learning: Achievement Motivation Homework Positive Values Positive Values: Honesty Responsibility Social Competencies Social Competencies: Planning and decision making Peaceful conflict resolution Parent Feedback Teacher Feedback Afternoon Check-out Morning Check-in ~15%

20. Red Zone: Intensive Interventions at School 1.Mentoring 2.Behavioural Contracts 3.Home-based support ~5%

21. Red Zone: Intensive Interventions at School Mentoring Behavioural contracts and consultation Home-based support WHAT THEY RECEIVE - External Assets: Support Support: Other Adult Relationships Caring School Climate Positive Family Communication Parent Involvement in Schooling Empowerment Empowerment: Community values children Boundaries & Expectations: High expectations WHAT THEY LEARN - Internal Assets: Commitment to Learning Commitment to Learning: Achievement Motivation Bonding to School School Engagement Positive Values and Identity : Healthy Lifestyle Self Esteem Positive View of personal future Positive Peer Influences Social Competencies: Planning and decision making ~5%

22. Academic engagement & achievement maximized Respectful & responsible behaviours actively taught & encouraged Continuum of PBIS available to all students Displays of prosaically behaviour are more likely Rates of rule violating behaviour minimized Positive School Climate  Why invest in PBIS?

23. PBIS Features Science of Human behaviour Local Context & Culture Prevention Logic Natural Implementers Evidence- Based Practices Systems Change & Durability Continuum of behaviour Support

24. PBIS Involvement PBIS involves all staff --- –deciding what the school focus will be –deciding how the staff will monitor –deciding what the school goals are –deciding what the staff will do to get there –evaluating the school progress –deciding whether to keep going or change

25. Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-Wide Systems Integrating School-Wide Positive Behaviour Interventions and Supports

26.  Getting Started Tier One – Universal Level: Think Green – All Students

27. 4 Components of PBIS

28. TIER ONE – Start Level Form a Green Team/Universal Team  Meet as a staff leadership team  This is your internal structure that allows you to keep moving forward Key Components: 1. Adopt a School-Wide belief of Universal Expectations – For all Students 2. Develop a Matrix of Expectations – For all Settings 3. Develop Cool Tools – Teaching Lessons for behaviour expectations 4. Invest in Reinforcement/Rewards System – Tickets, Bucks and Gottchas 5. Develop an Office Discipline Referral System – Data collection system and progress monitoring

29. Green Team’s leadership role Organize Staff -- all staff meet -- discuss existing repeated behaviour concerns Brainstorm Problems -- by location and time of day -- conduct a self assessment of the current school-wide discipline system. Brainstorm Proactive Solutions -- rules, routines, arrangements + teaching and reinforcement -- consistent consequences beginning with re-teaching Consensus -- secure 80% of staff for active support Green Team -- collect data on a regular basis to evaluate the effectiveness of the PBIS efforts -- create an action plans from data based decision making

30. Decide What Socially Acceptable Expectations will be Taught Component 1: Establish your Expectations Matrix

31. Expectation Matrix Decide and Define school-wide expectations needed for students and staff to be successful socially Develop looks and sounds like with all common (non classroom settings) well defined Get staff consensus and begin implementation

32. A Matrix will Establish, Define and Teach School-Wide Expectations Setting Expectations ClassroomGymLibraryHallwaysPlayground Be Respectful Be Responsible Be Safe

33. SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. 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. 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. 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 appropriate ly. PBIS – What is it? Walk. Use normal voice volume. Walk to right. Pick up litter. Maintain physical space. School-Wide Expectations

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35. ExpectationHallwayPlaygroundWashroomsAssembly/GatheringGymLibrary/labField TripsEmergency Drills Class BE RESPONSIBLE Quiet handsTake care of equipment. Dress appropriat ely. Game throwing only. Use your WITS. Enter & leave quiet ly. Report probl ems. Enter and leave quietly. Keep your personal space. Hands and feet to self. Enter and leave gym in an orderly way. Return equipme nt to storage area Enter and leave quietly. Use quiet voices. Return permiss ion slips Follow expecta tions. Look after your things. Follow directio ns. Stay calm. Follow direc tions. Keep hands & feet to self. Bring books and suppli es. Finish work on time. Ask for help when need ed BE RESPECTFUL Eyes forw ard Quiet voices Hands & feet to self. Help others in trouble. No writing tools. Respect priva cy in stalls. Facing forward. Legs crossed. Eye on speaker. Listening position. Use equipment appropr iately. Be helpful, not hurtful to others Hands and feet to self. Take care of books and materi als. Show care for place visited. Treat others with respect. Listen quietl y. Assist when instru cted. Dress appro priat ely. Speak kindl y. Respect other ’s prope rty. BE SAFE Calm feet Walking “On the right to be polite ” Report safety concerns. Stay on school grounds. Observe safety rules. Flush. Wash hands. No climbing Empty hands. Follow directions. Use equipment safely. Wear safe footwea r. Push in chairs. Walk at all times. Stay with the group. Follow directio ns. Evacuate quickl y. Line up witho ut talkin g. Walking only Use WITS to solve probl ems Follow class expe ctati ons BE COOPERATIV E “Microwave” Walk in a line Use class doors Take turns. Cooperative/fair. Include others. Respect others space. Use facili ties quick ly Keep floors and walls clean. Use respectful applause. Follow speaker’s instructions. Show good sportsm anship. Share equipme nt & space. Follow directi ons. Share and take turns. Maintain persona l space. Accept directio n willingly. Stay in line. Stay with the group. Be a willing partn er or group mem ber. BE A READY LEARN ER ListeningWilling to learn new games from others. Be a quiet and attentive listener. Participate in songs and other activities Listen to instruct ions. Ask questions when needed. Try things. Listen to instru ctions. Participate. Try your best. Follow directio ns. Be attentive and interes ted. Have learn ing tools read y Follow instr uctio ns Be a listener Hand in comp leted work BRECHIN ELEMENTARY POSITIVE BEHAVIOUR EXPECTATIONS

36. Adams City Middle 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

37. Family Teaching Matrix SETTING At home Morning Routine HomeworkMeal TimesIn CarPlayBedtime Respect Ourselves Respect Others Respect Property Expectations

38. Quarterway EBS School Climate Matrix School Climate Matrix I can’t read! Too many words! Here is what the behaviours LOOK like …

39. Quarterway EBS School Climate Matrix Hallway Expectations

40. Quarterway PBIS School Climate Matrix Hallway Expectations Quiet

41. Quarterway PBIS School Climate Matrix Hallway Expectations Stay in line

42. Quarterway PBIS School Climate Matrix Walk with quiet feet, hands to side Hallway Expectations

43. Quarterway PBIS School Climate Matrix Eyes forward Hallway Expectations

44. Quarterway PBIS School Climate Matrix Be polite, keep to right! Hallway Expectations

45. Quarterway PBIS School Climate Matrix Hands to self Hallway Expectations

46. Quarterway PBIS School Climate Matrix Use correct door Hallway Expectations

47. EMERGENCY DRILL Expectations Brechin PBIS School Climate Matrix

48. BE RESPONSIBLE Stay calm. Follow directions. Keep hands & feet to self. Brechin PBIS School Climate Matrix

49. BE RESPECTFUL Listen quietly. Assist when instructed Brechin PBIS School Climate Matrix

50. BE SAFE Line up without talking. Evacuate quickly. Brechin PBIS School Climate Matrix

51. Playground School Rules POST SOME SIGNS

52. The 5 Practices of School-Wide PBIS Define Teach & Model Practice Re-Teach & Adjust Acknowledge

53. Teaching Academic & Social Competencies DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

54. Behaviour Expectations: Defined BASIC: Three to five positively stated expectations are established  Be Respectful, Be Responsible, Be Safe, Be Caring, Be Here and Ready, Be Cooperative A matrix is completed by the staff Expectations are visibly posted Classroom expectations align with school-wide expectations Expectations are introduced and rationales are provided Behaviourally specific examples are provided

55. Behaviour Expectations: Taught & Practiced BASIC: Class/school-wide expectations are taught and practiced behaviour lessons are written into academic lesson plans behaviour lessons are taught daily/weekly throughout the year Students are provided opportunities to practice the expectations

56. Behaviour Expectations: Enforced BASIC: Class/school-wide expectations are consistently referred to and enforced Expectations are referred to on a daily/weekly basis All posted expectations are enforced: students acknowledged or corrected

57. Behaviour Interventions are… Identified Delivered Modified

58. Behaviour Interventions Identified BASIC: Student misbehaviours are accurately identified: Minor vs. Major Minor Offenses are distinguished from Major Infractions Minor Offenses and Major Infractions are properly documented: form selection/completion

59. Behaviour Interventions Delivered BASIC: Students are disciplined in a professional manner Low Level Referrals document the use of class-based intervention(s) Major Infractions are sent to the office with proper documentation (Office Referral) Tone is calm and non-judgmental Volume is appropriate for the situation Teacher refrains from mirroring student language and/or behaviour Documentation succinctly describes the misbehaviour

60. We Will Teach & Enforce Universal Expectations

61. Component 2: Teach Expectations

65. Ecole Quarterway School Problem Solving Sheet – form 1 (primary) Name: _____________________Date: ___________ Time: _______ Can you see how your actions were: _____ not respectful ? _____ not responsible ? ____ not safe ? Have you: _____ been successful in choosing to simply ignore the problem? _____used your words, telling the person to stop? _____ asked a peer helper or responsible adult to help? _____ walked away? Steps taken: _____ Made a better choice _____ Walked with a supervisor _____ Had a time-out Further action: ____ Office referral Notes: Supervisor: __________________

66. PROBLEM SOLVING SHEET – form 2 (intermediate) TO PARENTS: Please take this opportunity to go through the steps of this problem solving process with your child. Together you can help your child replace inappropriate behaviours with appropriate behaviours. Please ensure that this problem solving sheet is completed and returned to the school on the morning of the next school day. STUDENT'S NAME: ___________________________CLASS : _____________ DATE:___________ Please describe the inappropriate behaviour. ____________________________________________________________________________________________________ 2. Please describe what you did that affected other people. Please identify all of the people who were involved. ____________________________________________________________________________________________________ 3. Please write down three (3) replacement behaviours that could be used next time. Each of your solutions must be safe, respectful and responsible. ______________________________________________________________________________________________________ 4. Please choose one of the 3 solutions that you wrote down in question #3 above. Please explain how you intend to carry out your proposed solution. ______________________________________________________________________________________________________ 5. Please explain how you can avoid the same problem behaviour in the future. ______________________________________________________________________________________________________ Parents may provide comments, if desired: (Continue on other side if necessary.) _______________________________________________________________________________________________________ Student’s signature: ________________________________Parent or caregiver’s signature: __________________________

68. Little to No Cost Reinforcement Ideas Listen to music during silent reading time Extra minutes at the computer Wear hat to school Worksheet/Homework passes Leave for lunch 5 minutes early Pass to be first in line for lunch One free restroom trip 5 minutes of free reading Activity for class-movie or game Select a friend to study with on an in-class assignment Early dismissal/Late arrival Back/front of bus Free homework coupon Make announcements over the PA Wear your hoodie or hat Late pass Free pass/reduced cost to school dance Team deal: A group of students, pizza or activity Homework due date extended Help the another teachers Eat lunch with a preferred adult in school Select a fun class activity from a list of choices Play non-academic computer game High Fives Gotchas

69. Quarterway Cougar Coupon Bravo à /to: __________________________ Div.: ______  Nice all by itself  Monthly draw  Newsletter  Assembly

70. Summary of PBIS School-Wide System (How things are done) Team based problem solving Data-based decision making Long term sustainability School-Wide Practices (How staff interact with students) Direct teaching of behavioural expectations On-going reinforcement of expected behaviours Functional behavioural assessment School-Wide Data (How decisions are made) On going data collection & use Office Discipline Referrals (# per day per month, location, behaviour, student) Suspension, expulsion, attendance, lates 1. 2. 3.

71. Implementation Phase 1: Building a school wide foundation with all staff Strengthening the core programs provided to all students with a goal of prevention of behaviour problems Phase 2: Developing a multi-tiered system of support for students in behaviour As the significance of student need increases, the intensity of support also increases Phase 3: Developing a responsive system of ongoing evaluation and support Use data to continuously advancing student outcomes by improving support structures and activities

72. pbis.org