POSITIVE
SCHOOL
CLIMATE &
POSITIVE
BEHAVIOR
SUPPORTS
UC
Summer
Institute
June
2011
ACTIVIT Y
Write specific examples of the following:
A. Commitment to partnerships with families and the
community to improve students’ academic and behavior
achievement
B.
Practices address the needs of all learners, including children
with disabilities and children identified as gifted and talented
C. Learner supports are customized in ways to make content
relevant and enable learning for language, culture, and other
forms of student diversity
D. Systems are in place for positive behavior support practices
across tiers
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Commitment to
partnerships with
families and the
community to improve
students’ academic
and behavior
achievement
A.
3
The Importance and Impact
of Engaging Families
 Increased sense of community
 Better attendance and
homework completion
 Fewer placements in special
education
 More positive attitudes and
behavior
 Higher graduation rates
 Greater enrollment in
postsecondary education
 Higher expectations &
achievement
4
Acknowledge & Respect
Cultural Differences
“Effective cross-cultural
communication includes
the willingness to
engage in discussions
that explore differences
openly & respectfully,
interactions that dispel
myths and open doors to
understanding.”
Lynch & Hanson (1998)
5
Ways to Encourage & Support
Family Involvement
From The Comprehensive Evaluation for
Family Engagement:
Does your school say welcome?
Is your school engaging for ALL families?
Is community outreach occurring?
Constantino, 2003
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Examples include . . . .
Collaborative decision making with diverse
families by:
 understanding how culture shapes values, beliefs,
behaviors and communication
 Cultural Reciprocity
 Use of Cultural Brokers/interpreters
Gathering information from families in ways
that are respectful of the family’s cultural
beliefs and values
Adapting to family communication styles
Helping families learn about programs,
organizations and systems with which they are
interacting
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Practices address the
needs of all learners,
including children with
disabilities and
children identified as
gifted and talented
B.
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Examples include . . . .
Explicit teaching (i.e. models skills and
strategies, makes relationship overt)
Visual displays around the school reflect
respect, equity, and diversity
Use of the students' native language and
English for instruction
Cross-culturally competent/sensitive
teaching (i.e. teachers familiar with beliefs,
values, cultural practices, etc. that may
impact behavior and academic success)
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Examples include . . . .
Build and use of vocabulary as a curricular
anchor (e.g. teach difficult vocabulary prior
to and during lesson, structure opportunities
to speak English, etc.),
Diverse students' home culture and language
incorporated in the school and lessons (e.g.
multicultural curricular and social skills
materials).
Using multimodal instruction (e.g. UDL,
cooperative learning groups and peertutoring strategies, etc.).
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Learner supports are
customized in ways to
make content relevant
and enable learning
for language, culture,
and other forms of
student diversity
C.
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Examples include . . . .
 Use school-wide indicators and/or other direct assessment
to determine which students need OR no longer need
additional instructional support for academic skills or
behavior AND which research-based, ethnically valid
intervention will be used
 Use of the students' native language and English for
supplemental instruction;
 Small group explicit instruction for specific content
reinforcement.
 Peer tutoring (e.g., Peer Assisted Learning Strategies)
and/or afterschool/volunteer tutoring program
 Use of technology for English learning (e.g. computer
programs, augmented communication devices)
 ESL Summer school program
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Systems are in place
for positive behavior
support practices
across tiers
D.
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GUIDING PRINCIPLES OF SWPBS
 Student misbehavior can be changed.
 Environments can be created to change
behavior.
 Changing environments requires change
in adult behavior.
 Adult behavior must change in a
consistent and systematic manner.
 Systems of support are necessary for
both students and adults.
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SCHOOL-WIDE PBS IS…
A framework for enhancing adoption &
implementation of
A continuum of evidence-based
interventions to achieve
Academically & behaviorally important
outcomes for
All students!
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CORE COMPONENTS OF
TIER 1: SCHOOL-WIDE
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CORE COMPONENTS
1. Clear Expectations
2. Comprehensive Instruction
3. Consistent Systems for Encouragement of
Expectable Behavior & Correction of
Behavior Errors
4. Community Connections
5. Computer Data System to Inform Decisions
6. Collaborative Leadership
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1. CLEAR EXPECTATIONS
3-5 overarching behavioral expectations
Agreed upon
Defined for all settings/locations
Clearly communicated
Overtly taught in all settings
Understood by all
Posted and distributed widely
Consistently demonstrated and implemented
by all adults
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1. CLEAR EXPECTATIONS
NON- Example
Example
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2. COMPREHENSIVE INSTRUCTION
Through Specifically Designed Lesson Plans
Instruction Provided To All Students
Kick-off – when initiating SWPBS Tier 1
Annual - initial days of school year
Booster sessions – as indicated by data
Instruction Provided in the Actual Settings
Keep School-wide Expectations Visible
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TEACHING BEHAVIORS NON-EXAMPLE
Playground Behavior:
Be Respectful…
No elbowing others
No kicking
No hitting
No pinching
No shoving
No grabbing
Etc. . .
Academic Skill:
Addition
2+2 is
2+2 is
2+2 is
2+2 is
2+2 is
2+2 is
Etc. . .
not
not
not
not
not
not
1
2
3
5
6
7
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Teaching Behaviors Example
Playground Behavior:
Be Respectful…
Hands and
feet to self
Academic Skill:
Addition
 2+2 = 4
Use kind
words
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2. COMPREHENSIVE INSTRUCTION
NON- Example
Example
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3A. CONSISTENT
ACKNOWLEDGMENT SYSTEM
Targeted for each and every student
Acknowledge immediately after expectable
behavior occurs
Name the behavior and expectation observed
Give positive/verbal/social/token
reinforcement: pair with natural/logical
Designed with input from stakeholder groups
that reflect the diversity of the school
community.
Ratio of positive to corrective feedback 5:1
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POSITIVE REINFORCEMENT…
IS
IS NOT
…the presentation of
something pleasant or
rewarding immediately
following a behavior. It
makes that behavior
more likely to occur in
the future, and is one of
the most powerful tools
for shaping or changing
behavior.
BRIBERY
INCENTIVE
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3A. CONSISTENT ACKNOWLEDGMENT
SYSTEM
NON- Example
Example
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3B. CONSISTENT CORRECTION
SYSTEM
Include which problem behaviors will be
class-managed and which will be officemanaged
Timely corrective response to problem
behavior
Link correction and re-teaching to:
 School-wide expectations
 System for teaching expectations
 Acknowledgment system
 The function of the misbehavior
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4. COMMUNITY CONNECTIONS
Establishing relationships with students
Learning about each student
Seeking input from parent/families in
determining school-wide components and in
Tier 3 intervention planning
Involving student/family stakeholders on
school leadership team
Routinely examining disaggregated data to
ensure cultural considerations/responsiveness
in collaborative action planning
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5. COMPUTER DATA SYSTEM
Critical System
Components
Efficient data entry
and report
generation
Graphing capability:
 Per day per month
 Location
 Time of Day
 Problem behavior
 Student
 Ethnicity
Essential
Considerations
1. ODR Form
includes: date,
clock time,
location & possible
function
2. Coherent ODR
Procedure
3. Data Entry Time
Allocated
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6. COLLABORATIVE LEADERSHIP
 School Administrator is an active
collaborative participant on the school
leadership team:
Beyond support, cooperation and communication
Managing resources for effective, sustainable
implementation
 Team members share roles,
responsibilities…and celebrations
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TIER 2:
TARGETED PBS
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TARGETED TIER 2 PBS COMPONENTS
 Similar components to academics:
Collaborative team that meets
regularly
Decision rules for entering & exiting
Intervention “automatic” and
components linked to school-wide
system
Data for decision-making
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TIER 3:
INTENSIVE PBS
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INTENSIVE TIER 3 PBS COMPONENTS
 Team formation includes parent/caregiver and
those who best know the student
 Team meets to develop plan within 2 weeks of
student meeting Tier 3 criteria
 Decision rules for entering & exiting
 Intervention components:
 Reflect cultural considerations
 Informed by functional assessment data
 Include elements of effective instruction
 Link to School-wide Tier 1 supports
 Extend or expand Tier 2 supports
 Data for decision-making
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WITHOUT A STRONG TIER 1,
YOU’LL JUST DRIVE YOURSELF
CRAZY!
I GET IT. YOU CAN’T FIX THE
FISH UNTIL YOU CLEAN THE
WATER!
WE USED TO TALK ABOUT
BEHAVIOR ALL THE TIME. NOW
WE CAN TALK ABOUT SCIENCE !
Quotes
from
Implementers
:
INITIAL SWPBS IMPLEMENTATION STEPS
 Form a representative building planning team,
including an administrator, that meets regularly to
determine action steps with problem definition,
problem analysis and a goal statement based on
data collected and reviewed.
 The building planning team integrates PBS action
plan steps with other building initiatives/goals.
 Plan for ongoing staff development and
stakeholder two-way communication.
 Develop and define school-wide expectations with
involvement of all stakeholders: students, families,
cafeteria personnel, bus drivers…
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INITIAL STEPS…CONTINUED
 Determine settings and develop rules that
match expectations for each setting.
 Develop setting lesson plans.
 Develop proactive systems of encouragement
and correction and materials for
implementation.
Develop procedures for office discipline
referrals and forms.
Develop schedule of school-wide instruction.
Develop setting specific posters of
expectations.
Team regularly examines disaggregated data to
inform action planning.
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Q&A
B E FO R E
ASSESSING
TEAM
I M P L E M E N TATI O N
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HAPPY MTSS
IMPLEMENTATION!
MARIE KOBAYASHI
KAREN STINE
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