Presenting

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Presenting Positive Behavior
Support
Judy Leahy Dot Lodge Gaston County Schools
Welcome!
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What is Positive Behavior Support?

• Positive Behavioral Support (PBS) is a broad
  range of individualized strategies for achieving
  important social learning outcomes while
  preventing problem behaviors with all students.
• (Office of Special Education Programs, 2005)

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Positive Behavioral Support(University of
Oregon, Sugai, Horner, Lewis,Colvin, Sprague,
Todd, Palmer,2004)

• Proactive systems approach to school wide
  discipline (not a curriculum) designed to be
  responsive to current social and educational
  challenges
• Focus on prevention
• Focus on instruction
• Incorporates empirically validated practices

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North Carolina Positive Behavioral Support
Initiative

• North Carolina State Improvement Project
• Public Schools of North Carolina
• North Carolina Department of Public Instruction
• Exceptional Children Division
• Behavioral Support Section

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Continuous Process Improvement
Positive Behavior Support
S.S.M.T.
Character Education
Full Value Contract
PBS Teams and/or SIT
NCLB
Poverty Training
Violence Prevention Programs
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• Schools/businesses operate from middle-class
  norms and use the hidden rules of middle class.
• For our students to be successful, we must
  understand their hidden rules and teach them the
  rules that will make them successful at school
  and at work.
• We can neither excuse students nor scold them
  for not knowing as educators we must teach them
  and provide support, insistence, and
  expectations. Ruby K. Payne, Ph.D. A Framework
  for Understanding Poverty

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
pbis.org Sugai and Horner
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Do we need to tweak our action plan?
If many students are making same mistake,
consider changing system.not students Start
by teaching, monitoring rewardingbefore
increasing punishment

• How often?
• Who?
• What?
• Where?
• When?
• How much?

• If problem,
• Which students/staff?
• What system?
• What intervention?
• What outcome?

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Continuum of School-Wide Instructional Positive
Behavioral Support All Students In School
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Tier 3 Tertiary/ Intensive Specialized
Individualized Systems for Students With
High-Risk Behavior
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Tier 2 Secondary/ Strategic Specialized Group
Systems for Students With At Risk Behavior
Tier 1 Primary/Universal Benchmark School
Classroom-Wide Systems for All Students, Staff
Environments
80
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Academic RtI
Behavioral

• Intensive, Individual Interventions
• Tutoring
• Academic Remediation Plans
• Additional Resources

• Intensive, Individual Interventions
• Individual Positive Behavior Support Plans
• Wrap Around Services

• Targeted Group Interventions (Tier 2)
• Small Group Instruction targeted to individual
  student needs
• Additional Intensity and Time

• Targeted Group Interventions
• Social Skill Instruction
• Reinforcement of Specific Skills

• Universal Interventions (Tier 1)
• Problem Solving Model
• Effective Instructional Practices
• Recognition of Academic Achievement

• Universal Interventions
• School-Wide Rules Procedures
• Recognition of Accomplishments

Foundation of Data and Problem Solving
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Middle School PBS Data Triangles
2004-05
2005-06
1.89
2.3
Tertiary Secondary Universal
3.73
7.18
94
90.93
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The Middle Schoolshave gained 5,128 hours of
more instructional time during 2005-06 school
year over baseline data from 2004-05 .
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Behavior is Learned!So Lets Teach it!

• Every social interaction that you have with a
  child teaches him/her something.
• All behavior is purposeful, learned,
• and predictable.
• All behavior is maintained by reinforcement.

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Reflection on Repeated School ViolationsAccording
to PBSSocial Skills Deficit 1

• Skill Deficit cannot do
• Appropriate social interaction requires coaching,
  modeling, and behavior rehearsal

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Social Skills Deficit 2

• Performance deficits wont do
• An incentive based approach is required and
  involves the following
• Prompting, cueing, reinforcement
• Prompting social interactions
• School rewards
• Individual and/or group contingencies

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Social skill instruction involves teaching
students what you want them to do, instead of
punishing the students for what they have done.
The PBS process allows each school to build
environments that support appropriate behavior
and social interaction. Teach what you
expect-explain, model, practice Pre-correct for
expected behaviorsRe-direct-provide replacement
behaviorOpportunity to do the expected behaviors
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School-wide Systems Logic

• Successful Individual student behavior support is
  linked to host environments or schools that are
  effective, efficient, relevant, durable.
• Learning teaching environments must be
  redesigned to increase the likelihood of
  behavioral academic success.

(Zins Ponti, 1990)
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Grier PBS Progress and Update!Positive Behavior
Support

• Our mission at Grier Middle School is to promote
  excellence in education using the best teaching
  practices on our journey for continual
  improvement.  We foster a safe learning
  environment where all students can excel and have
  the maximum opportunities for involvement,
  experience, and participation.  We believe in a
  cooperative approach to learning with active
  ongoing partnerships of school, parents, and
  community.  

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Celebrating our Diversity!
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Setting priorities for Our School

• What is the current status?
• What has been done?
• Where should we go from here?

Laura Dixon
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Data Analysis from Dot Lodge
Grier
2005-06
2004-05
2.95 (21)
1.95 (15)
Tertiary (greater than 3 oss per
student) Specialized Individualized Systems for
Students With High-Risk Behavior
9.41 (67)
5.55 (41)
Secondary (2-3 oss per student) Specialized
Group Systems for Students With At Risk Behavior
Primary/Universal (less than 2 oss per
student) School Classroom-Wide Systems for All
Students, Staff Environments
87.64 (624)
92.7 (713)
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Current Status-Middle SchoolsOSS per 100 students
Grier
03-04 04-05 05-06
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Minorities-Middle Schools
Grier
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Economically Disadvantaged
Grier
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According to gcs middle school data

• ED students are clearly at risk of suspension in
  middle schools
• Higher numbers of ED students in a school do not
  necessarily mean high proportion of students
  suspended.
• Repeat offenders were increasing, and this is an
  issue that we addressed.
• Test scores tend to reflect suspension rates

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What can we accomplish?Grier OSS Data 2005-06
7
8
6
8
6
7
7
6
6
8
7
8
3rd quarter
4th quarter
1st quarter
2nd quarter
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Grier Total Office Referrals
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Grier ISS Totals
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Grier OSS Totals
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Improvement Over Time GCS
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Are we contributing to our feeder area through
effective plans and an operational improvement
process?
AHS
Rhyne
Holbrook
Grier
Lowell
Sherwood
Gardner Park
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What have we learned about the GCS Middle Schools
after reviewing the data?

• The BIG question!

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• Overt teaching of the hidden rules of middle
  class/school behavior has had an effect in middle
  schools where it was done.
• Schools that had a discipline system did better
  than those that did not.
• Schools that empowered teachers to examine their
  data had more effective discipline plans than
  those that didnt.
• If adults in the schools made agreements in
  regards to procedural expectations, a consistent
  environment conducive to student success was
  created and was reflected in the academic scores.

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Discipline or Academics?Research suggests.

• If schools raise level of achievement, behavior
  decreases.
• If schools decrease behavior problems, academics
  improve.
• So, why not do both?
• Positive Behavior Support provides the framework
  for student success both for academics and
  behaviors.

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Why did GCS adopt this program?

• Rising rates of poverty (students in poverty are
  disproportionately suspended)
• LEA Improvementother student subgroups are also
  often disproportionately suspended
• Superintendents directivereduce suspensions by
  10 in middle schools

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A Systemic Approach

• Pockets of excellence already existed in the
  school system
• A framework provides the structure for every
  school to participate
• Each school customizes system to meet the needs
  of its teachers and students

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Why Collect Data?

• Objective decision-making
• Professional accountability to ensure
  interventions are effective/successful
• Data-based decisions tend to be fully implemented

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Data Choices

• You cant decide if you are making changes unless
  you collect data about what you want to change.
• Some ideas of data to collect of students
  turning in assignments, of discipline
  referrals, of class time used in classroom
  management issues.

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Data choices

• Choose data that indicate the change you want to
  see.
• of students sent to the office or to re-direct
  also indicates of students not in your class to
  hear instruction.
• of students turning in assignments indicates
  student engagement.

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Effective School-Wide PBS Provides..

• More instructional time
• Improved staff student attendance
• Improved academic and behavioral outcomes
• Increased parent participation
• Improved community support
• Decrease in staff turnover

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Getting teacher buy-in

• Emphasize that the data tell us what is
  happeningcollect good data and use it.
• Youre not asking teachers to tolerate poor
  behavioryoure teaching students and teachers
  how to raise expectations for behavior
• Remember to include teachers when you talk about
  your schools expectations.

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PBS Team led by Administrator
Continuous PBS Coaching/ Training
Agreements
Data-based Action Plan
Implementation
Evaluation
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Resources

• www.pbis.org
• http//www.wcpss.net/positive-behavior/
• http//www.gaston.k12.nc.us/schools/tryon/
• http//www.behavioradvisor.com/
• http//www.ncpublicschools.org/ec/behavioral/initi
  atives/positivebehavior/
• http//smhp.psych.ucla.edu/

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Practical Examples

• Matrix Examples
• Reward Tickets

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York Chester
"We Paws for Positive Behavior."
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Cougar Paw for Students
We Paws for Positive Behavior _at_ York
Chester Middle School Student
Name_____________________Student Grade Level
___________Date_____ I am recognizing this
student because ______________________________ Ple
ase circle which School-Wide Expectation met
Being Respectful, Being Responsible, Following
Procedures Staff
Person Signature_______________________ A
student never forgets an encouraging private
word, when it is given with sincere respect and
admiration. William Phelps
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York Chester School-Wide Recognition and
Incentives Program Cougar Paws for Positive
Behavior, We Paws for Positive
Behaviors.(Positive Behavior can be seen in
Academics and/or Behavioral Interactions)

• Student Recognition/Incentives- 3 grade level
  buckets will be hung in the teacher lounge for
  teacher easy access and security.
• Place Cougar Paws in grade level bucket each day
  prior to 200pm.
• Designated person draws a name daily from each
  grade level bucket and gives to principal.
• During announcements, principal publicly
  recognizes the three students for their positive
  behavior. These students will be provided a free
  snack at break.
• Designated person empties Buckets Thursdays and
  puts Cougar Paws in Homeroom Boxes. Homeroom
  Teacher records of Cougar Paws earned weekly
  per student and maintains a monthly tally sheet.
  After recording, Homeroom Teacher gives the
  earned Cougar Paws to students on Fridays to read
  and take home.
• Cougar Paws Incentives Redeemable Monthly for
  Rewards
• Platinum20 Cougar Paws Gold15-19 Cougar
  Paws Silver10-15 Cougar Paws Bronze5-9
  Cougar Paws
• Note Students cannot carry their Cougar Paws
  over into the next month.

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Cougar Paw for Staff
We Paws for Positive Behavior _at_
York Chester Middle School Staff
Person______________ Staff Position______________D
ate________ I am recognizing this Staff Person
because ___________________________ Please circle
which School-Wide Expectation met Being
Respectful, Being Responsible, Following
Procedures Student or Staff Person
Signature_________________________ It is today
that we must create the world of the future.
Eleanor Roosevelt
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York Chester School-Wide Recognition and
Incentives Program Cougar Paws for Positive
Behavior, We Paws for Positive
Behaviors.Cougar Paws for Staff who are seen
Modeling School-wide Expectations Being
Respectful, Being Responsible, Following
Procedures

• Staff Recognition/Incentives 1 bucket for staff
  in the office so that students and staff have
  easy access and security.
• Students and staff place Cougar Paws in bucket
  each day prior to 200pm. This provides students
  an opportunity to recognize modeling of expected
  behaviors by adults.
• Principal draws the name of staff person of the
  day to recognize.
• Designated person records staff Cougar Paws
  Thursdays and places them in staff boxes each
  Friday.
• Staff Person of the Month Person with most
  Cougar Paws each month earns a reward.

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York Chester Procedural Expectations Matrix
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CSI Grier Middle School

• Caring School Initiative
• School-wide focus on Positive Behavior Support
• Incentives for Staff and Students who demonstrate
  Positive Behavior

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Positive Behavior Philosophy

• Reinforcing the positives going on at Grier
  Middle School instead of focusing on the negative

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Tips for Starting PBS

• Greet students at the door with a positive
  comment.
• Set up a token economy in your school, such as
  the ticket system, to give students a tangible
  reward for positive behavior.

• Catch students demonstrating positive behavior
  and praise them in front of their peers.
• Select a Student of the Week, who has a
  positive influence on other students in your
  class.

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Incentives for Staff Participation

• Weekly drawings will be held for staff who have
  been caught demonstrating PBS, with one staff
  member winning an hour-long lunch.
• Quarterly drawings will be held, with the winning
  staff member receiving a free teacher workday at
  school with a paid substitute, if needed, for
  that staff member.

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To Qualify for the Drawing

• Staff must be caught modeling PBS in their
  classrooms, hallways, cafeteria, assemblies, etc.
• Staff must be caught demonstrating one of our
  Character Education Traits.
• They may be referred by their colleagues or by an
  administrator.
• The referral must be submitted in writing on one
  of the CSI forms.

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Incentives for Student Participation
Caring School Initiative

• Bobcats Game
• First to Locker
• More Computer Time
• Teacher Assistant
• Special Lunch
• Special Individual Rewards

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To Qualify for Student Rewards

• Students must be caught doing random acts of
  kindness.
• Students must be modeling one of our Character
  Education Traits.
• Students may not ask for a reward.
• A written CSI referral form must be submitted on
  the students behalf in order for them to be
  eligible for a reward.
• Academic Criteria

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Caring Student Initiative Youve
Been Caught _at_ Grier Middle Person
Caught_____________CSI Person__________Grade____Da
te_____ I am recognizing this Person because
___________________________ Please circle which
School-Wide Expectation met Being Safe, Being
Respectful, Being Responsible Student or Staff
Person Signature_________________________
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(No Transcript)
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What does SWPBS look like?

• 80 of students can tell you what is expected of
  them give behavioral example because they have
  been taught, actively supervised, practiced,
  acknowledged.
• Positive adult-to-student interactions exceed
  negative
• Function based behavior support is foundation for
  addressing problem behavior.
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students