School-wide Positive Behavior Support

November 29, 2005 Manchester Public Schools

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Teaching & Learning Programs and Services

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Training Dates

Day 1 November 29, 2005 Day 2 December 14, 2005 Day 3 January 6, 2006 Day 4 March 24, 2006

Technical Assistance Dates

Day 1 December 5,2005 Day 2 February 16, 2006 Day 3 March 31, 2006 Day 4 May 25, 2006

Technical Assistance dates will be scheduled with SERC consultants

PBS Training Outline

Day 1: Overview Collaboration and Team Functioning Capacity Building Goals of District Basic Principles of Behavior Need Assessment

Day 2: Faculty Involvement Definitions of Behaviors Behavior Tracking Forms Coherent Behavior Response Process

Day3: Effective Consequences School-wide Expectations Rules for Unique Sittings

Day 4: A System for Teaching Appropriate

Behavior School-wide Reward System Evaluating Progress A Comprehensive PBS System

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Why Am I Here Today?

Review the tasks for the team on which you serve What is the “charge” for this team?

What is your role in this initiative?

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Tasks of the District Team

Review district policies and procedures and make recommendations

Coordinate district-wide PBS efforts

Provide training and technical assistance to PBS school teams in future years

Facilitate implementation efforts of school-wide PBS

Act as a coach to school teams and attend team meetings

Tasks of the School Teams

Hold regular team meetings (at least monthly)

Assess the current status of behavior and discipline practices

Examine patterns of behavior

Develop a school-wide plan

Obtain staff commitment

Obtain parental participation and input

Oversee, monitor, and evaluate all planned objectives and activities developed

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Team Roles and Responsibilities

Team Leader – starts the meeting, reviews purpose of the meeting, facilitates the meeting by keeping the team focused on each step

Recorder – responsible for transcribing the team’s responses on flip chart paper, transparency, or team agenda/minutes form

Timekeeper – responsible for monitoring the amount of time available for discussion and keep the team aware of time limits by giving “warnings” (e.g., “10 minutes left”)

Data Specialist – trained in entering and accessing data from SWIS or your school’s current system

“Behavior Specialist” – competent with behavioral principles and assists in analyzing data

Our… Team Leader is

Recorder is

Time Keeper is

Who will serve the role of supplying your team with the necessary data?

Who will serve the role of supporting your team with understanding the principles of behavior and behavioral strategies?

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Goal of Systemic PBS

To achieve effective school-wide behavioral support for all members of a school community

The whole school is the implementation unit All students and staff are involved across all settings of the school Requires a “Leadership Team” to consider implementation beyond

individual school

PBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive Behavioral Interventions and Support

Training in Basic Behavioral Principles

At least 80% of faculty, staff, and administration have been trained

All can benefit whether the training is new or review for staff

Training options: Online tutorial http://serc.gws.uky.edu/pbis/Tutorial Overview at faculty meetings

Necessary Support

Funding Support Adequate and sustained (3-5 years)

Visibility School, district, community stakeholders

Political Support Board of Education Behavior is one of top 5 district goals

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PBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive Behavioral Interventions and Support

Increasing the District’s Capacity

Training Capacity Self-assess for specific programmatic and staff development needs and objectives Develop a training action plan Invest in increasing local training capacity Implement effective and efficient training activities

Coaching Capacity Organize personnel and resources for facilitating, assisting, maintaining, and adapting local school training implementation efforts Resources are committed for both initial training and on-going implementation support

Evaluation Capacity Establish measurable outcomes Methods for evaluating progress toward these measurable outcomes Modified or adapted action plans based on these evaluations

Coordination Capacity Establish an operational organization and “rhythm” that enable effective and efficient utilization of materials, time, personnel, etc. in the implementation of an action plan

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What is Currently in Place?

What strategies, models, processes, activities currently exist in Manchester than can help us examine how to…

Training Coaching

Evaluating Coordinating

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Find the Key Words…

Positive Behavior Support (PBS) is a proactive and comprehensive continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing behaviors of concern.

What Does This Mean to Me?

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Positive Behavior Support

Views the system, setting, or skill deficiency as the problem

Adjusts systems and settings and improves skills

Identifies and teaches replacement skills and builds relationships

Relies primarily on positive approaches

Has a goal of sustained results achieved over time

Is developed by a collaborative teamMichigan Department of Education, 2001

Four Defining Principles

Three-tiered approach to Prevention Primary (Universal), Secondary (Specialized Group), and Tertiary

(Individual)

Instructional Emphasis Teach social skills the same as academic skills

Functional Perspective Consider the meaning of behavior

Sustainability Priority Use of practical interventions, multiple approaches, and on-going

data collectionPBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive

Behavioral Interventions and Support

School-wide PBS: Critical Elements

PBS District Team PBS School-Based Team Faculty Commitment Behavior Response Process (Discipline

Referral Process) Consequence Hierarchy Discipline Referral Form Data System (Entry & Analysis) Crisis Plan

Expectations & Rules Lesson Plans for Teaching

Expectations/Rules Rewards/Recognition Program Plan for Training Staff/Students &

involving Families/Communities Implementation Plan Evaluation & Monitoring

Universal

Sch

ool-

Wid

e

Ind

ivid

ual Sup

port

All Students in School

Targeted Individual or Group Interventions

Specialized Individual Interventions

(Ortiz, 1987; Horner, 1998; Sugai, 2001)

(District, School-Wide, & Classroom Systems)

Students w/out Serious Behavior Concerns (80-90%)

(At-Risk System)

Students At-Risk for Behavior Concerns (5-15%)

(Individual Student System)

Students w/ Chronic/Intense Behavior Concerns (1-7%)

Sch

ool-

Wid

e

Ind

ivid

ual Sup

port

All Students in School(Ortiz, 1987; Horner, 1998; Sugai, 2001)

Brainstorm:What Do We Currently Have in Place?

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Traditional Approach to Managing Challenging Behaviors

(Knoster and Lapos, 1993)

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The Challenge

Some students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998)

Students who display severe behaviors of concern are at-risk for segregated placements (Sprague, Sugai & Walker, 1998)

Exclusion and punishment are the most common responses to severe behaviors of concern in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992)

Exclusion and punishment are ineffective at producing long-term reduction in behaviors of concern

(Costenbader & Markson, 1998; Walker et al., 1996)

Removal from the classroom results in… A loss of instructional time A positive reinforcement for the teacher

(Skiba, 2000)

Punishing behaviors of concern, without a proactive support system is associated with increases in:

aggression vandalism truancy dropping out

(Mayer, 1995; Mayer & Sulzar-Azaroff, 1991)

The May Institute, Inc., 2005

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The Response

Need a prevention focus “Schools that are safe, effective, and controlled are not accidents”

(Sugai, Sprague, Horner & Walker, 2000)

Need to build school capacity to support all students

Need a continuum of behavior support Level and intensity of intervention matches severity of behaviors of

concern

The May Institute, Inc., 2005

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Effective Behavior Support

Challengingbehavior Perception of

unmet needs

Look to understand needs anddevelop hypothesis

Design/deliverprevention/interventionstrategies based on hypothesis

Reductions in challenging behaviors by learning alternative skills

Meet needs in a moresocially acceptablemanner

Personal growth improvesself control

ImprovedQuality ofLife

(Knoster and Lapos, 1993)

How is this like or unlike what I currently see in my school/district?

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Why is it Important to Understand Basic Principles of Behavior?

Understand what is happening

Understand why behaviors of concern are occurring

Develop more effective school-wide interventions

Behavior Defined

Anything we SAY or DO

It is HOW WE REACT to our environment

Behaviors are often LEARNED and continue because they serve a PURPOSE or FUNCTION

We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

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Children and Behavior

Children use behavior to communicate their wants and needs

Certain behaviors interfere with learning

PBS helps us understand the PURPOSE/FUNCTION of behavior and teaches children the necessary or appropriate skills to replace the behaviors of concern

Academics and Behavior

How does the context of the academic environment and setting demands relate to behavior?

What effect does instructional level have on behavior?

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The ABC’s of Behavior:

A = Antecedent

B = Behavior

C = Consequence

Understanding the function of behavior is the first step in changing the behavior

Understanding comes from repeated observation of: A—(stimulus before the behavior) B—(the observable and measurable act) C—(what occurs after the behavior that serves to maintain or

increase frequency of the behavior)

Functions of Behavior

The purpose or reason the behavior occurred

Why is it important for us to know the function/purpose of the behaviors of concern?

Get Avoid

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Creating Change

in order to get

or Incremental Change

to change

in order to get

or Deep Change

Bui

lds

over

tim

e

to change

What How

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So Let’s Reflect on This…

What are the current beliefs about behavior within the district/school?

How do you know? (give examples)

Which beliefs would you keep?

Which beliefs you change?

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So Why School-wide PBS?

Why does Manchester need School-wide PBS? District

School

What is the goal for implementing School-wide PBS in Manchester?

What student outcomes does Manchester hope to address?

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PBS School-wide Needed When:

Academic and social behavior goals not being achieved

High rates of problem student behavior, resulting in loss of academic time

Lack of universal procedures in schools to address problem behaviors

Families and the community are dissatisfied with the school’s response to problem behavior

Teachers express dissatisfaction with the current school-wide discipline plan

Results of School-wide PBS

When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning.

All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners.

Schools that have implemented school-wide PBS programs have seen: 1/3 reduction of office referrals 2/3 reduction of suspensions and expulsions An increase in attendance An increase in staff and student morale

(Washburn, Burrello, & Buckman, 2001)

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How Does PBS Fit with….

Responsive Classroom

Character Counts

Second Steps

Capturing Kid’s Hearts

Social and Emotional Learning Competencies

Self-Awareness

Social Awareness

Self-Management

Relationship Skills

Responsible Decision Making Safe and Sound: An Educational Leader’s Guide to Evidence Based Social and Emotional Learning Programs, 2002

SYST

EMS Inform

ation

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

PRACTICES

Center for Positive Behavior Interventions and Supports

(2002)

Social Competence,Academic Achievement, and Safety

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Working Smarter Activity Form

Committee/Initiative/ Work group

Purpose Target Group Membership Relation. to school imp. plan 1 = low 3 = high

Overall Priority

1 = low 3 = high

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

1 2 3 1 2 3

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Tools for Assessing School-wide PBS

My Notes on Using the SET

My Notes of Using the PBS Benchmarks

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Next Steps…….

Between now and December 14 we will…

For next time bring….

Something to Remember….

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Websites:

OSEP Center on PBIS http://www.pbis.org

FL - PBS Project http://flpbs.fmhi.usf.edu

SERC http://www.ctserc.org/pbs