PBLPreTraining for School Teams ISER21-9-11

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Positive Behaviour for
Success (PBS)
What is PBS?
A staff information session
Positive Behaviour for Success
Illawarra South East Region
School-wide PBIS
Acknowledgement: National Technical
Assistance Centre for PBIS
(University of Oregon)
Professor Tim Lewis, &
Professor Lori Newcomer
University of Missouri
www.pbis.org
pbis.org
Intended Outcomes
– NSW Institute of Teachers
Intended Outcomes
– NSW Institute of Teachers
2.2.3 – Apply practical and theoretical knowledge and understanding of the different
approaches to learning to enhance student outcomes.
3.2.7 – Provide timely, effective and consistent oral and written feedback to students to
encourage them to reflect on and monitor their learning.
3.2.8 – Use and maintain effective and efficient record-keeping systems to monitor students’
learning progress.
5.2.5 – Manage student behaviour through engaging students in purposeful and worthwhile
learning activities.
6.2.8 – Demonstrate knowledge of the application of relevant policy documents in schools.
7.2.1 – Communicate regularly and effectively with parents and caregivers, and other
colleagues about students’ learning and wellbeing.
Goals for this session…
 Describe the context for approaching student
behaviour from a systems level
 An overview of behavioural principles
 Key elements of PBS




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
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
The continuum
The process
School-wide systems
Non-classroom systems
The role of the school PBS Leadership Team
Preparing for implementation
The role of the PBS Coach
Opportunity to ask questions
NSW Institute Outcomes
6.2.8 & 7.2.1
Nature of the Problem
Nature of the problem
• In education innovations come and go in
18-48 months (Latham, 1988).
• Alderman & Taylor (2003) Optimally,
sustainability should be a focus from the
day a project is implemented. With most
projects, the pressure of just becoming
operational often postpones such a focus
until well into the 2nd year.
NSW Institute Outcomes
2.2.3 & 6.2.8
“The
Buzz”…
SW-PBS- “All
The
Buzz”
The Potential Problem with “The Buzz”
• Practices seem to be “influenced by fads and
fashions that are adopted
overenthusiastically, implemented
inadequately, then discarded prematurely in
favour of the latest trend.”
• Walshe and Rundall (2001) reporting on health
systems
Our solution
PLAN A:
Magic Fairy Dust
PLAN B: Get rid of the bad apples
PLAN C: A professional development day
PLAN D: Take a systems-level approach
to student (and adult) behaviour
and learning
NSW Institute Outcomes
2.2.3 & 6.2.8
“A punitive school discipline environment is a
major factor contributing to antisocial
behaviour problems.”
Mayer, 1995
“Exposure to exclusionary discipline has been
shown not to improve school outcomes, but in
fact to be associated with higher rates of
school dropout.”
Skiba, Peterson, and Williams, 1997
“Early exposure to school suspension may
increase subsequent antisocial behaviour.”
Hemphill et al., 2006
NSW Institute Outcomes
2.2.3,3.2.7, 4.2.1, 5.2.1,
5.2.5, 6.2.8 & 7.2.1
What does a positive,
encouraging school climate look like?
• Students know what is expected of them and
choose to do so because they:
• Know what to do
• Have the skills to do it
• See the natural benefits for acting responsibly
• Adults and students have more time to:
• Focus on relationships
• Focus on classroom instruction
• There is an instructional approach to discipline
• Instances of problem behaviour are opportunities to learn
and practise pro-social behaviour
NSW Institute Outcomes
2.2.3 & 6.2.8
School-wide PBS:
a definition
PBS is a broad range of systemic and
individualised strategies for achieving
important social and learning
outcomes while preventing problem
behaviour.
OSEP Center on PBIS
PBS=PBIS=PBL=EBS
Positive
Social Responsibility &
Behaviour
Academic
Achievement
Not specific practice
or
curriculum…it’s a
for general
approach
OUTCOMES
to preventing
Success
problem behavior
and encouraging
prosocial behaviour
Supporting
Staff Behaviour
Supporting
Decision
Making
Not limited to any
particular group of
students…it’s
for all students
PRACTICES
NSW Institute Outcomes
2.2.3 & 6.2.8
Not new…it’s based on
long history of
effective educational
practices & strategies
Supporting
Student Behaviour
NSW Institute Outcomes
2.2.3, 4.2.1, 5.2.5 & 6.2.8
School-wide Positive
Behaviour for Learning Goals
1. Build systems that make it easier to teach
2. Create environments that encourage (rather
than discourage) pro-social behaviour
3. Teach all students what is expected
4. Provide a continuum of behaviour and
learning support to students who need more
support to be successful
Designing school-wide systems
for student success
NSW Institute Outcomes
6.2.8
Academic Systems
Behavioural Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
1-5%
•High Intensity
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
Targeted Group
Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
5-10%
80-90%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All settings, all students
•Preventive, proactive
NSW Institute Outcomes
1.2.1, 2.2.3, 3.2.7, 3.2.8,
5.2.1, 5.2.5 & 6.2.8
It’s not just about behaviour!
STUDENT
ACHIEVEMENT
Good Teaching
Behaviour
Management
Investing in Outcomes, Data, Practices, and Systems
Increasing Regional & State Competency and Capacity
NSW Institute Outcomes
1.2.1, 2.2.3, 3.2.7,
5.2.5 & 6.2.8
What is school-wide PBS?
What is School Wide PBS?
• School-wide PBS is:
• A systems approach for establishing the social culture and
individualised behavioural and academic supports needed for
schools to be effective learning environments for all students.
• Evidence-based features of school-wide PBS
•
•
•
•
•
•
•
Prevention
Define and teach positive social expectations
Acknowledge positive behaviour
Continuum of consistent consequences for problem behaviour
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Principal leadership – Team-based implementation (Systems that
support effective practices)
NSW Institute Outcomes
2.2.3 & 6.2.8
Establishing a social culture
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
NSW Institute Outcomes
6.2.8
Research to Practice
Classroom
Setting Systems
Family
Setting
Systems
School-wide
Systems
NSW Institute Outcomes
3.2.7, 3.2.8, 4.2.1, 5.2.5 &
6.2.8
Universal Prevention
strategies: school-wide
Essential features
 Statement of purpose
 Clearly define expected behaviours (Rules/ Values)
 Procedures for teaching and practising expected
behaviours
 Procedures for encouraging expected behaviours
 Procedures for discouraging problem behaviours
 Procedures for record-keeping and decision making
Settings
TEACHING
MATRIX
Expectations
All
Settings
Respect
Ourselves
Be on
task.
Give your
best effort.
Be
prepared.
Respect
Others
Respect
Property
Library/
Hallways
Playground
Canteen
Computer
Assembly
Bus
Lab
Walk.
Have a
plan.
Eat all
your food.
Select
healthy
foods.
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use
normal
voice
volume.
Walk to
left.
Play safe.
Include
others.
Share
equipment.
Practise
good
manners.
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
rubbish.
Maintain
physical
space.
Use
equipment
properly.
Put rubbish
in garbage
bin.
Push in
chairs.
Treat
books
carefully.
Pick up/
treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Clean up
eating
area.
This process links our thinking
and our actions to our core
beliefs about teaching and
learning.
Awards are linked to school-wide
expectations
Nirvana PS
Safety Award
Nirvana PS
Responsible Award
Nirvana HS – Postcard Award
NSW Institute Outcomes
1.2.1, 3.2.7, 3.2.8, 4.2.1,
5.2.5 & 6.2.8
Universal Prevention
strategies: non-classroom settings
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
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Assess the physical characteristics
Establish setting routines
Identify setting specific behaviours
Develop teaching strategies
Develop practice opportunities and
consequences
 Identify needed support structures
 Data collection strategies
NSW Institute Outcomes
3.2.8, 4.2.1, 5.2.1,
6.2.8 & 7.2.1
Data-based decision making?
Use what you have
•
•
•
•
•
•
•
•
Discipline referrals/detentions
Suspensions/expulsions
Referrals by student behaviour
Learning support team data
Learning data
Surveys
Attendance
Referrals to special education programs
NSW Institute Outcomes
3.2.8 & 6.2.8
Data based Decision Making: Critical questions
5 basic reports are essential
How many referrals are there:
1. Per day, each month
2. Based on location
3. Based on the type of behaviour
4. By student
5. By time of day
What range of consequences are provided
based on the type of behaviour exhibited?
NSW Institute Outcomes
3.2.8 & 6.2.8
Data based Decision Making: Critical questions
• To answer these critical questions your discipline
referral form must include the following categories
at a minimum:
•
•
•
•
•
•
Student name
Date
Time of incident
Type of problem behaviour (minor/ major)
Referring staff
Executive decision
NSW Institute Outcomes
1.2.1, 3.2.8 , 6.2.8 & 7.2.1
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
Responsibilities of the
PBS Leadership Team
Assess current behaviour management practices
Examine patterns of behaviour
Obtain staff commitment
Develop a school-wide plan
Obtain parental participation and input
Oversee, monitor and evaluate all planned
objectives and activities developed by the team
NSW Institute Outcomes
1.2.1, 3.2.8 , 6.2.8 & 7.2.1
Responsibilities of the
PBS Leadership Team
• Establish a regular meeting schedule for the PBS
team (a minimum of monthly)
• Establish a standard system for communicating
information within the committee and among staff
• Analyse needs assessment data and other data to
create short and long term goals (EBS survey)
• Develop regular opportunities for training on key
PBS strategies
• Develop strategies to share information with
parents and community
NSW Institute Outcomes
6.2.8 & 7.2.1
Preparation Task 1
Team Membership
Structure to include representatives from all stakeholders
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
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
Stage/Grade/Faculty/Executive representation
Principal (mandatory)
SLSO
Parent
Community representative (s)
Learning Support Team reps
Teacher Professional Learning (TPL) Committee
PBS Coach
Role of each team member = communication
NSW Institute Outcomes
3.2.8 , 6.2.8 & 7.2.1
Preparation Task 2
Who’s in charge?
All participants are responsible and
accountable for the success of the
meetings
•
•
•
•
•
•
Chairperson / Facilitator
Recorder / Secretary
Data-base manager
Communication coordinator
Time keeper /task master
Committees as needed
NSW Institute Outcomes
3.2.8 , 6.2.8 & 7.2.1
Team Time
Preparation Tasks 1 and 2
• Is your PBS team representative of all
stakeholders?
• Consider what other committees or teams should
be represented (needs basis or regularly)
• Discuss and consider who on your team will be
the:
•
•
•
•
•
Chairperson / Facilitator
Recorder / Secretary
Data-base manager
Communication coordinator
Time keeper /task master
NSW Institute Outcomes
3.2.8 & 6.2.8
Assessment / Evaluation Tools
Effective Behaviour Survey (EBS)
An internal self-assessment tool which
assesses the extent to which PBS systems,
data and practices and are in place in:
• School-wide
• Non-classroom
• Classroom
• Individual Student Systems
OUTCOMES
PRACTICES
Preparation Task 3
Assessing and Planning for Schoolwide Positive Behaviour Support
Effective Behaviour Support (EBS) Survey
based on the work of
Horner, Todd, Lewis-Palmer and Sugai
NSW Institute Outcomes
3.2.8 & 6.2.8
What is the EBS Survey?
 Self-assessment survey to assess the
extent to which PBS systems, data and
practices are in place within a school




School-wide
Non-classroom (Specific Setting)
Classroom
Individual Student
NSW Institute Outcomes
3.2.8 & 6.2.8
Why use the EBS Survey?
1.
2.
3.
4.
5.
Annual action planning
Internal decision making
Assessment of change over time
Awareness building of staff
Team validation
Who completes the EBS Survey?
• The entire school staff complete the EBS Survey.
NSW Institute Outcomes
3.2.8 & 6.2.8
How is the EBS Survey completed?
 Complete the survey independently
 Schedule 20-30 minutes to complete
the survey
 Base your rating on your individual
experiences in the school
 If you do not work in classrooms,
answer questions that are applicable to
you
NSW Institute Outcomes
3.2.8 & 6.2.8
School-wide Systems
Current Status
In
Place
Partial
in
Place
Not in
Place
Feature
School-wide is defined as involving all
students, all staff, & all settings.
1. A small number (e.g. 3-5) of positively & clearly
stated student expectations or rules are defined.
2. Expected student behaviours are taught
directly.
3. Expected student behaviours are rewarded
regularly.
4. Problem behaviours (failure to meet expected
student behaviors) are defined clearly.
5. Consequences for problem behaviours are
defined clearly.
Priority for
Improvement
High
Med
Low
NSW Institute Outcomes
3.2.8 & 6.2.8
Scoring the EBS
 Mark (i.e., “” or “X”) on the left side of the
page for current status and the right side
of the page for the priority level for
improvement
 For each feature of current status that is
rated as partially in place or not in place,
rate the degree to which the priority level
for improvement is needed (i.e., high,
medium, low)
NSW Institute Outcomes
3.2.8 & 6.2.8
Scoring the EBS
Summarise the Results: Example 1a
Summarise survey results on a blank survey by tallying all
individual responses for each of the possible six choices
Current Status
In Place
Partial
in
Place



Feature
Priority for Improvement
Not in
Place
School-wide is defined as involving all
students, all staff, & all settings.



1. A small number (e.g. 3-5) of positively &
clearly stated student expectations or rules are
defined.



2. Expected student behaviors are taught
directly.
EBS School-Wide Systems Spreadsheet
EBS Non-classroom Systems Spreadsheet
EBS Classroom Systems Spreadsheet
EBS Individual Student Systems Spreadsheet
High
Med
Low







See Support Documents in
training pack
NSW Institute Outcomes
2.2.3, 3.2.8 & 6.2.8
Team Time
Plan Preparation Task 3
•
Discuss the School-wide, Non-classroom,
Classroom and Individual Student sections
of the EBS Survey:
•
•
•
Use the time to seek clarification on any of the features
Discuss the features as a team
Consider and plan what professional learning staff will
need and plan the systems it will take to implement the
survey with your staff
The goal is to bring the survey results with you to the two
day conference so that you will use this data to assist the
development of your action plan
•
NSW Institute Outcomes
2.2.3, 3.2.8 & 6.2.8
Preparation Task 4
Surveys and Data Collection
Survey staff regarding:
• The 5 top behavioural challenges they are facing
(List)
• What area of the school do they view as most
problematic? (e.g. hallways, playground, canteen etc)
• What is working well?
NSW Institute Outcomes
2.2.3, 3.2.8, 3.2.9 & 6.2.8
Preparation Task 5
Surveys and Data Collection
• Assemble any data and documents that may
assist you develop your action plan during
the two day training, for example:
- Suspension data
- Behaviour incidences (playground and
classroom referrals)
- Attendance data
- Student Welfare/ Discipline policies
- Learning Support team policies
NSW Institute Outcomes
1.2.1, 2.2.3, 3.2.7, 3.2.8,
3.2.9, 4.2.1, 5.2.1, 5.2.5 ,
6.2.8 & 7.2.1
School-wide
Action Plan Overview
Include the development, implementation, and management activities of your plan.
SWPBL Critical Elements
1.
2.
3.
4.
Staff commitment obtained and maintained throughout the school
year.
 80% of staff buy-in and participation
 Basic behavioural principles taught/reviewed with staff.
 Plans developed for training staff and students
 PBL launched within school community
 Parents informed about PBL
PBL Team established (representative of the school, protected
meeting times (at least monthly), leader, roles, statement of
purpose).
Staff Survey summary reports are presented to staff.
Expectations developed (3-5 positively stated)
 Rules developed for non-classroom settings
 Lesson plans developed for teaching expectations/rules
 School policy/procedure identified to embed the teaching
of expectations within the school community
Critical
Element
#____
#____
Action/Activity
5. Reward/recognition program established (what/when/how)
6. Establish system for responding to behavioural violations
 Behaviours defined and categorised (major/minor).
 Consequences hierarchy developed for classroom and
office referrals.
 Discipline referral process established and flow chart
developed.
7. Establish information system/SWIS readiness requirements
reviewed.
 How will team evaluate progress of PBL activities?
(How are we doing? What needs to be modified,
maintained, and terminated?)
Who is
Responsible?
When
will it be
started?
When will it
be
completed?
When will
we evaluate
it?
NSW Institute Outcomes
2.2.3 & 6.2.8
PBS Coaching
The purpose of establishing a region-wide network of PBS
coaches is to create a core group of highly skilled school
professionals who have:
 Fluency with PBS systems and practices
 Capacity to deliver a high level of PBS technical
assistance
 Capacity to sustain teams in efforts to implement PBS
systems and practices
 “Positive Nag”
NSW Institute Outcomes
1.2.1, 2.2.3, 3.2.7, 3.2.8,
4.2.1, 5.2.5 & 6.2.8
•
•
•
•
•
•
•
•
Why coaches?
Team start-up
Team sustainability
Hands-on technical assistance
Problem solve
Public relations / communications
Support network
Local leadership
Local coordination of resources
NSW Institute Outcomes
2.2.3, 3.2.8 & 6.2.8
What do coaches do?
• Attend and participate in coaching
professional development events
• Attend school team training events with
assigned team
• Maintain record/log of school’s
implementation effort (e.g., discipline data,
action plan, products)
NSW Institute Outcomes
2.2.3, 3.2.8 & 6.2.8
What do coaches do?
• Complete and send regular reports on school team
implementation progress to the PBS Coordinator
• Report on PBS school leadership team and
coaching progress
• Assist in collection and maintenance of school
team data
Success
• School teams will be successful if:
• They start with sufficient resources and
commitment
• They focus on the smallest changes that will
result in the biggest difference
• They have a clear action plan
• They use on-going self-assessment to
determine if they are achieving their plan
• They have access to an external coach who
is supportive, knowledgeable and persistent.
Website Resources
www.pbis.org
www.learningplace.com.au
http://iserpbs.wikispaces.com
www.columbia.k12.mo.us/staffdev/CPSPBS/
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