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West Bloomfield School District

School Wide Positive Behavior

SupportRenee DiGiorgioBehavior Coach

[email protected]

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Michigan State Board of Education “It is the policy of the State Board of

Education that each school district in Michigan implement a system of school-wide positive behavior support strategies” (September, 2006)

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Main Message

Supporting social behavior is central to achieving academic gains.

School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.

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Context

Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

Problem Behaviors Vary in intensity Exist in every home, school and community

context Place individuals at risk physically, emotionally,

academically and socially

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Positive Behavior Support (PBS)• PREVENT Challenging Behaviors

• Proactive/ Frontloading• Create Supportive Environments

• TEACH new skills• Encouraging

• Involves ALL faculty, staff, administrators, students, and parents

• Use of Evidence- Based Practices

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What PBS is NOT . . .

New It IS founded in the science of Applied Behavioral Analysis/

Learning Theory

Brand, Model, Intervention Package or Cookbook

It IS a FRAMEWORK for making decisions

Particular Groups of Student It IS for ALL students

www.pbis.org

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Focus of PBS

Teaching appropriate, functional skills that will promote success in the school environment and provides a context for practice and reinforcement of skills (Lewis et al., 2002)

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

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PBS and RTI(Positive Behavior Support and Response To Intervention)• RTI promises to change the way schools support students with

learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need. • Same as PBS

• Three Tiered Model of Supports• universal (Tier 1)• targeted group (Tier 2)• individual (Tier 3)

• Hallmarks – Prevention and early intervention– Universal screening– Continuum of evidence-based practices – Data-based decision making – Implementation with fidelity– Continuous progress monitoring

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Why?

• Time efficient

• Language in IDEA (2004) calls for “whole-school interventions”

• Surgeon General’s Report on Youth Violence (2001) requested the use of evidence-based practices to dismantle antisocial networks by increasing academic success, developing positive school climates, and subscribing to a primary prevention model.

• Evidence Based• Individual supports are more effective when

implemented within integrated, school-wide systems of prevention (Horner, 2009).

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Success of PBS School-wide PBS is “evidence-based”

Reduction in problem behavior Increases in academic outcomes

Horner et al., 2009 Bradshaw et al., 2006; in press

Behavioral and Academic gains are linked Amanda Sanford, 2006 Jorge Preciado, 2006

School-wide PBS has benefits for teachers and staff as well as students.

Scott Ross, 2006

Sustaining School-wide PBS efforts Jennifer Doolittle, 2006

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1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching School Wide & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

8. Family/Home Involvement

8 Features of School Wide Positive Behavior Support

www.pbis.org

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What does a PBS school look like? Example 1

Cherry Elementary School

Example 2 High Plains Elementary School

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3 to 5 school wide behavior expectations are defined

•Be Safe

•Be Responsible

•Be Respectful

Be Safe

Be Responsible

Be Respectful

Be an Achiever

Be Positive

High Five Behaviors For High Plains

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Behavior/ Philosophy Statement

At Cherry Elementary School,

we treat each other with respect,

take responsibility for our learning

and strive for a safe

and positive school for all!

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School Wide Teaching Matrix Developed

Hallway Cafeteria Playground Restrooms Classroom

Be SAFE •Walk

•Stay to the right

•Allow others to pass

•Keep all food to self

•Sit with feet on floor, bottom on bench, and facing table

•Walk to and from the playground

•Stay within playground boundaries

•Keep feet on floor

•Keep water in sink

•Wash hands

•Keep hands and feet to yourself

•Sit with feet on floor, bottom on seat, and facing table

•Walk

•-

Be RESPECTFUL

•use quiet voices

•Hold the door open for person behind you

•Wait your turn in lunch line

•Use quiet voices

•Ask before you borrow

•Take turns with playground equipment

•Play fair & Follow rules

•Include everyone

•Knock on stall door

•Give others privacy

•Use quiet voices

•Use quiet voices

•Wait your turn

•-

•-

Be RESPONSIBLE

•Keep the hallways clean

•Go directly to your location

•Get all utensils, milk etc when first going through line

•Clean up after yourself

•Keep playground free of trash

•Line up when bell rings

•Flush toilet after use

•Return to class promptly

•Report problems to an adult

•Return borrowed items

•Be on time

•Take care of your property

•-

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School Wide Behavior Expectations Taught Directly and Formally

High Plains High Five

Teaching the Expectations

Cafeteria

Introduce Go to the cafeteria. SAY: “Remember, in the cafeteria, just like everywhere else in the school, we need to remember the High Plains High 5. Can anyone tell me what they are? (Answer: Be safe, Be Respectful, Be Responsible, Be an Achiever, Be Positive)SAY: “Great, Now we need to talk about what that looks like in the cafeteria.

Teach and Model BE SAFE

SAY: “In the cafeteria, being safe means you stay seated while eating, you eat your own food, and you push in your chair when done”. SAY: “Who can show me how we sit safely at our table while eating?”(A child demonstrates)SAY: “ Good. Who can show me what eating your own food looks like?” (another student demonstrates)SAY: “Good. Who can show me how we push in our chair s when we are done?” (another child demonstrates)SAY: “Good.”

Practice BE SAFE SAY: “Let’s all practice being safe in the cafeteria. Let’s sit safely in our seats, eat our own food, and push in our chair when we are done.” (The whole class does this together)SAY: “Good. Now we all know how to be safe in the cafeteria.”

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System in Place to Acknowledge/ Reward School Wide Expectations

Sweet Job!

Be Safe Be Respectful Be Responsible

(Circle One)

Student ________________

Staff ________________

Date ________________

High Five Stickers

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Acknowledge & Recognize

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Clearly Defined & Consistent Consequences and Procedures for Undesirable Behaviors are Developed

Observe Problem Behavior

Confer with student and determine:

Is behavior MAJOR?

YESNO Complete referral form and escort student to

office

Administrator determines action taken

Administrator files necessary documents

Administrator provides teacher with feedback

Conference with student and/or have

student complete reflection sheet. Keep

in student file.

Teacher determines action taken and records on minor tracking sheet.

Keep in student file.

Does student have 3 minor referrals for the same behavior in the

same quarter?

If yes, write student a referral to the main

office using the Office Referral Form

Classroom Managed: MINOR Office Managed: MAJOR

Preparedness Weapons

Calling Out Physical Fighting

Refusal to Follow Request Aggressive Physical Contact

Inappropriate tone or attitude Chronic Minor Infractions

Inappropriate Language

High Plains Elementary SchoolProcedures for Referral of Behavior Problems

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PBS @ Roosevelt

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Procedures for On-Going Data-Based Monitoring and Evaluation

Total Number of Office Discipline Referrals Per Year

419

324

218

050

100150200250300350400450

Baseline SWPBS Yr 1 SWPBS Yr 2

Years

To

tal

nu

mb

er o

f O

DR

s

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Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

Non-PBS Comparison

Dr. Bob Algozzine

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Thank you!

Questions??