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