School-Wide Positive Behaviour
Intervention & Support
Working Smarter Implementation
Family of Schools
PBIS Update
Please…
• sit with your family of schools colleagues
• ensure that each work alike group is
represented at each family of schools
table
• 1 School Psychologist, at least 1 SLP,
CYFSW and Counsellor
Thank you
SW-PBS Logic!
Successful individual student
behavior support is linked to host
environments or school climates
that are effective, efficient, relevant,
& durable for all students
(Zins & Ponti, 1990)
SWPBIS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
SWPBS
Practices
Classroom
Non-classroom
Student
Family
SCHOOL-WIDE
CLASSROOM
1. 1. Leadership team
1.All school-wide
2. Behavior purpose statement
2.Maximum structure & predictability in routines &
environment
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected
behavior
5. Continuum of procedures for encouraging expected
behavior
EVIDENCE-BASED
INTERVENTIONPR
ACTICES
6.Continuum of strategies for responding to inappropriate
behavior.
7. Procedures for on-going data-based monitoring & evaluation
1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound
processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
4.Maximum engagement through high rates of opportunities
to respond, delivery of evidence-based instructional
curriculum & practices
5.Continuum of strategies to acknowledge displays of
appropriate behavior.
6. Continuum of procedures for discouraging rule violations
INDIVIDUAL STUDENT
3.Positively stated expectations posted, taught, reviewed,
prompted, & supervised.
NONCLASSROOM
1.Positive expectations & routines taught &
encouraged
2.Active supervision by all staff (Scan, move,
interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, &
acknowledgements
3.Formal & active participation & involvement as equal
partner
4.Access to system of integrated school & community
resources
Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitation support at school, district, &
regional/state levels
• Regular self-assessment & evaluation data
• Development of local/district leadership teams
• Establishment of local specialized behavior
competence
• Integration with related behavior initiatives
Role of “Coaching”
• Liaison between school teams & PBS
leadership team
• Local facilitation of process
• Local resource for data-based decision
making
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
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
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Team
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Agreements
Data-based
Action Plan
Evaluation
Implementation
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/et
c
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
~80% of Students
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Special Education
~5%
•
1. Identify
•
Audit
existing practices by tier
~15%
2. Specify outcome for each
SECONDARY PREVENTION
• Check in/out
3. Evaluate
implementation
• Targeted social
skills instruction
• Peer-based supports
accuracy & outcome
• Social skills club
effectiveness
•
effort
4. Eliminate/integrate based on
PRIMARY PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
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?
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 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 2006
Recommend implementing a School-Wide Behaviour Support System
1
WHAT INTERVENTIONS DO YOUR FAMILY of SCHOOLS HAVE
IN PLACE ?
INTENSIVE INTERVENTIONS
•
•
•
~5%
•
•
•
~15%
TARGETED INTERVENTIONS
•
•
•
•
Teach to ALL
•
~80% of Students
___________________Family
UNIVERSAL INTERVENTIONS
•
•
•
•
•
2
WHAT INTERVENTIONS and SUPPORTS DO YOUR FAMILY of
SCHOOLS NEED ?
INTENSIVE INTERVENTIONS
•
•
•
~5%
•
•
•
~15%
TARGETED INTERVENTIONS
•
•
•
•
•
Teach to ALL
~80% of Students
___________________Family
UNIVERSAL INTERVENTIONS
•
•
•
•
•
POSSIBLE PBIS INTERVENTIONS and SUPPPORTS
~5%
INTENSIVE INTERVENTIONS
• FBA - BSP – ESP - Assessment
• Wrap-Around- Meetings
• Referral to CYMH/MCFD/VIHA
• Involvement of Probations
• Restorative Justice- J. Howard Society
~15%
TARGETED INTERVENTIONS
• Check in/out system
• Targeted social skills instruction
• Peer-based & Volunteer supports
• Social skills groups- Boy/Girl Talk
• Counselling student & parents
Teach to ALL
~80% of Students
UNIVERSAL INTERVENTIONS
• Teach S-W positive expectations
• Reinforcements - Data analysis
• Newsletter & Parent engagement
• Supportive programs: Virtues, Friends,
WITS/LEADS,
• Cyber Safety & Bully Prevention
A School-Wide System that includes
PBIS and RtI uses…
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/RtI) 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 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 data based decision making system to reduce problem
behaviours and increase academic performance
Think Universal Intervention
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
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 caring school
climate
~80% of Students
Yellow Zone:
Targeted Interventions at
~15%
School
1. Check in - Check out
2. Targeted group interventions
and positive peer influences
3. Collaborative Planning and Conflict
Resolution Tools
~5%
Red Zone:
Intensive Interventions at
School
1. Mentoring – School and
Community based
2. Behavioural Contracts – FBA, BSP
and ESP
3. Inter-agency – Wrap-around
Meetings
The 4 Core Principles
of PBIS/RtI are…
SYSTEMS
OUTCOMES
SYSTEMS
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
Getting started…
1.
2.
School will form PBIS Leadership team
PBIS Leadership Team has
 administrator’s involvement and commitment
 80% of staff committed
3.
4.
5.
Staff develops effective procedures for dealing with problem
behaviours as a team
PBIS Leadership Team develops positive expectations using
school rules
PBIS Leadership Team develops lesson plans for teaching
expectations and rules in all areas;
 first in common areas – year 1
 next in the classroom – year 2
6.
7.
Staff establishes acknowledgement system
PBIS Leadership Team develops procedures for on-going databased monitoring & evaluation with staff
PBIS Working Smarter Training
Coaches coaching Coaches
Key Components – assist schools with:
1. Adopting a School-Wide belief of Universal
Expectations – For all Students and Staff
2. Developing a Matrix of Expectations – For all
Settings
3. Developing Cool Tools – Teaching Lessons for
behaviour expectations
4. Investing in Reinforcement/Recognition System
– Tickets, Bucks, Beemers and Gottchas
5. Developing a Portable Office Discipline Referral
System – Data collection system and progress
monitoring
STEP 1 - Establish Team Membership
1.
2.
3.
4.
5.
6.
7.
8.
Representative of demographics of school and community
1-2 individuals with behavior/classroom management competence
Administrator active member
Schedule for presenting to whole staff at least monthly
Schedule for team meetings at least monthly
Integration with other behavior related initiatives and programs
Appropriate priority relative to school and district goals
Rules and agreements established regarding voting, confidentiality and privacy,
conflict/problem solving, record-keeping, etc.
9. Schedule for annual self-assessments
1.
2.
3.
4.
EBS Self-Assessment Survey
Review Office Discipline Referrals
Benchmarks of Quality
School-wide Evaluation Tool
10. Coaching support (school and/or district/region)
STEP 2 – Develop Behavior Purpose Statement
1.
2.
3.
4.
5.
Positively stated
2-3 sentences in length
Supportive of academic achievement
Contextually/culturally appropriate (e.g., age, level, language)
Comprehensive in scope (school-wide – ALL students, staff,
and settings)
6. Agreement by >80% faculty and staff
7. Communicated to stakeholders (e.g., families, community
members, district administrators)
8. Included in school publications (e.g., handbook, posters,
newsletters)
STEP 3 – Identify Positive SW Expectations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Linked to social culture of school (e.g., community, mascot).
Considerate of social skills and rules that already exists.
3-5 in number
1-3 words per expectation
Positively stated
Supportive of academic achievement
Comprehensive in scope (school-wide – ALL students, staff, and settings)
Mutually exclusive (minimal overlap)
Contextually/culturally appropriate (e.g., age, level, language)
Agreement by >80% faculty and staff
Communicated to stakeholders (e.g., families, community members, district
administrators)
12. Included in school publications (e.g., handbook, posters, newsletters)
STEP 4 – Develop Lesson Plan for Teaching SW Positive
Expectations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)
Considerate of lessons that already exists.
Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.
Teach social behavior like academic skills.
Involvement by staff, students, families in development
Contextually/culturally appropriate (e.g., age, level, language)
Schedule for initial instruction in natural and typical contexts
Schedule for regular review, practice, and follow-up instruction
Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings
Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings
Procedures for providing instruction to new faculty, staff, students
Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)
Agreement by >80% faculty and staff
Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide
behavior expectations
16. Included in school publications (e.g., handbooks)
STEP 5 – Develop Lesson Plans for Teaching Positive CW
Expectations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
School-wide action plan for classroom management practices and procedures based on results from
Classroom Self-Assessment
Definitions and processes for responding to classroom versus office-managed (minor) or administratormanaged (major) violations of behavior expectations.
Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in
typical classroom contexts and routines.
Data system in place to monitor office discipline referral that come from classrooms
Procedures in place for obtaining behavior support for students whose behaviors are not responsive to
classroom-wide management
Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and
routines
Involvement by staff, students, and families in development
Contextually/culturally appropriate (e.g., age, level, language)
Schedule for initial instruction
Schedule for regular review, practice, follow-up instruction
Agreement by >80% faculty and staff
Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
Included in school publications (e.g., handbooks)
STEP 6 – Develop Continuum of Procedures for Encouraging SW
Expectations
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
School-wide action plan for classroom management practices and procedures based on results from
Classroom Self-Assessment
Definitions and processes for responding to classroom versus office-managed (minor) or administratormanaged (major) violations of behavior expectations.
Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in
typical classroom contexts and routines.
Data system in place to monitor office discipline referral that come from classrooms
Procedures in place for obtaining behavior support for students whose behaviors are not responsive to
classroom-wide management
Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and
routines
Involvement by staff, students, and families in development
Contextually/culturally appropriate (e.g., age, level, language)
Schedule for initial instruction
Schedule for regular review, practice, follow-up instruction
Agreement by >80% faculty and staff
Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
Included in school publications (e.g., handbooks)
STEP 7 – Develop Continuum of Procedures for Discouraging
Behavior Rule Violations
1. Specification of Definitions for Violations of School-wide
Behavior Expectations
a.
b.
c.
d.
e.
Contextually appropriate labels/names
Definitions represent continuum of severity (e.g., minor, major, illegal)
Definitions comprehensive in scope (school-wide)
Definitions in measurable terms
Mutually exclusive (minimal overlap)
2. Specification of Procedures for Processing Violations of Schoolwide Behavior Expectations
a.
b.
c.
d.
Agreement regarding office staff versus teacher/staff responsibilities
Office discipline form for tracking discipline events
Agreement regarding options for continuum of consequences
Data decision rules for intervention and support selection
STEP 7 – Develop Continuum of Procedures for Discouraging
Behavior Rule Violations – cont.
3.
Implementation of Procedures
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Use by all staff (e.g., office, security, supervisors, bus drivers)
Schedule for teaching to students and staff members
Schedule for regular review of use and effectiveness
Procedures for providing orientation to new faculty, staff, students
Procedures for informing others (e.g. families, community, district administrators, substitute
teachers & staff)
Agreement by >80% faculty and staff
Included in school publications (e.g., handbooks)
Means for keeping track of number of acknowledgements versus number of disciplinary or
corrective actions for violations of behavior expectations.
Schedule and procedures for regular review and enhancement of acknowledgements.
Schedule for daily, weekly, monthly, quarterly feedback to students and staff
Included in school publications (e.g., handbook, posters, newsletters)
Procedures in place for identifying and supporting students whose behaviors do not
respond to school-wide continuum of consequences for violations of behavior expectations
STEP 8 – Develop Procedures for Data-Based Decision-Making &
Monitoring
1. General data collection procedures
a.
b.
c.
d.
e.
f.
g.
h.
i.
Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls,
behavior incident reports).
Data collection procedures regularly checked for accuracy of use
Data collection limited to information that answers important student, classroom, and school questions
Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide
discipline
Decision rules for guiding data analysis and actions
Schedule for daily, weekly, monthly, quarterly feedback to students and staff
Data system managed by 2-3 staff members
No more than 1% of time each day for managing data system.
Efficient, timely, and graphic displays of data
2. Office discipline referral procedures
a.
b.
c.
d.
e.
f.
g.
h.
Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step
7).
A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)
School-wide procedures for processing or responding to violations of behavior expectations.
Efficient and user-friendly procedures for inputting and storing information
Efficient and user-friendly procedures for summarizing and analyzing information.
Efficient and user-friendly procedures for producing visual displays of the data.
Procedures for presenting data to staff on routine basis.
Procedures for making decisions and developing actions based on the data.
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for
nonresponders
– Administrative responsibility
“GOLDEN PLUNGER”
• Involve custodian
• Procedure
– Custodian selects one classroom/
hallway each week that is clean &
orderly
– Sticks gold-painted plunger with
banner on wall
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
“1 FREE PERIOD”
• Contributing to a safe, caring,
effective school environment
• Procedures
–
–
–
Given by Principal
Principal takes over class for one hour
Used at any time
“DINGER”
• Reminding staff to have
positive interaction
• Procedures
– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
PBIS Matrix – What is it?
School-Wide
Expectations
All
Settings
Respect
Ourselves
Be on
task.
Give your
best
effort.
Be
prepared.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Respect
Property
Recycle.
Clean up
after
self.
SETTING
Hallways
Walk
.
Use
normal inside
voice.
Keep to
the right.
Pick up
litter.
Maintain
physical
space.
Playgrounds
Cafeteria
Library/
Computer
Lab
Have a plan.
Eat all your
food.
Select healthy
foods.
Study, read,
compute.
Sit in one spot.
Watch for
your stop.
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.
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
appropriately.
Assembly
Bus
PBIS in schools this year
2010-2011
 Barsby, Bayview, Brechin and Quarterway
attended the Connections Conference Nov.
2010.
 Brechin and Quarterway revisited their: matrix,
visuals, universal lessons, parent PBIS and
office referral system.
 Barsby and Bayview revisited their matrix and
expectations.
 Brechin established a data system that will be
shared with the district.
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
THE QUARTERWAY e-COUGAR
SOCIAL RESPONSIBILITY
PBIS stands for ―Positive Behaviour
Interventions and Supports. Quarterway
children have heard lots about PBIS. PBIS is
effective because children are explicitly
taught expectations in terms of behaviour at
school and the expectations are reinforced
consistently. The Quarterway PBIS matrix is
posted on our website. Here’s what PBIS
might look like in your home:
3) Clearly State Your Expectations in
Advance
Some undesirable behavior occurs because your
child can’t act differently, other times it
occurs because your child simply doesn’t
want to act differently. Either way it helps for
you to remember that your child cannot read
your mind. Be sure to give your child one
clear instruction so that he knows what it is
that you want him to do.
1) Keep Your Expectations Realistic
It is important for you to know and understand
your child’s abilities and limitations. When
you expect too much or too little from your
child it can lead to problems and frustrations
for you both.
4) Offer Limited, Reasonable Choices
Most children are not born with the built-in ability
to make decisions and then accept the
consequences. In order for your child to
learn to take personal responsibility they will
need plenty of support and practice.
2) Plan Ahead
Try to anticipate what your child may do or need
in various situations. Make sure that you
plan ahead to set your child up for a
successful experience. ―Hope for the best,
but plan for the worst. Always have a backup plan!
5) Use ―When…Then Statements
A ―when…then statement is a simple
instruction
that tells your child what he or she must do in
order
to earn a desired consequence. This is also
known as contingency statement. —
Positive Solutions for Families
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__________________
STEP 8 – Develop Procedures for Data-Based Decision-Making &
Monitoring
1. General data collection procedures
a.
b.
c.
d.
e.
f.
g.
h.
i.
Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls,
behavior incident reports).
Data collection procedures regularly checked for accuracy of use
Data collection limited to information that answers important student, classroom, and school questions
Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide
discipline
Decision rules for guiding data analysis and actions
Schedule for daily, weekly, monthly, quarterly feedback to students and staff
Data system managed by 2-3 staff members
No more than 1% of time each day for managing data system.
Efficient, timely, and graphic displays of data
2. Office discipline referral procedures
a.
b.
c.
d.
e.
f.
g.
h.
Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step
7).
A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)
School-wide procedures for processing or responding to violations of behavior expectations.
Efficient and user-friendly procedures for inputting and storing information
Efficient and user-friendly procedures for summarizing and analyzing information.
Efficient and user-friendly procedures for producing visual displays of the data.
Procedures for presenting data to staff on routine basis.
Procedures for making decisions and developing actions based on the data.
What does SWPBS look like?
• >80% of students can tell you what is expected of them & give
behavioral example because they have been taught, actively
supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for addressing
problem behavior.
• Data- & team-based action planning & implementation are
operating.
• Administrators are active participants.
• Full continuum of behavior support is available to all students
Action Planning: Guidelines
•
•
•
•
•
•
•
Agree upon decision making procedures
Align with school/district goals.
Focus on measurable outcomes.
Base & adjust decisions on data & local contexts.
Give priority to evidence-based programs.
Invest in building sustainable implementation
supports (>80%)
Consider effectiveness, & efficiency, relevance, in
decision making (1, 3, 5 rule)
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 District Training and VIU
Bully Prevention and Cyber Safety
Electronic PBIS ( e-PBIS)
Restorative Justice – Volunteer & Community Forum
Wednesday - June 8, 2011
PBIS School
Teams Working Smarter 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 from 8:30am to 11:30am
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
(Schools will receive a district data collection program)
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.