Schoolwide Positive Behavior Support Lois Jones, Southwest RPDC

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Schoolwide Positive Behavior Support Lois Jones,
Southwest RPDC
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Our Purposes Today

• Provide a brief overview of School-Wide Positive
  Behavior Supports (SW-PBS)
• Discuss the importance of team
• Discuss your Action Plan

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• People Not Programs
• Great Teachers Great School

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All Students All Staff

• SW-PBS
• If it is going to work it is going to take all
  of us!

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Common Goals

• Common Vision
• Common Language
• Everybody knows the words, everybody knows the
  meanings of the words, and everybody knows that
  everybody knows!

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9 Months

• Individual teachers only have approximately
• 9
• months with each child in their classroom
  settings, yet the child is in the school-wide
  system for his or her entire school experience.

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Why?
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Positive Behavior Support

• Its doing whats best for kids.
• Its creating safe effective learning
  environments for all students and staff.

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Responsibility

• Schools have the responsibility to provide an
  education to students in safe and predictable
  environments.

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Challenges

• Poor attendance
• Academically deficient
• Disruptions by students in classrooms
• Discipline

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Suspensions decrease misbehaviors, right?

• Research indicates a reliance on punitive
  consequences increases
• Drop out rates
• Vandalism
• Hostility toward schools
• Withdrawal, aggression
• Truancy

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The Key

• Schools
• Focusing on Prevention and Intervention

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Benefits of Investing in Prevention

• Decrease in Office Discipline Referrals
• Increase in student and staff attendance
• Decrease in referrals to special education
• Increase in effectiveness of targeted and
  individual intensive interventions
• Increase in student perception of school safety
• Improved academic performance
• Improved faculty/staff retention

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What?
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SW-PBS

• Proactive systems approach to schoolwide
  discipline (not a curriculum or program)
• Focus on instruction-behaviors are taught
• Process Improving Schools from Within

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A Research Based Foundation

• Research indicates that one way to effectively
  support children with problem behavior is to
  build skills through effective teaching.
• (Carr et al., 2002 Horner, Albin, Sprague
  Todd, 2000)

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The Foundation

• Students learn appropriate behavior in the same
  way they learn to read through instruction,
  practice,
• feedback, and
• encouragement.

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• Discipline should be a form of instruction.
• Think of academic and behavior skills in the same
  context teach and practice over over over
  again!
• Behavior is learned.
• Students behave the best way they know how. We
  have to teach them replacement behaviors.
  Every social interaction you have with a child
  teaches him/her something.
• We cant focus on just student behavior but also
  adult behavior.
• We cant expect students to behave consistently
  until adults are consistent

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Providing support at all three levels
Implement Intensive Intervention

Students needing intensive/ individualized
Interventions
Implement Targeted Intervention
Students needing strategic/targeted
interventions
Students performing at desired levels
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A Continuum of Support

• Whole school (Universals) systems Primary
  Prevention
• For all students, staff, settings
• Classroom and non-classroom systems
• For setting-specific routines (reflecting
  whole-school procedures and expectations)
• Targeted group (Secondary) systems
• For at-risk students
• Individualized (Tertiary) systems
• For students with existing, high-risk behavior
  problems

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Four Elements of SW-PBS
Supporting School Goals
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
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How?
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• Establishing expectations (Kameenui Simmons,
  1990)
• What do I want my classroom to look like?
• How do I want children to treat me as a person?
• How do I want children to treat one another?
• How do I want children to remember me when the
  last day of school ends and I am no longer part
  of their daily lives?

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TEACHING MATRIX
Expectations

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Universals System Key Features

• Administrative leadership and participation
• Team-based implementation
• Define a clear set of positive expectations and
  behaviors
• Teaching expected behavior
• Acknowledge/reward/encouraging
• expected behaviors
• Monitor and correct behavior (learning) errors
• Use information for decision-making, monitoring,
  and evaluation

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SW-PBS School Team

• Coordination of implementation
• Establish regular meeting schedule
• Establish a standard system for communicating
• Conduct assessments
• Analyze needs and
• develop action plans
• Develop regular
• opportunities for training

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Team Building

• The single most important factor in the success
  of PBS is the team.

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• Teaching is not a private profession.

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Action Plan

• Develop an action plan
• Set Goals
• Actions Needed To Accomplish Goal
• Who/When?
• Evidence of Success

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Data Based Decision Making

• Reasons to keep data
• Decision making
• Professional accountability
• Provides a picture of the current status in your
  school
• Helps determine gaps in current collection
  systems
• Helps set direction of implementation

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The Big Five

• Number of office discipline referrals
• Time of day
• Location
• Type of behavior
• Who

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(No Transcript)
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School Example
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Instruction and Discipline

• Missouri School Example
• 2004-5 236 ODR
• 2005-6 133 ODR
• Time gained from 2004-5 to 2005-6
• 6 Student days
• 4 Administrator days

http//www.pbismaryland.org/costbenefit.xls
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A Process of Change
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• Change is good.
• You go first!

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Paradigm Shift

• From
• Student has the problem and needs to change
• To
• Student has a skill deficit and needs to be
  taught

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If You Expect It Teach It!

• Good instruction is the most powerful tool we
  have.
• Teach expectations!

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Language

• I saw. I noticed
• Positive 4 to 1
• How may I help you?
• Thank you!

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Office Referrals

• Dont send students to the office.

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If a child

• If a child doesnt know how to read, we teach.
• If a child doesnt know how to swim, we teach.
• If a child doesnt know how to multiply, we
  teach.
• If a child doesnt know how to drive, we teach.
• If a child doesnt know how to behave, we
• TEACH or PUNISH?
• Why cant we finish the last sentence as
• automatically as we do the others?
• (Herner, 1998)

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Never doubt that a small group of thoughtful,
committed citizens can change the world. Indeed,
it is the only thing that ever has.

• Margaret Mead

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A final thought
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What are your questions?