PBIS Timeline - BC Positive Behaviour Support Website
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Transcript PBIS Timeline - BC Positive Behaviour Support Website
School-Wide Positive Behaviour
Intervention & Support
Systematic Implementation
3 Questions
Why use a School-Wide System that
includes PBIS and RtI?
What are the core principles of a
School-Wide PBIS/RtI framework?
How do schools get started implementing
a School-Wide PBIS framework?
Your School-Wide Behaviour Support System
School:________________
3 Successes
3 Questions
1. We teach schoolwide expectations at
gathering.
2.
1. How do you teach
rules to challenging
students?
2.
3.
3.
History of School-Wide Behaviour
Supports in British Columbia
• 1990 - EBS, Effective Behaviour Support
Dr. George Sugai @ University of Oregon and team
• 1996 - PBS, Positive Behaviour Support
Dr. Rob Horner @ University of Oregon and team
• 2000 - PBIS, Positive Behaviour Intervention and Supports
Dr. Rob Horner @ University of Oregon and
Dr. George Sugai @ University of Connecticut
• 2004 – RtI, Response to Intervention – “No Child Left Behind”
Dr. Frank Gresham - @ Louisiana State University and team
In the late 1990s British Columbia Council of Administrators of
Special Education (BC CASE) approached Ministry of Education to
form a partnership and introduce EBS.
The Nanaimo-Ladysmith School District started EBS training with
schools in 2000.
Keeping Kids Safe - K to 12
BC STUDENT VOICE on
HARASSMENT advises educators
to:
• enforce [school] rules consistently
• provide examples of acceptance
• recognize students for their
achievements
• develop positive school cultures
and focus on prevention &
intervention
BC Student Voice, a BC Principals'
and Vice Principals' Association
program – Started in 2003
BC SAFE SCHOOLS ACT states the central focus and purpose of
the school system in BC is to
enable all students to:
• develop their individual potential
• acquire the knowledge skills and
attitudes needed to contribute to
society
• benefit academically & socially
from a safe, caring and orderly
learning environment
BILL M 204 -- 2006 - SAFE
SCHOOLS ACT
Safe, Caring and Orderly Schools Guide – 2008 Revised
Links to PBIS and Virtues Project
Prevent Youth Violence & Gangs
Some RISK FACTORS are…
• History of early aggressive
behaviour
• Violence in the family
• Parental drug/alcohol abuse
• Poor social-emotional
attachment to parents and
caregivers
• Social-cognitive deficits
• Peer engaged in high risk
behaviours – gangs, bullying,
date violence
• Beliefs supportive of violence
• Low commitment to school
• Academic failure
RECOMMENDATIONS are…
• Change social context to break
up antisocial networks
• Improve parent effectiveness
• Increase academic success
through interventions and
support
• Create positive, respectful,
predictable, & trusting
school environment/climate
is important for all students
• Create a system that reduces
gangs, bullying and violence
• Teach & encourage individual
skills & competence
TASK Force: BC Ministry of Public Safety, Solicitor General & Ministry of Education
Recommend implementing a School-Wide Behaviour Support System
Why use a School-Wide System that
includes PBIS and RtI?
Common
Language
PBIS / RtI
Effective
Social & Academic
School Culture
Common
Common
Experience
Vision/Values
PBIS is NOT…
• new…it is based on long history of
behavioural practices & effective
instructional strategies
• a specific practice or curriculum…it
is a systems approach that develops a
framework to prevent problem
behaviours
• limited to any particular group of
students…it is for all students
Positive Behaviour Interventions
and Supports (PBIS) is…
• a proactive systems approach to discipline that emphasizes early
intervention, prevention and instruction of social skills.
• a multi-tier framework that helps create a better climate for the entire
school.
• a school-based intervention for reducing disruptive and aggressive
behaviours.
• research based interventions and implementation of strategies.
• progress monitoring to determine if the behavioral interventions are
producing the desired effects.
• a data based decision making system to reduce problem behaviours
and increase academic performance
THINK UNIVERSAL INTERVENTION
Response to Intervention (RtI)
uses…
• a systematic and data-based method for identifying,
defining, and resolving students academic and/or
behavioural difficulties.
• a well-integrated system of interventions guided by
student outcome data.
• a progress monitoring of student academics and/or
behaviours.
• “student response/outcome data” to make important
educational and/or behavioural decisions.
• Think Targeted Group Interventions
• Think Intensive Individual Interventions
Multiple Tiers Implemented Through Progress
Monitoring and Formative Evaluation
(PBIS - Sugai, Horner, & RtI Gresham)
School-Wide Systems for Student Success
Academic Systems
Behavioural Systems
Intensive Interventions
• Individual Students
• Assessment-based
• High Intensity
• Prolonged interventions
Targeted Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Standard protocol reading & math
interventions
• Small Group
• Some Individualizing
1-5%
5-10%
Universal Interventions
80-90%
• All students
• Effective core academic instruction
• Preventive, proactive
Intensive Interventions
• Severe High-Risk Challenges
• Individual Students
• Assessment-based & Specialized
• Intense, durable procedures
1-5%
5-10%
80-90%
Targeted Interventions
• At-Risk Challenges
• Some students
• High efficiency
• Rapid response
• Small Group Interventions
• Some Individualizing
Universal Interventions
• School-Wide
• All settings
• All students
• All staff
• Preventive, proactive
• Involves parents &
Community
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
WHAT PBIS INTERVENTIONS DO YOU HAVE IN PLACE ?
~5%
INTENSIVE INTERVENTIONS
• FBA - BSP – ESP - Assessment
• Wrap-Around- Meetings
• Referral to CYMH/MCFD/VIHA
• Involvement of Probations
• Restorative Justice
• Community Forum J. Howard Society
~15%
TARGETED INTERVENTIONS
• Check in/out system
• Targeted social skills instruction
• Peer-based & Volunteer supports
• Social skills groups and clubs
• Counselling student - parents
Teach to ALL
~80% of Students
UNIVERSAL INTERVENTIONS
• Teach & encourage S-W positive
expectations
• Proactive SW discipline
• Reinforcements - Data analysis
• Parent engagement
• Cyber Safety & Bully Prevention
4 Core Principles of
PBIS/RtI
SYSTEMS
SYSTEMS
OUTCOMES
Policies & Procedures
Code of Conduct
Decision Making
Matrix – Settings and
Expectations
Continuum of Reinforcement
Consistent Consequences
Endorsed and Emphasized by
ALL
Academic and Behavioural
Targets
DATA
Measure Outcomes
Guide Decision Making
Evaluation of Interventions
and Practices
Portable Office Referral Form
District Data Collection
System
PRACTICES
Best Practices and
Instruction
Cool Tools –Lessons,
Programs and Strategies
BP- PBIS and RtI
How Does PBIS Work?
Build a Culture of Competence
1. Define behaviour expectations -all students follow the
same set of rules and expectations throughout all settings
in and out of the entire school.
2. Display rules and expectations on a matrix and posted in
all locations.
3. Teach behaviour expectations in all locations.
4. Recognize and reward students when rules and
expectations are followed.
5. Using a minor/major portable referral form.
6. When students do not follow the rules, there are
corrective consequences using repairing & rebuilding
relationships (Restorative Justice).
7. Use on-going data to based decision making for
prevention and intervention.
Getting Started
1.
2.
Form a School PBIS Leadership team
Get Staff Commitment
Rule Administrator’s involvement a must and 80% of staff
3.
4.
5.
Develop effective procedures for dealing with problem
behaviours
Develop positive expectations & rules matrix
Develop lesson plans for teaching expectations and rules in all
areas;
first in common areas – year 1
next in the classroom – year 2
6.
7.
8.
Establish acknowledgement system (reinforcements)
Plan for implementation and continuum of procedures for
encouraging expected behaviour
Develop procedures for on-going data-based monitoring &
evaluation
Wednesday - June 8, 2011
PBIS School Teams Implementation Training
•
•
•
•
Registration Form to be sent to schools by May 25, 2011 – first 10 schools to
register
Invitation will be sent to all schools, District Counsellors and CYFSW
Schools come as a team and encourage their Counsellor and CYFSW to
attend as part of your team
3 TOCs per school for the ½ day session
1 TOC for TIC if needed
2 TOCs for teachers that will be the school coaches
PBIS Moving Forward Working Sessions
•
Follow up working hands-on sessions for School Coaches
September – Developing your School-Wide Matrix and Cool Tools
October – Reinforcements and Data Collection
(You will receive a district data collection program)
PBIS
at
Brechin
Elementary
Brechin Elementary School
Portable Referral Form
Minor ___
Major___
Time__________ Date__________ Grade_______
Student(s) Involved _________________________
Reporting Staff Person ______________________
Incident
__hands on
__lying
__defiance
__disruptive behaviour
__disrespect
__offensive language/gesture
__intimidation/bullying
__physical aggression/fighting
__non-participation
__other
Location
__hallway
__outside dismissal/arrival
__playground
__restroom
__classroom
__library/lab
__Support room
__gathering
__DPA
__other______________________
Action Taken
__redirection
__loss of privilege
__physical proximity
__parent contact
__warning
date______________
__time-out in class
__think sheet
__Support Room
__parent conference
__community (school) service
date________________
__problem solving/discussion
Administrative Response
__private conference
__alternative placement
__time-out
__support room
__loss of privilege
__parent conference
__suspension
__community (school) service
__referral sent home
Date______________
Administrative
Signature__________________
PBIS at
Ecole Quarterway Elementary
Ecole Quarterway School Climate Matrix
Hallway
E
X
P
E
C
T
A
T
I
O
N
S
Washroom
School Yard
Assembly
Classroom
Inside
for
Recess
Field Trips
within
Community
e-PBIS
R
E
S
P
E
C
T
F
U
L
Quiet
Stay in line
Walk with
eyes front,
hands to
side, feet
quiet
Be quiet
Stay
private
Take turns
Share the
playground
Listen to
Supervisor
Enter quietly
Listen with
whole body
Appropriate
applause &
audience
participation
Sit properly
Listen to
person speaking
Raise hand &
wait
Get up at
appropriate
times
Inside voices
Quiet
Take turns
Share
Listen to
facilitator
Be extra
polite
Raise hand &
wait
Cell
phones
turned off
during the
day
Messages
are
handled
through
office
R
E
S
P
O
N
S
I
B
L
E
Keep right
Hands to
self
Use
correct
entrance/e
xit
Use
correct
washroom
Go straight
there and
back
Flush
Report
concerns to
teacher
“Think before
you act”
Use garbage
cans
Help those in
need
Line up
promptly at bell
Hands to self
Use
washroom
before / after
performance
Be on time
Be prepared
Take care of
belongings
Neat & tidy
Choose a
quiet
activity
Clean up
when you’ve
finished or
when the
bell rings
Return
permission
slips on time
Be a good
ambassador
for our school
Turned
off unless
permitted
by teacher
for
educational purposes
Appropria
te content
(song
lyrics,
images)
S
A
F
E
Walk
Eyes
forward
Be polite,
stay to
right
Practice
proper
hygiene by
washing
hands with
soap
Play in
designated
areas
Report all
unsafe
situations
Meeting place
Follow
teacher
direction
Use all 4 exit
doors
Walk
Sit
appropriately
Keep hands and
feet to self
Follow
classroom rules
Stay where
you are for
the entire
time
Permission
for
washroom
given by
supervisor
only
Stay with
the group
Listen to
teacher
Follow rules
Visit only
teacherapproved
internet
sites
Photograp
h and
record
only with
prior
consent
Summary of PBIS
1.
School-Wide System (How things are done)
2.
School-Wide Practices (How staff interact with students)
3.
Team based problem solving
Data-based decision making
Long term sustainability
Measurable and justifiable outcomes
Good Teaching + Behaviour Management = Student Achievement
Evidence based practices
Direct teaching of behavioural expectations
On-going reinforcement of expected behaviours
Functional Behavioural Assessment, Wrap-around Team Meetings
School-Wide Data (How decisions are made)
On going data collection and decision making
Office Discipline Referrals (number per day/week/month, location and problematic
behaviour.
Suspension, expulsion, attendance, lates
Focus for 2011 - 2012
• District PBIS Team to work with 10 schools
• Schools coming on board to take 2 to 4 year
to full 3 tier Implementation
• School Coaches coaching Coaches of 10
new schools implementing PBIS
• District linking PBIS to:
NVCI Training
Bully Prevention and Cyber Safety
Restorative Justice – Volunteer & Community Forum
Bully Prevention in Positive
Behaviour Support (BP-PBIS)
Available for free at www.pbis.org
Resources
Websites
www.pbis.org
Technical Assistance Center on Positive
behavioural Intervention and Supports
School-wide Positive behaviour Support
Implementers’ Blueprint and SelfAssessment
http://bcpbs.wordpress.com/
This site is dedicated to supporting, sustaining
and celebrating the efforts of British
Columbia schools and districts in their
School-wide Positive Behaviour Support
efforts.
http://www.lostatschool.org/
This site includes information about the
Collaborative Problem Solving Model by Dr.
Ross Greene
www.bced.gov.bc.ca/sco/
Safe, Caring and Orderly Schools Guide
www.pssg.gov.bc.ca/crimeprevention/.../crimeprev-series1-youth-gangs.pdf
The Ministry of Public Safety and Solicitor
General, Victim Services and Crime
Prevention Division funded the Promising
Practices for Addressing Youth Involvement
in Gangs
http://jhsnr.org/programsRestorativeJustice.
html
Restorative Justice Program. Nanaimo Region
John Howard Society and the Nanaimo -RCMP
District Resource Centre
• PBIS, Getting Started Handbook 70918-01/02
•
•
•
•
•
•
•
Understanding Response to
Intervention - 70909-01/02
Response to Intervention, A Practical
Guide - 70909 -01/02
Handbook of Response to Intervention
– 70979
Discipline with Dignity for Challenging
Youth - 70717
Kids Who Outwit Adults - 70718
The Explosive Child – 70791
Orchestrating Positive and Practical
Behaviour Plans - 70972
• WITS Program Kit – 72705
This kit includes WITS – K to 3 and WITSLEADS 4 to 7 The kit was developed by
the Rock Solid Foundation to help kids
develop appropriate social skills for
handling conflicts.
District
PBIS Coaching Team
• Rose Tull – PBIS Coordinator, District
Behaviour Resource Teacher
• Bob Esliger – Principal, SSS
• Diane Goodman – Principal, Brechin
• Peter Hewitt – Principal, Quarterway
• Dona Billingsley – District Behaviour
Resource Teacher
Questions