Please Note:

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Please Note

• The intent of this overview is to provide
  awareness-level content related to the need for a
  school team to develop and implement a
  school-wide system of positive behavior support.
• Please notify the developers before altering or
  using for any reason other than the intended
  purpose.
• When using these materials, please cite the
  Hamilton County Center for Regional Educational
  Services.
• Contact Karen Stine [phone] or
  karen.stine_at_hcesc.org

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Overview of School-widePositive Behavior Supports

• November, 2008
• Hamilton County
• Center for Regional Educational Services

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The Three-Tier Model Academic and Behavioral
Supports (ISM)

• ISM is a comprehensive school-wide prevention
  model that provides support systems which address
  both academic and behavioral needs of ALL
  students.

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The Three-Tier Model ofAcademic and Behavioral
Supports

• This model uses collaborative problem solving at
  both systems and individual levels to proactively
  establish and maintain school environments that
  maximize student achievement.

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The Three-Tier Model ofAcademic and Behavioral
Supports
Academic Systems
Behavioral Systems
Adapted from OSEP Effective School-Wide
Interventions
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Key Features of an Effective Integrated Model
Academic Behavior Supports Across 3-tiers
Administrative Leadership
Collaborative Strategic Planning (CPS)
Culturally Responsive Practices
Scientifically-Based Research
Data-Based Decision Making
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Why Positive Behavior Supports?
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Why are you here?

• Take a minute to think about
• Why are you viewing this overview session?
• What prompted your interest in school-wide PBS?
• What needs are you seeing in your current
  setting?

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Impact of 491 Office Referrals in an Elementary
School in Ohio...
Adapted from Barrett et.al.
Administrative Time Lost 7,365
minutes 123 hours 20 work days Based on 15
minutes per referral.
Student Instructional Time Lost 22,095
minutes 368 hours 61 school days Based on 45
minutes out of the classroom.
6,500 or more spent per year for an
instructional leader to process office
referrals. Based on an average salary of 70,000
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Impact of 3057 Office Referrals in a Middle
School in Ohio...
Adapted from Barrett et.al.
Administrative Time Lost 45,855
minutes 764 hours 95 work days Based on 15
minutes per referral.
Student Instructional Time Lost 137,565
minutes 2,292 hours 382 school days Based on
45 minutes out of the classroom.
35,000 or more spent per year for an
instructional leader to process office
referrals. Based on an average salary of 70,000
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We have a problem

• Current practices in schools are not adequately
  addressing the educational needs of students from
  culturally and linguistically diverse backgrounds
  as indicated by achievement and discipline data
  from local school districts.

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Factors Contributing toAchievement Gaps

• Less opportunity for low-income and minority
  students to receive rigorous and challenging
  curricula
• Current use of inadequate educational practices
• Segregated special education services
• Reactionary disciplinary actions
• Eurocentric curricula
• Vague or no instruction in critical skills

• Cultural mismatch between student/families and
  school
• Educators lack in knowledge and use of
  culturally responsive educational practices

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Culturally Responsive Practices
Specific educational practices, teaming
processes, instructional strategies, and
curricula content which have been established by
research to increase the achievement of
historically underachieving culturally diverse
students - NCCRESt 2004
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Creating the right conditions will raise the
achievement of all students and close achievement
gaps.
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teach.
If a child doesnt know how to read, we
teach.
If a child doesnt know how to swim, we
If a child doesnt know how to multiply, we
teach.
teach.
If a child doesnt know how to drive, we
If a child doesnt know how to behave, we...
teach? punish?
Why cant we finish the last sentence as
automatically as we do the others? John Herner
(NASDE President ) Counterpoint 1998, page 2
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Guiding Principles of SWPBS

1. Student misbehavior can be changed.
2. Environments can be created to change behavior.
3. Changing environments requires change in adult
   behavior.
4. Adult behavior must change in a consistent and
   systematic manner.
5. Systems of support are necessary for both
   students and adults.

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Definition of Positive Behavior Supports

• PBS is a broad range of systemic and
  individualized strategies for achieving important
  social and learning outcomes while preventing
  problem behavior.
• PBSs key attributes include proactivity,
  data-based decision making, and a problem-solving
  orientation.

Horner, 2000 Lewis Sugai 1999 Sugai, et al.,
2000 Weigle, 1997
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BIG IDEAS of Positive Behavior Supports

• Clear Expectations
• Comprehensive Instruction in Expected Behaviors
• Consistent Encouragement of Expected Behaviors
  and Correction of Behavior Errors
• Community Connections

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Examining Discipline Data
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Characteristics and Examples ofElectronic Data
Management Systems

• Efficient method to gather information
• Computer application for data entry and report
  generation (pictures vs. lists)
• Practical process for using information for
  decision making

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Example SWIS

• Provides school personnel with ongoing
  information that is
• Accurate
• Timely
• Practical
• Leads to positive behavior supports for
• Individual students
• Groups of students
• Whole student body

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SWIS Reporting

• Average Referral Per Day Per Month
• Referrals by Problem Behavior
• Referrals by Location
• Referrals by Time
• Referrals by Student

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Visit School WideInformation Systems

• www.swis.org

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Web Resources for Behavior
National Technical Assistance Center on Positive
Behavioral Interventions and Supports
www.pbis.org
Marylands PBS Initiative www.pbismaryland.org
Floridas Positive Behavior Support
Project http//flpbs.fmhi.usf.edu
Safe and Civil Schools www.safeandcivilschools.com
Illinois PBIS Network www.pbisillinois.org
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Your building team should have representatives
from allrelevant stakeholder groups

• Critical members
• Building administrator
• General and Special Educators
• Related Service Provider
• Parent/Family

• Consider also inviting
• District Office
• Community/Agency Partners
• Classified Staff

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Building A Team Activity

• Step 1 Use the grid provided to brainstorm who
  you might invite to be part of your school-wide
  PBS team.

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• Step 2 List 3 key points that you will use as a
  hook to get people interested.

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Team Functions

• Meet regularly to develop an action plan with
  problem definition, problem analysis and a goal
  statement based on data collected and reviewed.
• Look at data within first 10 minutes of each
  meeting, and adjust action plan steps
  accordingly.
• Plan for staff development (internal external).

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Course Series - Not Your Typical Sit n Get
Training

• Four on-line modules
• One per month
• Viewed prior to each session
• Viewed by each team member
• No longer than 30 minutes each
• Four sessions
• Each session will have a brief amount of content
• Majority of each session will be spent working as
  a team and receiving technical assistance (TA)
  from HC CRES Consultants
• Your team is welcome to stay and work all day!

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Next Steps

• Form a building planning team.
• Register your team for the course series by
  December 19, 2008 Call Jackie Voelkerding at
  513.674.4244
• Gather existing behavioral data using form.
• Complete Self Assessment Survey by January 22,
  2008.
• Team views on-line Module posted by December 12,
  2008 on www.hcesc.org Click on Quick Links then
  HCESC Resources then Positive Behavior Supports.

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Getting Ready for PBSAction Planning

• Complete as much as you can of the action plan
  for getting started with School-wide PBS.

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Course Series

• Session 1 Thursday, January 29
• Session 2 Wednesday, February 18
• Session 3 Tuesday, March 24
• Session 4 Friday, May 1
• 830 - 1130 a.m.
• at Hamilton County CRES in Reading
• Teams are welcome to stay all day!