Transcript School Wide Positive Behavioral Supports Informational

School Wide Positive
Behavior Supports
Unity
Elementary
2009
What is School Wide Positive
Behavioral Supports?

SW-PBS provides structure and support
for developing systems of positive and
proactive school-wide and individualized
interventions strategies that…
 promote
a positive learning environment,
 create a positive culture,
 teach and reinforce appropriate behaviors,
 prevent problem behaviors.
What does PBS look like?
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>80% of students can tell you what is expected of
them
Positive adult-to-student interactions exceed negative
Function based behavior support is foundation for
addressing individual problem behavior.
Data & team-based action planning & implementation
are operating.
Administrators are active participants.
Full continuum of behavior support is available to all
students
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
WHY
 Why
implement School-Wide Positive
Behavior Supports?
Research over the past 15 years has
shown that PBS is effective in promoting
positive behavior in students in schools.
 Schools that implement system-wide
interventions report increased time
engaged in academic activities and
improved academic performance.
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Implementation
Establish Commitment
Staff/Faculty support the need for
behavioral change.
 Behavioral change is one of the top
priorities of the school.
 Three-year commitment and effort to
sustain beyond three years.

Team is Developed
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School team is developed
 Administrator
(active participant)
 Teachers and non teaching staff
 Parent
 PBS Coach
 Community member
 student
SW-PBS - What does it look like?
Define behavioral expectations
 Teach behavioral expectations
 Monitor and reward appropriate behavior
 Provide corrective consequences for
problem behaviors.
 Use collected data to solve problems and
make decisions.

Defining Expectations…
Define School-Wide Expectations
for Behavior
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Identify 3-5 Expectations
Short statements
Positive Statements (what to do, not what to
avoid doing)
Memorable
Few positive SW expectations defined,
taught, & encouraged
Longfellow Elementary
Show Respect
 Positive Attitude
 Ownership/Responsibility
 Try your Best
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Longfellow Elementary
Expectations:
Hall
Classroom
* Hands to self .
*Work quietly .
Show Respect f or self
*Walk single f ile.
*Ey es on speaker.
and others.
*Quiet f eet
*Pleasant v oice.
Lunchroom
Positiv e Attitude
*Acknowledge when
*Smile
*Keep hallway s clean
Ownership
*Inv ite others to join in *Respect priv acy
objects to self
*Hands and f eet to self
*inside v oices
*Hands, f eet, and
*Polite language
*Silent when adult
*Use*Leav e rocks on the
walking f eet at all times ground
*Use appropriate
*Good sportsmanship
objects to self
*Quiet
*Use manners
language and manners
spoken to positiv ely
*Feet on f loor
*Be patient
*Keep lunch room clean*When the bell rings, *Flush tiolet
stop play ing and walk to
*Hands in own personal
line
and clear.
*
and clear
*Eat
* Wash hands
space
*Take
*Quiet v oices on the line
*Follow rules of the
turns- raise hands, wait
Take quickest, shortest,
y our lunch
*Clean
* Toss trash
games
f or permission to speak
*Use equipment
and most direct route. *Be honest
*Be aware of others.
*On time/on task
Try Y our Best
Bathroom
*Hands, f eet, and
raises hand
*Silent
*Use manners.
* Thumbs up to f riends *Kind words
Playground
up area around tray
*Table manners
appropriately
*Participate
*Complete all
assignments
*Clean up af ter y ourself
*Return to class
Akron Westfield
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Respectful
 Responsible
 Prepared
 Kind
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Double RPK
Akron-Westfield
(Expectatio n s are defined across by their locations .)
Areas:
PLAYGROUND
LUNCHROOM
1. Listen to the
speaker.
2. Use acceptable
schoollanguage &
tone.
1. Listen to the
recess teacher.
2. Follow the
playgro und rules.
1. Use good table
manners.
1. Take turns.
2. Take care of all
equipment.
RESPONSIBLE
1. Take care of
your belongings.
2. Follow all
directions.
PREPARED
1. Be on time.
2. Be ready with
your materials and
your attention.
1. Care for
yourself and others.
Expectations:
RESPECT
KIND
CLASSROOM
HALLWAYS
SCHOOL
ACTIVITIES
BATHROOM
BUSES
1. Use a quiet
voice.
2. Use quiet
walking feet.
3. Keep your
hands to yours
elf.
1. Be quick.
2. Keep it clean.
3. Flush.
4. Turn off the
water when you are
finished.
1. Sit at all times.
2. Use your insid e
voices.
1. Cheer.
2. Stand quietly
for the anthem.
3. Applaud when
appropriate.
1. Clean up your
area.
2. Use good line
basics.
1. Stay in your
own body spac
e.
1. Wash your
hands when you
finish.
1. Be on time.
2. Care for your
things.
1. Dress
appropriately.
2. Follow the
directions of the
activities.
1. Dress
appropriately for
weather.
1. Wash your
hands before
eating.
1. Make sureyour
shoes are tied.
2. Keep your eyes
to the front.
3. Keep your hand
at yourside.
1. Try to use at
your scheduled
breaks and at
recess time.
1. Care for your
things.
2. Know when it is
your stop.
3. Be on time.
1. Bring
appropriate
clothing.
2. Know your
schedule.
1. Share.
2. Take turns.
1. Use good line
basics.
2. Use please and
thank you.
1. Say excuse me.
1. Wait your turn
in line.
2. Honor oth ers
privacy.
1. Share your seat.
2. Tell the driver
thank you.
3. Stay in your
body space.
1. Be a good sport.
2. Encourage
others.
3. Say please and
thank you.
West Sioux Elementary School
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The Three Bees…
 Be
respectful
 Be responsible
 Be ready
West Sioux Elementary
Hallway
Be
Ready
Be
Respectful
Be
Responsible
Lunchroom
Restroom
Playground
Bus Area
•Face forward
•Know where you
are going
•Know what you want•Take care of
•Eat first
business
•Have bags packed &
•Line up immediately
zipped
•Level 1 voice
•Have your
entering building
outerwear on
•Level 1 voice
•Line Basics
•Quiet lockers
•Level 2 voice
•Level 1 voice
•Use good manners
•Follow restroom
•Listen to staff
procedure
•Be a nice person
•Follow Golden Rule
•Line Basics
•Listen to staff
•Stay away from
•Use equipment
bikes/bike rack
properly
•Neat lockers
•C arry materials
properly
•Follow specific
•Body Basics
•Wash hands
playground rules
•C lean your area
•Keep restroom clean•Dress for the
•Stay on the sidewalk
•Empty tray properly •Use restroom
weather
or crosswalk
•Wait to be dismissedproperly
•Tell an adult about
safety problems
Teach
Expectations & behavioral skills are
taught & recognized in natural context
Park Avenue Expectation Lesson Plan
At Park Avenue, we are people of character. We are respectful. We are responsible. We care.
Area: Cafeteria
Time Allotted: 15-20 minutes
Materials needed: For script: trays, utensils, milk, napkins, buckets for silverware, garbage can, trays for
all students to practice for classroom teacher:
Expectations
Responsible
Get all food and utensils 1st
time
Keep area neat and clean
Raise hand and wait for
permission to leave
Respectful
Use line basics when
entering
Keep place in line
Take the first milk you
touch
Caring
Use
good manners
Walk down the right side of the stairs quietly using the handrail one step at a time.
Enter cafeteria using line basics (Hands at sides, facing forward, voices off.)
Take the first milk you touch and hold it carefully in your hand.
Take the first utensil you touch.
Take your tray and say “thank you”.
Choose items and put them on your tray. Once you have touched something it’s yours.
Enter your number.
Go to the directed table and quietly eat your own lunch - no sharing.
Raise your hand and wait to be dismissed.
Put your utensils carefully into the tub.
Carry your tray carefully and throw out everything.
Stack your tray on the counter so it fits inside the others.
Leave the lunchroom quietly and walk to recess.
Longfellow Elementary
SPOT Pledge
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I will Show respect for myself and others
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I will choose a Positive attitude
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I will take Ownership for my actions
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I will always Try my best
On-going Monitoring and
Acknowledging of Appropriate
Behavior
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Every faculty and staff member acknowledges
appropriate behavior.
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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
behavior (small frequent rewards more effective)
Beginning of class recognition
 Raffles
 Open gym
 Social acknowledgement
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Akron-Westfield
Name: ______________________
Respectful
Responsible
Prepared
Kind
You have been caught
Being a great AW Westerner! 
Name: _______________Class___________
Respectful
Responsible
Prepared
Kind
You have been caught by a
GUEST TEACHER!
Corrective Consequences Problem
Behaviors
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Do not ignore problem behavior
 Office Discipline Referral Forms
Provide clear guidelines for what is handled in class
versus sent to the office
Remember the PURPOSE of negative consequences
 Prevent escalation of problem behaviors
 Prevent/minimize reward for problem behaviors
 Deliver punisher as a consequence for problem
behavior
 Minor versus major
Do not expect negative consequences to change
behavior patterns. Negative consequences are a
way to “keep the lid on.”
Boyden-Hull Elementary Consequence Rubric
A. Temper tantrums which disrupt a class
B. Bully ing
C. Ref usal to conf orm to rules
D. Insubordination/Disobedience
E. Phy sical attack
F. Extortion
G. Possession of dangerous materials
H. Racial bigotry or intolerance
I. Criminal or illegal behav ior
J. Assault against employ ee
K. Willf ul injury
L. Thef t
M. Robbery
N. Mischief
O. Unlawf ul Assembly
P. Disorderly Conduct (Fighting)
Q. False Report (under inv estigation)
R. Threats
S. Trespass
T. Arson
U. Alcohol/Controlled Substance
V. Smoking/Tobacco
W. Truancy
X. Class Attendance
Y . Gambling
Z. Vulgar & Prof ane Speech
AA. Sex Acts
BB. Cheating
CC. Student-to-student Harassment/Sex Har
DD. Weapons
EE. Detrimental Conduct
FF. Forgery
ELEM - 1st
Boy s Town
Boy s Town
Boy s Town
1 day ISS
ISS/Call Police
Boy s Town
Boy s Town
Boy s Town
ISS/Call Police
ISS/Call Police
Recess(es)
Recess/Call Police
ISS/Call Police
Boy s Town
ISS/Call Police
Recess
1 day ISS
Recess(es)
ISS/Call Police
3 day ISS
10 day OSS
3 day ISS
Make up time/work
Make up time/work
1 day ISS
Boy s Town
3 day ISS
0 on work/call parent
Boy s Town/Recess
Possible Expulsion
Recess(es)
Boy s Town
ELEM - 2nd
Remov al f rom class
Recesses
1/2 day ISS
3 day ISS
3 day ISS
1 day ISS
1 day ISS
1 day ISS
OSS
OSS
1 day ISS
1 day ISS
OSS
Recesses
3 day ISS
1 day ISS
3 day ISS
1 day ISS
3 day ISS
3 day OSS
Expulsion
3 day OSS
1 day ISS
Recesses
3 day ISS
1 day ISS
3 day OSS
0 on work/1/2 day ISS
1 day ISS
ELEM - 3rd
Remov al f rom class
ISS
Full day ISS
3 day OSS
3 day OSS
3 day ISS
3 day ISS
3 day ISS
Expulsion
Expulsion
3 day ISS
3 day ISS
Possible Expulsion
ISS
3 day OSS
3 day ISS
3 day OSS
3 day ISS
3 day OSS
Possible Expulsion
1 day ISS
1 day ISS
3 day ISS
3 day ISS
Possible Expulsion
3 day ISS
ISS
3 day OSS
3 day ISS
Expulsion
0 on work/1 day ISS
3 day OSS
Use of data
 Using
data to make decisions and
solve problems
 Use
of data to determination
implementation integrity
Office Discipline Referrals
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Data collection method
 Shared
frequently with all staff
 Data is presented visually for easy interpretation
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Simple
 Take very little teacher time to fill out
Consistency across school staff
 Clear, mutually exclusive, exhaustive
definitions
 Distinction between office v. classroom
managed
Data to Determine
Implementation Integrity
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Self-Assessment
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School-Wide Evaluation Tool
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Team Checklist
School-Wide Systems
(common language, vision, experience Involving all
students, all staff, & all settings)
100
90
80
70
60
50
40
30
20
10
0
2006
2007
2008
In pl ace
Par ti al ly I n
Place
Not in
Place
High
Medi um
Low
Priority For Improvement
SET Evaluation
(School Wide Evaluation Tool)
Fall 2007
100
90
80
70
60
50
40
30
20
10
0
SET
Exp Def
Exp
Taught
Rew Sys
Viol Sys
Dec
Making
Mangmnt
Dst rct
Sup
Average
What Schools Are Implementing PBS
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Longfellow Elementary (Sioux City)
Akron-Westfield Elementary
Akron-Westfield MS
West Sioux Elementary
West Sioux MS
Boyden-Hull Elementary
South O’Brien Elementary
South O’Brien Junior High
Smith Elementary (Sioux City)
Sacred Heart Elementary (Sioux City)
Does Implementation of
SW-PBS Work?
Yes…
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When implemented with integrity
 Office
referrals decrease
 Time students engaged in instruction
increases
 Building staff report less need to improve
discipline systems
 Some limited research that suggests
increases in reading proficiency
Office Discipline Referrals
(Referrals/100 students)
700
600
500
400
2006/2007
2007/2008
300
200
100
0
All
Major
Minor
Office Discipline Referrals
(Referrals/100 students) - Major Referrals
1
0.9
0.8
0.72
0.7
0.6
0.48
0.5
0.4
0.3
0.2
0.1
0
Major
2006/2007
2007/2008
ODR per Day per 100
Students
Office Discipline Referrals per Day per 100
Students 02-03 (Illinois)
2
1.8
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
No PBIS
Yes PBIS
Middle 15 (no)
1 7 (yes)
Elementary 38
2 (no) 31 (yes)
t = 2.54 (20); p < .02
t = 1.67 (67); p < .009
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70%
62.19%
60%
50%
46.60%
40%
30%
20%
10%
0%
PBIS NOT in place N = 69
PBIS IN place N = 52
Proportion of Students Meeting
Reading Standards
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
0.8
0.6
0.4
0.2
N =23
N = 23
NN==88
0
Not Meeting SET
Meeting SET

Educational Psychology, Vol. 25, Nos. 2/3, March/June 2005
“Whole-School Positive Behaviour Support: Effects on student
discipline problems and academic performance” James K. Luisell*,
Robert F. Putnam, Marcie W. Handler, and Adam B. Feinberg

Psychology in the Schools, Vol. 43(6), 2006 “The relationship of SchoolWide Positive Behavior Support to academic achievement in an urban
middle school.” Stephen R. Lassen, Michael M. Steele, and Wayne Sailor
Positive Behavioral Interventions and Supports Newsletter (“Academic
Achievement and the Implementation of School-wide Behavior
Support.” January, 2006 Robert F. Putnam May InstituteRobert H. Horner
University of Oregon; Robert Algozzine University of North Carolina at
Charlotte

Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
THREE-YEAR SW-PBS PLAN
YEAR 1
Become familiar with data information
system (SWIS/BID) as it relates to PBS
YEAR 2
YEAR 3
Attend four one-day trainings
during school year
Attend two to three one-day
trainings during school year
Attend two-day summer training
Teach/Re-teach lessons as
needed
Child Study team will begin
to integrate individual
Functional Behavior
Assessments
Attend two/three one-day trainings
during school year
Building staff will integrate
information from PBS
Classroom System Package
Develop flow chart/referral
Building staff will integrate
information from PBS Targeted
Intervention System Package
Develop expectations
Develop matrix
Develop rewards system
Develop lesson plans
Teach/Re-teach lessons as needed
Questions
Jerome Schaefer at 222-6338
[email protected]