Schoolwide Positive Behavior Support Judy Johnson PBS Consultant

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Schoolwide Positive Behavior Support Judy
Johnson PBS Consultant
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Our Purpose Today

• To introduce you to key principles and basic
  concepts for a continuum of support for students
  known as Positive Behavior Supports (PBS)

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Why?
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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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We Know

• We live in an era when research tells us that
  the teacher is probably the single most important
  factor affecting student achievement- at least
  the single most important factor that we can do
  much about. (Marzano, 2003)

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• Public school teachers must deal with all of
  Americas children.
• (Marzano, 2003)
• These students enter the classroom with a
  staggering array of serious issues in their
  lives.

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Typical Responses

• As schools encounter students with antisocial or
  violent behavior, the response has been
  increases in student suspensions and expulsions
  within our public schools and spending more
  time and energy in implementing punitive rather
  than positive or preventative measures
• Costenbader Markson (1998) Lane Murakami,
  (1987) Rose, (1988) Nieto, (1999) Sprick,
  Borgmeier, Nolet, (2002)

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What Doesnt Work

• Punishment is one of the least effective measures
  for school violence.
• Punishment programs without a school-wide system
  of support are not effective.
• Short-term programs are not effective.

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What Does Work

• The most effective responses to school violence
  are (a) social skills training, (b) academic
  restructuring, and (c) behavior interventions.
• The best way to effectively support children with
  problem behavior is to build skills through
  effective teaching.

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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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How does SW-PBS help schools meet MSIP Standards
6.6 and 8.11

• School Reform Model

• SW-PBS Model

Source Missouri Center for Safe Schools
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Supporting Social Competence Academic
Achievement
4 PBIS Elements
OUTCOMES
Supporting Staff Behavior Effective practices
are only as good as the systems that support
adults who use them.
Supporting Decision Making
Discipline Information
SYSTEMS
Character Ed
B.I.S.T.
PRACTICES
Conflict Resolution
Supporting Student Behavior
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What is SW-PBS?
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What kind of students can display problematic
behavior?
All students. Students with/without labels who
are served in general/special education can
display problematic behavior. This is not a
special education issue. It is an education
issue.
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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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How?
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Implementation Readiness

• A connection to CSIP
• District and building administration actively
  supportive
• 3 to 5 year commitment
• Team in place and active
• Buy-in from school staff
• Funding support
• Discipline data

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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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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

• Representative of the school
• Administrator(s) active participant(s)
• Identified team leader and school coach(es)
• May be part of another committee or team
• Participates in training

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Define Expectations

• Provide a clear understanding of expected student
  behavior
• Few in number (3-5)
• Positively stated and structured
• Use familiar language
• Example behaviors defined for purposes of
  instruction
• Matrix and lesson plans designed

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XYZ Elementary Behavior Matrix
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HIGH SCHOOL MATRIX
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Teaching Expectations(Social Skills Lessons)

• Elements of Good Teaching Include
• Define, show, tell, describe
• Practice frequently in context
• Monitor and supervise
• Acknowledge and recognize
• Adjust and enhance

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Acknowledging and Encouraging Appropriate
Behaviors

• Procedures for acknowledging displays of
  appropriate behavior
• Humans require regular frequent feedback on
  their actions from others, self, and
  environment
• It provides support for generalization

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Discourage Inappropriate Behavior

• It is important and necessary to respond to
  problem behaviors
• Often provides a teachable moment
• Tell them what they are doing
• Tell them what the expectation is
• Have them tell you
• Have them show you

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Expectation Be Responsible
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Record keeping(Data Collection in disguise)

• Use what you have
• Determine the questions you want answered
• Identify the data needed to answer the questions
• Find the simplest way to collect
• Put systems in place to collect

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The Big Five

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

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Action Planning or Next Steps

• Individualized for each building.
• Identify strengths and needs
• Problem solving
• Focuses on next steps
• Chose a priority for
• development
• Identify activities
• Specify who, what, and when

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What are your questions?