West Bloomfield School District
School Wide Positive Behavior
SupportRenee DiGiorgioBehavior Coach
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)
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.
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
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
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
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)
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
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
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).
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
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
What does a PBS school look like? Example 1
Cherry Elementary School
Example 2 High Plains Elementary School
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
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!
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
•-
Teaching Plans for Expectations Developed
Video Clip
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.”
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
Acknowledge & Recognize
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
PBS @ Roosevelt
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
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
Thank you!
Questions??
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