Positive Behaviour for Success (PBS)
Universals Pre-Training Session 2012
Positive Behaviour for Success Illawarra South East Region
School-wide PBIS
Acknowledgement: National Technical Assistance Centre for PBIS
(University of Oregon)
Professor Tim Lewis, & Professor Lori Newcomer
University of Missouri
www.pbis.org
• Context and definition• Key elements of PBS
• The continuum• The process• School-wide systems• Non-classroom systems
• Data Based Decisions• PBS Team• Effective Behaviour Survey (EBS)• Coaches
AGENDA (Pre-training)
School-wide PBS:a definition
PBS is a decision making framework using evidence-based academic and
behavioural practices to improve important academic and social
outcomes for all students.
PBS=PBIS=PBL=PBEL
• Proactive and Preventative• Consistent definitions and teaching of positive
social expectations• Acknowledgement, reward of positive
behaviour• Continuum of consistent consequences for
problem behaviour• Data is used for decision-making• Principal Involvement and support
What is School Wide PBS?
Evidence-based features of school-wide PBS
SYST
EMS
PRACTICES
DATASupportingStaff Behaviour
SupportingDecisionMaking
SupportingStudent Behaviour
OUTCOMES
Social Responsibility &Academic Achievement
Not limited to anyparticular group of
students…it’sfor all students
Not new…it’s based onresearch and a long history of
effective educationalpractices & strategies
PositiveBehaviour
for Success
Not specific practice or curriculum…it’s a
frameworkfor preventing
problem behavior and encouraging
pro-social behaviour
1. Build systems that make it easier to teach
2. Create environments that encourage (rather than discourage) pro-social behaviour
3. Teach all students what is expected
4. Provide a continuum of behaviour and learning support to students who need more support to be successful
School-wide Positive Behaviour for Success Goals
Academic Systems Behavioural Systems
1-5%1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures
Targeted Group Interventions• Some students (at-
risk)• High efficiency• Rapid response
Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Universal Interventions• All students• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Designing school-wide systems for student success
Establish a PBS team Mission Statement: Statement of purpose Values: Clearly define expected behaviours Matrix: Teaching and practising expected
behaviours Rewards System: Procedures for
encouraging expected behaviours Referrals/Consequence System:
Procedures for discouraging problem behaviours
Data: Procedures for record-keeping and decision making
Universal Implementation Essential Features
Structure to include representatives from all stakeholders Principal (mandatory) Stage/Grade/Faculty/Executive
representation SLSO Parent Community representative (s) Learning Support Team reps PBS Coach
Team Membership
Obtain, support and maintain staff commitment Develop annual school-wide Action Plan Maintain parent participation and input Communicate to all stakeholders Implement, monitor and evaluate;
Data Systems Practises
Responsibilities of the PBS Leadership Team
All participants are responsible and accountable for the success of the meetings• Chairperson • Recorder• Data-base manager• Communication coordinator• Time keeper• Sub-committees as needed
(Names of staff to be decided and brought to first training session)
Preparation Task 1 Allocation of Team members
• Establish a regular meeting schedule for the PBS team (a minimum of monthly)
• Establish a standard system for communicating information within the committee and among staff
• Develop regular opportunities for training on key PBS strategies
• Develop strategies to share information with parents and community
Initial Team Action PlanPBS Team
1. All staff to complete EBS (Effective Behaviour Survey)
2. Analyse EBS results and graph data3. PBS team to discuss EBS results
with staff and bring results to first training session.
Preparation Task 2EBS Survey
Survey staff regarding:• The top 5 behavioural challenges they
are facing (non-classroom)• Identify locations
Examples:• e.g. running - hallways • Fighting - playground, • Noise Level canteen etc
Preparation Task 3Surveys and Data Collection
Preparation Task 4Documents to bring to training
1. Student Welfare \ discipline policy2. Learning Support team policy3. Example of your discipline referral forms4. Copy of student reward / awards system5. Map of school6. Suspension data7. Attendance data8. School behaviour location summary
Assessment / Evaluation Tools
Effective Behaviour Survey (EBS)
An internal self-assessment tool which assesses the extent to which PBS systems, data and practices and are in place in:
• School-wide• Non-classroom• Classroom• Individual Student Systems
SYST
EMS
PRACTICES
DATA
OUTCOMES
What is the EBS Survey?
Self-assessment survey to assess the extent to which PBS systems, data and practices are in place within a school
School-wide Non-classroom (Specific Setting) Classroom Individual Student
Why use the EBS Survey?
1. Annual action planning
2. Internal decision making
3. Assessment of change over time
4. Awareness building of staff
5. Team validation
Who completes the EBS Survey?
• The entire school staff complete the EBS Survey.
How is the EBS Survey completed?
Complete the survey independently Schedule 20-30 minutes to complete
the survey Base your rating on your individual
experiences in the school If you do not work in classrooms,
answer questions that are applicable to you
School-wide Systems
Current Status
Feature
Priority for Improvement
In
Place
Partial
in Place
Not in Place
School-wide is defined as involving all students, all staff, & all settings.
High
Med
Low
1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.
2. Expected student behaviours are taught directly.
3. Expected student behaviours are rewarded regularly.
4. Problem behaviours (failure to meet expected student behaviors) are defined clearly.
5. Consequences for problem behaviours are defined clearly.
Scoring the EBS
Mark (i.e., “” or “X”) on the left side of the page for current status and the right side of the page for the priority level for improvement
For each feature of current status that is rated as partially in place or not in place, rate the degree to which the priority level for improvement is needed (i.e., high, medium, low)
Summarise survey results on a blank survey by tallying all individual responses for each of the possible six
choices
Current Status
Feature
Priority for Improvement In Place
Partial
in
Place
Not in Place
School-wide is defined as involving all students, all staff, & all settings.
High
Med
Low
1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.
2. Expected student behaviors are taught directly.
Scoring the EBS
EBS School-Wide Systems Spreadsheet
EBS Non-classroom Systems Spreadsheet
See Support Documents in training pack
The purpose of establishing a region-wide network of PBS coaches is to create a core group of skilled school professionals who have:• Fluency with PBS systems and practices• Capacity to sustain teams in efforts to
implement PBS systems and practices
PBS Coaching
• Team sustainability• Hands-on technical assistance• Problem solve• Support network• Local coordination of resources
Why coaches?
• Attend and participate in Coach and Team Network VC presentations
• Attend school team training events with assigned
team
• Maintain record of school’s implementation
• Complete and send regular reports to PBS
Regional team
• Provide feedback to PBS school leadership team
What do coaches do?
• Each school will nominate a
teacher/executive with an interest in being
trained as a coach (1 day)
• Coaches provide external support to a
nearby PBS school.
• A key role of coaches is to administer
evaluation tools in conjunction with
Regional support.
School Coach Requirement
Universals Training
• Mission Statement• Values
Where to next?
Where to next?
Matrix – Example
Define and display Values
Displaying expectations in all settings
What practice could achieve what we want to see efficiently and
effectively?
Practices
Physical changes to the school
environment
Safety Award
Responsible Award
Awards are linked to school-wide expectations