Lori Lynass, Ed.D.

Goal of this Training

• Overview of Schoolwide Positive Behavior Support (SWPBS)

• Establish Leadership Team

• Core Features

• Implementation Process

• Action Planning

What is going well and needs work at my school?

• What do you already know about PBIS?

• What are your goals from this training?

10 Minutes

The State of Education

• Address the social behavior of students;• Continually deliver high quality instruction; • Implement new initiatives; • Meet professional growth goals; • Serve an increasingly diverse student body.

• Paradoxically, as resources for intervention and individually designed instruction are decreasing, the number of students demonstrating problem behavior is increasing (Hawken, Vincent, & Schumann, 2008).

The State of Education

School Safety: A Top Concern

• Providing a safe, positive school climate, which engages students in their academic program and supports their social and behavioral development, has been an enduring goal of educators, parents, and policymakers (Barnoski, 2001; Shelton, Owens, & Song, 2009).

• The 39th Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools found that addressing a lack of discipline, fighting, and violence were among the top priorities for respondents(Rose & Gallup, 2007).

Impact of Behavior on Schools

• More than 30% of our teachers will leave the profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004).

• Students can consume more than 50% of teachers’ and administrators’ time (U.S. Department of Education, 2000).

Student Wellbeing

• It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007).

• One in five (20%) of students are in need of some type of mental health service during their school years, yet 70% of these students do not receive services (Surgeon General’s Report on Mental Health, 2011)

Ever Heard These?

• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Phoebe, I’m taking your book away because

you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the Principal.”

The Challenge

• Exclusion and punishment are the most common responses to conduct disorders in schools.

– Lane & Murakami, (1987)– Rose, (1988)– Nieto, (1999)– Sprick, Borgmeier, & Nolet, (2002)

• Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.

– Mayer, 1995– Mayer & Sulzar-Azaroff, 1991– Skiba & Peterson, 1999

The Need for Prevention and Intervention

• Without prevention and early intervention, children at-risk of EBD are likely to:– Experience mental health problems, such as

diagnoses of conduct disorder in adolescence and antisocial personality disorder in adulthood (Reid & Patterson, 1991; Conroy, Dunlap, Clarke, & Alter, 2005.)

– Fail courses, drop out of school, not engage in postsecondary education, and have greater difficulties with social relationships and employment (Bullis & Cheney, 1999; Neel, Meadows, Levine, & Edgar, 1998).

What is School-wide PBS?• School-wide PBS is:

– A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.

• Evidence-based features of SW-PBS– Prevention– Define and teach positive social expectations– Acknowledge positive behavior– Arrange consistent consequences for problem behavior– Collection and use of data for decision-making– Continuum of intensive, individual interventions. – Administrative leadership – Team-based implementation

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBS IMPLEMENTATION DRIVERS

Why implement SWPBS?

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of

expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.

What does it mean to have 633 less Discipline Referrals per year than

2006/07

• 57% Reduction in discipline referrals• 155 students involved as opposed to 333• Equates to 37,980 more instructional

minutes• Or 633 more instructional hours.• Or 105.5 more school days.• Which means More Time for Academics

PBIS Implementation & Office Referrals Reductions

Reading Data From the Same Three Schools

PBIS Video

Creating the Culture of Change

pbis.org

How is my school doing?

• Next we will assess what is in place and priority of the items for your school.

• This tool is deigned to guide your implementation of PBS.

20 Minutes

10 Minute Break

Establishing the PBS Leadership Team

Who should comprise leadership team?

• Active administrator• Representative building staff members, family

members & students• Members should be respected• Members understand behavioral principles• Members should be collaborative, critical

examiners who are also supportive.

What are the duties of the leadership team?

• Examine school climate and behavior

• Create an action plan based on data

• Obtain staff commitment to the plan

• Evaluate progress through data

• Plan for professional development

• Meet regularly (Bi-weekly or Monthly)

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

Drug and Alcohol Committee

Prevent drug use High/at-risk drug users

Don

Behavior Work Group

Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

ACTIVITY: The PBIS Leadership Team

• Identify any Redundant Teams/Committees• Consider Membership for your PBIS Leadership Team• Review Agreements for Getting Started• Review the team membership form on your activities

handout.• Identify Actions Needed for Establishing a Team

10 Minutes10 Minutes

Defining School Social Expectations

• Purpose– Means of communication– Consistent communication

• Guidelines– Identify 3-5 Expectations – That Are the Desired

Behaviors that Replace Your Problem Behaviors– Short, Positive Statements (what to do!)– Easy to remember

• For all students, staff, and settings– Matrix

School Rules

NO Food or Gum

NO Running

NO Swearing

NO Bullying

Redesign Learning & Teaching Environment

Clear and Consistent

Expectations

ACTIVITY: Identifying Positive Schoolwide SOCIAL Expectations

• Identify 3-5 Potential Schoolwide Expectations in your group

• If You Have Expectations – Do They Need Revising?• Identify Actions as Needed for Expectations

– How will you define these?

15 Minutes15 Minutes

Constructing the Behavior Matrix

• The behavior matrix identifies specific student behavior to meet school-wide expectations across various school settings

• It establishes universal expectations to guide all students and staff

• It provides teachers the language for giving behavioral feedback to students on school-wide expectations

• It uses positive statements

Translate Expectations into Specific Behaviors

• The behavior matrix is used to translate global schoolwide expectations for various all school settings

• The school identifies the settings to be considered• The expectations and settings are placed on the matrix • Specific, positively stated behaviors are identified for each

expectation in each setting

Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria

King Kaumualii on Kauai

ACTIVITY: Construct a Universal Behavior Matrix

• Identify the Settings (Locations) in Your Schools for the Matrix (Hall, Cafeteria)

• Begin Your Behavior Matrix by Working on School Settings/Locations in Teams

• Define Behaviors in Positive Terms that Exemplify Your Schoolwide Expectations in these Settings

20 minutes20 minutes

Lunch

Teaching Expectations

Behavioral Errors

• More often occur because: Students do not have appropriate skills- “Skill

Deficits” Students do not know when to use skills Students have not been taught specific

classroom procedures and routines Skills are not taught in context

Why Develop a System forTeaching Behavior?

• Behaviors are prerequisites for academics• Procedures and routines create structure• Repetition is key to learning new skills:

• For a child to learn something new, it needs to be repeated on average of 8 times

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

A Comparison of Approaches to

Academic and Social Problems

We Assume:• Student learned it wrong• Student was (inadvertently)

taught it the wrong wayNext We:• Diagnose the problem• Identify the misrule/ reteach• Adjust presentation. Focus on

the rule. Provide feedback. Provide practice and review

Finally We Assume:• Student has been taught skill • Will perform correctly in future

We Assume:• Student refuses to cooperate• Student knows what is right and has

been told oftenNext We:• Provide a “punishment”• Withdraw student from normal

social context• Maintain student removal from

normal contextFinally We Assume:• Student has “learned” lesson and

will behave in future• Colvin, 1988

Teaching Expectations

• Teach at the start of the year and review when needed• Define and offer a rationale for each expectation • Describe what the behavior looks like • Actively involve students in discriminating between non-

examples and examples of the expectations• Have students role play the expected behaviors• Re-teach the expectations often• Reinforce desired behaviorSource: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Creative Ideas: “Putting it into Practice”

• Provide lesson format for teachers to teach behavior• Expand lesson plan ideas throughout the year• Provide students with a script (actions and words)• Teach behaviors in settings where behaviors occur• Have classes compete to come up with unique ideas

(student projects, bulletin boards, skits, songs, etc…)• Recognize staff for creative activities• Video students role-playing to teach expectations and rules

and show during morning show – – High School Example

Examples of Teaching Expectations

• Video Clip from PBIS Training, & North Star Way

• http://www.youtube.com/watch?v=i3ywmqKN8dM&feature=related

Teaching Expectations

• Discuss & Design a Lesson Plan in your group using the template provided.

* An example plan is in your packet

20 Minutes

Using Data to Make Decisionsabout Teaching & Reviewing Expectations

What expectation should your school focus on teaching next month?

Teaching the Lessons

• How will your expectations be taught?• How will lesson plans be further developed?• How will you know when a re-teaching is needed?• Discuss & write down needed action items for

teaching expectations.

10 Minutes

10 Minute Break

Reinforcing Desired Behavior

“Celebrate what you want to see more of."

--Thomas J. Peters,

Reinforcement Systems: Rationale

• Focuses attention on desired behaviors

• Increases the repetition of desired behaviors

• Fosters a positive school climate• Reduces amount of time spent on

discipline• Increases instructional hours

Reinforcement Systems: Typical

Concerns• “Aren’t we bribing them to do what they should

do anyway?”

• “Where are we going to get the money to buy all that stuff?”

• “We are reinforcing materialism.”

• “It keeps them from learning intrinsic motivation.”

Reinforcement Systems: Responses

• We all need external motivators.

• Not every child knows what they should do to be successful in school.

• Motivators can be free or donated.

• Reinforcers do not have to be tangible.

• Intrinsic motivation is not automatic. Some students need help learning to feel good when they do the right thing.

Starbucks PBS Example

Washington High Franklin Pierce School District

Desired Behaviors Reinforced

Tomcat Tomcat TicketsTickets

TICKET BOXTICKET BOX

Reinforcement Systems: Planning

• Get input on possible reinforcements.• Consider menus to accommodate different needs.• Determine how students will earn reinforcement

(group/individual).• Decide how reinforcers will be distributed and

managed.• Align school wide system with classroom

systems.• Keep it simple.

Reinforcement Systems: Types of Reinforcement• Social (lunch with friends, principal,

teacher)

• Activity (dance, assembly, picnic)

• Sensory (music, books/magazines)

• Token Economies (school store)

• Tangibles (treasure box)

Reinforcement Systems: Guidelines for Implementing

• Encourage every staff member to reinforcement positive student behavior and review often

• Reward frequently in the beginning (4 to 1 minimum)

• Ensure that earned = kept• Provide equal access to reinforcement

for all students• Collect data on frequency of

reinforcement

Eagle Pride Store

Donation Round-UpDonation Round-Up

Dolphin Pride Awards

“Bus Bucks”

• Procedures– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus

drivers

• Springfield P.S., OR

“Super Sub Slips”

• Procedures– Give 5 slips in

subfolder for each class

– Subs gives 2 out immediately for students who start class correctly

• Cottage Grove, OR

ACTIVITYReinforcement

• What Methods Could You Use to Recognize & Reinforce Students?– High Level and Low Level?– Who Will Manage the Reinforcement

System?– How Will you Reinforce Staff?

15 Minutes

ACTIVITY – Action Planning

• What Final Questions Do You Have About Today’s Content?

• What Items Do You Need to Add to Your Action Plan?

15 Minutes