POSITIVE BEHAVIOUR
SUPPORT
Carmen Gietz & Tim Ylagan
SD #60 PBS Coaches
www.prn.bc.ca/sr-pbs
Handout - 6 Key Features of PBS
in SD #60
1.
2.
3.
4.
5.
6.
Code of Conduct
Targeted/Explicit Instruction
Positive Reinforcement
Development of a PBS School Team
Collect and Use Data
Collaborate with District Coaches
Advance Planner

December 4th
 Overview
and rationale for PBS
 Establishing a PBS Team
 Training
last week in Prince George
 Code
of Conduct
 Targeted/Explicit Instruction
 Table
 Link
talk activity
to ERASE Bullying Strategy
Advance Planner

January 15th
 Collecting
and using data
 Data to show effectiveness
 Data to show fidelity
 Keeping track of office discipline referrals
 Table
talk and activities
 Bert Bowes example
Advance Planner

February 5th
 Positive
Reinforcement
 Bring examples of what your school is doing for
positive reinforcement of expected behaviours
 “Gotchas”
 Assemblies
 Newsletters
 Link
between positive reinforcement and sustainability
Achievement Contract 2012-13
Main assumptions about behaviour
Traditional vs. New approach
Decrease in problem behaviours
Increase in skills and adaptations
Reactive - emphasis on
consequences
Proactive – emphasis on
antecedents
Form of behaviour is important
Function of behaviour is important
Separate instructional and
behaviour plans
Integrated instructional and
behaviour plans
The problem is within the child
The problem may be a factor of
the environment/context
What is PBS?



A framework for improving the social/ behavioural
climate of a school.
A framework that helps us implement best practices
to improve academic and behavioural outcomes.
PBS strives for a flexible fit with school culture and
context.
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Systems of Support
Goals of PBS
1.
2.
3.
4.
5.
Build systems that make it easier to teach
Create environments that encourage prosocial
behaviour
Teach all students what is expected
Improve the social culture and climate of the school
Provide a continuum of behaivoural support to
students who need more support than universal
systems
PBS is the framework for other
initiatives




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

FRIENDS
Roots of Empathy
MindUp
WITS
Focus on Bullying
Restitution
Circle of Courage
“The organizational framework offered by PBS may help
encourage sustained implementation of SEL programs”
– Bradshaw et al., 2012
PBS Outcomes – True or False?

PBS can lead to a variety of positive outcomes for schools and
students. Decide whether the following statements are true or
false:
Decrease in office
discipline referrals
Increase teachers’ feelings of
self-efficacy
T
Will increase attendance at
staff Christmas party
Improvements in math and
reading achievement
F
Increase students’ innate
intelligence
F
T
Improvements in studentteacher relationships
T
T
PBS Outcomes

Opportunities for teaching and learning are maximized
(Horner et al., 2009; Scott & Barrett, 2004)




Decrease in office referrals – which can take a student
out of class for 20-40 minutes! (Scott & Barrett, 2004)
Improvements in math achievement (Lassen et al., 2006)
Improvements in reading achievement (Horner et al., 2009)
Improved student social relationships, student-teacher
relationships, and feelings of safety (Conroy et al., 2008;
Horner, et al., 2009)


Decreased teacher stress and increased teacher selfefficacy (Bennett & McIntosh, 2011)
Students report a more positive student climate (Horner
et al. 2009, McIntosh et al., 2011)
PBS Outcomes – SD 60
PBS Outcomes – SD 60
Office discipline referrals pre-PBS and
post-PBS implementation
Suspensions pre-PBS and post-PBS
implementation
Ecole Central Middle School, Red Deer, AB
PBS outcomes over 4 years of
implementation
KEY FEATURES OF PBS IN
SD #60
Key Features
Establish a PBS team




Representative of the school community
Administrator as an active member
Schedule team meetings as least monthly
Agree on procedures for gathering staff input,
problem-solving, confidentiality, record-keeping, etc.
PBS Team Training
Key Features
Code of Conduct / behavioural expectations






Choose 3 to 5 expectations
Positively stated
Easy to remember
Mutually exclusive
Agreement by at least 80% of staff
Expand on Code of Conduct in a matrix of expected
behaviours for different areas
Key Features
Targeted/Explicit instruction
 Teaching
 “What
 Use
matrix for behavioural expectations
does this look like in different settings?”
explicit instruction to teach behavioural
expectations (lesson plans)
 Demonstrate, role play, examples and non-examples
 Have the students practice expectations in the setting
(classroom, hallway, playground, etc.)
 Post expectations in all areas of the school (classroom,
hallways, gym, etc.)
Targeted/Explicit Instruction

Activity:
 Break
into 4 groups according to posters around the
room
 1 school in each group will share their examples of
teaching the expectations in their code of conduct
5
minutes to listen
 5 minutes to discuss and ask questions
 Presenters
stay put and other schools rotate clockwise
to visit with another school

Total time: 20 minutes
Targeted/Explicit Instruction

Activity Reflection
 What
did you like?
 What could you take back to your school team?
PBS & ERASE Bullying Strategy

ERASE key components:
Code of Conduct
 Connectedness and School Climate



Connectedness – is your school an open system or
closed system? How do you know?
Bullying prevention programs can be embedded into
PBS

This will be part of our February Team Leader training day
Self-Evaluation

Benchmarks of Quality
 New
assessment to be used to assess implementation of
key features of PBS

Take 5 minutes to reflect and rate where you think
your school is at right now in terms of the features
we talked about today.
JANUARY 15TH, 2013
Advance Planner
 Collecting
and using data
 Data to show fidelity
 Data to show effectiveness
 Keeping track of office discipline referrals
 Activity
 Example
data collection systems (SWIS, Paradigm Shift,
Dawson Creek system)
Review from December LTM

6 Key Features of PBS in SD#60
 Code
of conduct
 Explicit Instruction
 Positive Reinforcement
 PBS Team
 Data
 Collaboration with PBS coaches


Research supporting PBS
School examples of explicit teaching/behaviour
matrices
Key Features of PBS
5. Data is collected to track school-wide behaviour
and progress.
The primary goal of data collection is to
inform decision-making
Improving decision-making
FROM:
Problem
Solution
TO:
Problem
Use Data
Solution
Problem-Solving Model
What is the
problem?
Did we
achieve our
outcome?
Why is it
happening?
What
should be
done?
Key features of data systems that work

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The data are accurate
The data are easy to collect
Data are used for decision-making
Data must be available when decisions need to be
made
The people who collect the data must see the
information used for decision-making
Other key points…


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Review data on a regular basis
Present data in a manner that is easy to understand
(graphs, visuals)
Use data to evaluate, but not to punish
Don’t collect data you don’t use!
Primary sources of PBS data


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Benchmarks of Quality
Office Discipline Referrals
Social Responsibility quick scales (Elementary)
Satisfaction Survey (Middle and Secondary)
Other sources of data

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Academic achievement
Positive reinforcements
Attendance
Suspensions
Students referred for behaviour support
Data to show fidelity

“Are we doing what we set out to do?”

Benchmarks of Quality
 Focused
on 6 key features of PBS in SD#60
 Can be used as a planning tool and an evaluation tool
 Staff members complete BoQ as an evaluation tool in
April
 Data
can then be used during May Planning Day
 District coaches will collect collated data from each school
Fidelity data (formative)


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Benchmark of Quality as a planning tool
Team Implementation Checklist
Code of Conduct quiz
Student surveys (i.e., where students feel safe)
Data to show effectiveness

“Is what are are doing working?”
Outcomes:
 Is there a reduction in office discipline referrals for
undesired behaviours?
 Is there an increase in positive behaviours?
 Is there an increase in social responsibility?
 Is there an increase in amount of academic engaged
time in the classroom?
 How do school staff and students perceive the impact?
Data to show effectiveness
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Office discipline referrals
Social responsibility
Academic achievement
Attendance
Suspensions
Office Discipline Referrals



There is a strong link between implementation of
PBS and reduction of office discipline referrals in
schools
In PBS schools, students have a better understanding
of expected behaviours and staff are more
consistent in applying consequences for undesired
behaviours
Can be used proactively to inform supports and
interventions for students
Office Discipline Referrals

An effective office discipline referral system….
 Needs
to clearly define behaviours that are dealt with
by general school staff (minors) and administrators
(majors)
 Has a systematic process for staff response/actions
taken that is clear and easy to follow
 Has staff input and training
 Needs to be consistent across staff
 Is used for decision-making
 Is easy to use and access
Clearly defining behaviours

What is a “major” vs. a “minor” behaviour infraction?
 Need
to have staff consensus
 Needs to be as observable as possible – avoid
ambiguous terms (“disrespect,” “aggressive”)

Examples:
Minor:
Major:
•Inappropriate language
•Interrupting others in class
•Teasing/Name-calling
•Breaking playground rules
•Going out of bounds
•Theft
•Drugs
•Weapons
•Fighting
•Stealing
Systematic process for staff response


What are the possible consequences for minor and
major behaviour infractions?
Goals of a systematic process:
 Predictability
 Increases
communication
 Record keeping
 Proactive planning
Systematic process for staff response

Example:
Activity - ODRs


Look at the sample ODR forms.
As a table:
 Identify
two critical features of an office referral form
and why they are critical.
 Discuss how you currently use ODRs and what changes
to your school’s ODRs could improve decision-making.

Share with the group.
Data Collection Systems


Having a system to collect and collate ODR data
increases usefulness in decision-making
What should your system be able to do?
Data Collection Systems

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
SWIS
Paradigm Shift
Dawson Creek Model
Data Collection System

What should your system be able to do?
 Should
be easy to input ODRs (less than 5 minutes)
 Should be able to show patterns and trends using
different variables (location, time of day, type of
behaviour, grade)
 Should be able to show individual student patterns
 Provide informative visuals
Key Points and Reflection



Data is necessary for effective decision-making
We need to collect data on fidelity and outcomes
Use of ODRs and a data collection system is a
foundation for data collection
 Needs
to be consistent and easy to use
Key Features of PBS
4. Use positive feedback when students demonstrate
positive/desired behaviours
 Easy
and quick form of acknowledgement
 Used by all staff
 Keep track of number of positive acknowledgements vs.
rule violations
 Schedule monthly or quarterly feedback for all students
and staff
FEBRUARY 4TH, 2013
Advance Planner

Positive Reinforcement
 Ways
of acknowledging students who are following
school-wide behavioural expectations
 What is effective in a positive reinforcement system
 Extrinsic vs. intrinsic motivation
 Examples

PBS - Putting it all together
Positive Reinforcement

Definition: a system that provides immediate
reinforcements, given by all adults in the
building to any students displaying positive
behaviours associated with school-wide
expectations.
Positive reinforcement
“Research indicates that you can
improve behaviour by 80% just
by pointing out what someone is
doing correctly.”
Schmoker, 1999; Shores et al., 1993
Why should we develop a positive
reinforcement system?

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Its good teaching to give feedback
Increases the likelihood that the behaviour will be
repeated
Reduces the amount of time engaged in disciplinary
measures
Having a system in place increases staff focus on
positive behaviours
 Looking

for the good behaviours, not the bad
Focuses on teaching what to do, not the problem
What is effective positive reinforcement?

Positive reinforcement is most effective when it is
specific and explicit.
 The
student understands what behaviour is being
acknowledged.
 “I really liked how you demonstrated _______ by
______.” vs. “Great job!”

Positive reinforcement is about the personal contact
and relationship being built between the two
parties.

Recognize student effort towards positive
behaviours
 This
is especially important for our students who may
not respond to Tier I supports and have a harder time
managing their behaviours.
Positive reinforcement vs. punishment


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Positive reinforcement is more effective at changing
behaviour over the long-term.
Punishment might lead to obedience or short-term
compliance, but does not encourage positive
behaviour change.
Positive reinforcement is linked to positive selfesteem and moral autonomy.
Positive reinforcement leads to more positive
teacher-child relationships.
Intrinsic vs. extrinsic motivation



Extrinsic and intrinsic motivation can be harmonious.
Whenever the goal is to teach a new behaviour, using
extrinsic motivation at the start can lead to intrinsic
motivation.
Using extrinsic reinforcers helps the student develop
the “why” behind the behaviour, which can lead to
intrinsic motivation to continue that behaviour.
Intrinsic vs. extrinsic motivation

Programs that incorporate elements of good,
comprehension behaviour intervention have shown
to increase intrinsic motivation in students.
Akin-Little, Little, Exkert, & Lovett, 2004
Intrinsic vs. extrinsic motivation


“The undermining effect of extrinsic rewards on
intrinsic motivation remains unproven.” – Reiss, 2005
In a “series of reviews and analysis of (the reward)
literature, our conclusion is that there is no interent
negative property of reward.” – Cameron, 2002
Think-Pair-Share


What types of barriers do you see with staff in
regards to using school-wide rewards? How can
these barriers be overcome?
If not using a material reinforcer (i.e., a “gotcha”),
what are other methods of acknowledging positive
behaviours?
Key Features of a Positive
Reinforcement System in PBS

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Easy and quick form of acknowledgement
Linked to behavioural expectations
Culturally and developmentally appropriate
Considerate of strategies that already exist
Contextually appropriate name for
acknowledgements
Agreement by at least 80% of staff

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Schedule for regular feedback to staff and students
Schedule for staff orientation/introduction of
acknowledgements
Procedures for identifying and supporting students
whose behaviours do not respond to school-wide
systems
Ratio of positive acknowledgements vs. corrections is
high
Data


What is your method of keeping track of positive
acknowledgements and sharing that information
with your school (staff and students)?
Examples:
 Assemblies
 House
team/grade charts
 Raffles

What decisions can be made with this data?
Positive Reinforcement - Examples
Positive Reinforcement - Examples
Positive Reinforcement - Examples
List of low-cost rewards
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Listen to music during independent work
Extra time on the computer
Leave 5 minutes early for lunch
Reduced cost to school dance
Tell a joke (pre-approved, of course) on the
morning announcements
Select a fun activity for the class
PBS - Putting it all together
Remember that…

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Implementation occurs in phases!
Becoming a PBS school is a process.
Take time to ensure you are implementing with
fidelity.
Most schools take up to 3 years to be fully
implementing PBS.
Resources

SD# 60 PBS
 http://www.prn.bc.ca/sr-pbs/

BC Positive Behaviour Support website
 bcpbs.wordpress.com

Center on Positive Behavioural Interventions and
Supports
 www.pbis.org

PBIS Maryland
 http://www.pbismaryland.org/
February Team Leader Training


February 18th, 2013 – full day
Agenda:
 Overview
of Key Features and implementation process
 Data
 What
data are we collecting?
 How do you collate data?
 Bullying
prevention and PBS