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School-Wide Positive Behaviour School-Wide Positive Behaviour Intervention & SupportIntervention & Support
Working Smarter ImplementationWorking Smarter Implementation
Family of Schools
PBIS Update
Please…
• sit with your family of schools colleagues
• ensure that each work alike group is represented at each family of schools table
• 1 School Psychologist, at least 1 SLP, CYFSW and Counsellor
Thank you
SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
SCHOOL-WIDE1. 1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED INTERVENTIONPR
ACTICES
CLASSROOM1.All school-wide
2.Maximum structure & predictability in routines & environment
3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.
4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
5.Continuum of strategies to acknowledge displays of appropriate behavior.
6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
Development “Map”
• 2+ years of team training• Annual “booster” events• Coaching/facilitation support at school, district, &
regional/state levels• Regular self-assessment & evaluation data• Development of local/district leadership teams• Establishment of local specialized behavior
competence• Integration with related behavior initiatives
Role of “Coaching”
• Liaison between school teams & PBS leadership team
• Local facilitation of process
• Local resource for data-based decision making
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~80% of Students
~15%
~5%
ESTABLISHING A CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
3 Questions
Why use a School-Wide System that includes PBIS and RtI?
What are the core principles of a
School-Wide PBIS/RtI framework?
How do schools get started implementing a School-Wide PBIS framework?
History of School-Wide Behaviour Supports in British Columbia
• 1990 - EBS, Effective Behaviour Support Dr. George Sugai @ University of Oregon and team
• 1996 - PBS, Positive Behaviour Support Dr. Rob Horner @ University of Oregon and team
• 2000 - PBIS, Positive Behaviour Intervention and Supports Dr. Rob Horner @ University of Oregon and Dr. George Sugai @ University of Connecticut
• 2004 – RtI, Response to Intervention – “No Child Left Behind” Dr. Frank Gresham - @ Louisiana State University and team
In the late 1990s British Columbia Council of Administrators of Special Education (BC CASE) approached Ministry of Education to form a partnership and introduce EBS.
The Nanaimo-Ladysmith School District started EBS training with schools in 2000.
Keeping Kids Safe - K to 12BC SAFE SCHOOLS ACT states - the central
focus and purpose of the school system in BC is to enable all students to:
• develop their individual potential • acquire the knowledge skills and attitudes
needed to contribute to society• benefit academically & socially from a safe,
caring and orderly learning environment
BILL M 204 -- 2006 - SAFE SCHOOLS ACTSafe, Caring and Orderly Schools Guide – 2008 Revised
Links to PBIS and Virtues Project
Prevent Youth Violence & Gangs
Some RISK FACTORS are…• History of early aggressive
behaviour• Violence in the family• Parental drug/alcohol abuse• Poor social-emotional
attachment to parents and caregivers
• Social-cognitive deficits• Peer engaged in high risk
behaviours – gangs, bullying, date violence
• Beliefs supportive of violence• Low commitment to school• Academic failure
RECOMMENDATIONS are…• Change social context to break
up antisocial networks• Improve parent effectiveness• Increase academic success
through interventions and support
• Create positive, respectful, predictable, & trusting school environment/climate is important for all students
• Create a system that reduces gangs, bullying and violence
• Teach & encourage individual skills & competence
TASK Force: BC Ministry of Public Safety, Solicitor General & Ministry of Education 2006 Recommend implementing a School-Wide Behaviour Support System
Teach to ALL
~80% of Students
~15%
~5%
WHAT INTERVENTIONS DO YOUR FAMILY of SCHOOLS HAVE IN PLACE ?
TARGETED INTERVENTIONS• • • • •
INTENSIVE INTERVENTIONS • • • • • •
UNIVERSAL INTERVENTIONS• • • • • ___________________Family
1
Teach to ALL
~80% of Students
~15%
~5%
WHAT INTERVENTIONS and SUPPORTS DO YOUR FAMILY of SCHOOLS NEED ?
TARGETED INTERVENTIONS• • • • •
INTENSIVE INTERVENTIONS • • • • • •
UNIVERSAL INTERVENTIONS• • • • • ___________________Family
2
Teach to ALL
~80% of Students
~15%
~5%
POSSIBLE PBIS INTERVENTIONS and SUPPPORTS
TARGETED INTERVENTIONS• Check in/out system• Targeted social skills instruction• Peer-based & Volunteer supports• Social skills groups- Boy/Girl Talk• Counselling student & parents
INTENSIVE INTERVENTIONS • FBA - BSP – ESP - Assessment• Wrap-Around- Meetings• Referral to CYMH/MCFD/VIHA• Involvement of Probations• Restorative Justice- J. Howard Society
UNIVERSAL INTERVENTIONS• Teach S-W positive expectations• Reinforcements - Data analysis • Newsletter & Parent engagement• Supportive programs: Virtues, Friends, WITS/LEADS, • Cyber Safety & Bully Prevention
A School-Wide System that includes PBIS and RtI uses…
Common Vision/Values
Common Language
Common Experience
PBIS / RtIEffective
Social & AcademicSchool Culture
PBIS is NOT…
• new…it is based on long history ofbehavioural practices & effectiveinstructional strategies• a specific practice or curriculum…itis a systems approach that develops a framework to prevent problem behaviours• limited to any particular group ofstudents…it is for all students
Positive Behaviour Interventions and Supports (PBIS/RtI) is…
• a proactive systems approach to discipline that emphasizes early intervention, prevention and instruction of social skills.
• a multi-tier framework that helps create a better climate for the entire school.
• a systematic and data-based method for identifying, defining, and resolving students academic and/or behavioural difficulties.
• a well-integrated system of interventions guided by student outcome data.
• a data based decision making system to reduce problem behaviours and increase academic performance
Think Universal InterventionThink Targeted Group Interventions
Think Intensive Individual Interventions
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive Interventions• Individual Students• Assessment-based• High Intensity• Prolonged interventions
Intensive Interventions• Severe High-Risk Challenges• Individual Students• Assessment-based & Specialized• Intense, durable procedures
Targeted Interventions• Some students (at-risk)• High efficiency• Rapid response• Standard protocol reading & mathinterventions• Small Group • Some Individualizing
Targeted Interventions• At-Risk Challenges• Some students • High efficiency• Rapid response• Small Group Interventions• Some Individualizing
Universal Interventions• All students• Effective core academic instruction• Preventive, proactive
Universal Interventions• School-Wide• All settings • All students• All staff• Preventive, proactive• Involves parents & Community
Academic Systems Behavioural Systems
Multiple Tiers Implemented Through Progress Monitoring and Formative Evaluation
(PBIS - Sugai, Horner, & RtI Gresham)
School-Wide Systems for Student Success
Green Zone: Universal Interventions for ALL
1. School rules and expectations1. School rules and expectations
2.2. Helping students to create a Helping students to create a consistent schedule/routine consistent schedule/routine while learning while learning
3.3. Monitoring/supervising Monitoring/supervising students in a caring school students in a caring school climateclimate
~80% of Students
Yellow Zone: Targeted Interventions at
School
1. Check in - Check out
2. Targeted group interventions
and positive peer influences
3. Collaborative Planning and Conflict Resolution Tools
~15%
Red Zone: Intensive Interventions at
School1. Mentoring – School and Community based 2. Behavioural Contracts – FBA, BSPand ESP
3. Inter-agency – Wrap-aroundMeetings
~5%
SYSTEMS
PRACTICESDATA
DATAMeasure OutcomesGuide Decision MakingEvaluation of Interventions and PracticesPortable Office Referral FormDistrict Data Collection System
PRACTICESBest Practices and InstructionCool Tools –Lessons, Programs and StrategiesBP- PBIS and RtI
SYSTEMSPolicies & ProceduresCode of ConductDecision MakingMatrix – Settings and ExpectationsContinuum of ReinforcementConsistent Consequences
The 4 Core Principles of PBIS/RtI are…
OUTCOMESEndorsed and Emphasized byALLAcademic and BehaviouralTargets
1. School will form PBIS Leadership team
2. PBIS Leadership Team hasadministrator’s involvement and commitment 80% of staff committed
3. Staff develops effective procedures for dealing with problem behaviours as a team
4. PBIS Leadership Team develops positive expectations using school rules
5. PBIS Leadership Team develops lesson plans for teaching expectations and rules in all areas; first in common areas – year 1 next in the classroom – year 2
6. Staff establishes acknowledgement system
7. PBIS Leadership Team develops procedures for on-going data-based monitoring & evaluation with staff
Getting started…
PBIS Working Smarter Training Coaches coaching Coaches
Key Components – assist schools with:
1. Adopting a School-Wide belief of Universal Expectations – For all Students and Staff
2. Developing a Matrix of Expectations – For all Settings
3. Developing Cool Tools – Teaching Lessons for behaviour expectations
4. Investing in Reinforcement/Recognition System – Tickets, Bucks, Beemers and Gottchas
5. Developing a Portable Office Discipline Referral System – Data collection system and progress monitoring
1. Representative of demographics of school and community
2. 1-2 individuals with behavior/classroom management competence
3. Administrator active member
4. Schedule for presenting to whole staff at least monthly
5. Schedule for team meetings at least monthly
6. Integration with other behavior related initiatives and programs
7. Appropriate priority relative to school and district goals
8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.
9. Schedule for annual self-assessments1. EBS Self-Assessment Survey
2. Review Office Discipline Referrals
3. Benchmarks of Quality
4. School-wide Evaluation Tool
10. Coaching support (school and/or district/region)
STEP 1 - Establish Team Membership
1. Positively stated
2. 2-3 sentences in length
3. Supportive of academic achievement
4. Contextually/culturally appropriate (e.g., age, level, language)
5. Comprehensive in scope (school-wide – ALL students, staff, and settings)
6. Agreement by >80% faculty and staff
7. Communicated to stakeholders (e.g., families, community members, district administrators)
8. Included in school publications (e.g., handbook, posters, newsletters)
STEP 2 – Develop Behavior Purpose Statement
1. Linked to social culture of school (e.g., community, mascot).
2. Considerate of social skills and rules that already exists.
3. 3-5 in number
4. 1-3 words per expectation
5. Positively stated
6. Supportive of academic achievement
7. Comprehensive in scope (school-wide – ALL students, staff, and settings)
8. Mutually exclusive (minimal overlap)
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Agreement by >80% faculty and staff
11. Communicated to stakeholders (e.g., families, community members, district administrators)
12. Included in school publications (e.g., handbook, posters, newsletters)
STEP 3 – Identify Positive SW Expectations
1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)
2. Considerate of lessons that already exists.
3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.
4. Teach social behavior like academic skills.
5. Involvement by staff, students, families in development
6. Contextually/culturally appropriate (e.g., age, level, language)
7. Schedule for initial instruction in natural and typical contexts
8. Schedule for regular review, practice, and follow-up instruction
9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings
10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings
11. Procedures for providing instruction to new faculty, staff, students
12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)
13. Agreement by >80% faculty and staff
14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations
16. Included in school publications (e.g., handbooks)
STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations
1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations
1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations
1. Specification of Definitions for Violations of School-wide Behavior Expectations
a. Contextually appropriate labels/names
b. Definitions represent continuum of severity (e.g., minor, major, illegal)
c. Definitions comprehensive in scope (school-wide)
d. Definitions in measurable terms
e. Mutually exclusive (minimal overlap)
2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations
a. Agreement regarding office staff versus teacher/staff responsibilities
b. Office discipline form for tracking discipline events
c. Agreement regarding options for continuum of consequences
d. Data decision rules for intervention and support selection
STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations
STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont.
3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)
b. Schedule for teaching to students and staff members
c. Schedule for regular review of use and effectiveness
d. Procedures for providing orientation to new faculty, staff, students
e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)
f. Agreement by >80% faculty and staff
g. Included in school publications (e.g., handbooks)
h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.
i. Schedule and procedures for regular review and enhancement of acknowledgements.
j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
k. Included in school publications (e.g., handbook, posters, newsletters)
l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations
1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls,
behavior incident reports).
b. Data collection procedures regularly checked for accuracy of use
c. Data collection limited to information that answers important student, classroom, and school questions
d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline
e. Decision rules for guiding data analysis and actions
f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
g. Data system managed by 2-3 staff members
h. No more than 1% of time each day for managing data system.
i. Efficient, timely, and graphic displays of data
2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step
7).
b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)
c. School-wide procedures for processing or responding to violations of behavior expectations.
d. Efficient and user-friendly procedures for inputting and storing information
e. Efficient and user-friendly procedures for summarizing and analyzing information.
f. Efficient and user-friendly procedures for producing visual displays of the data.
g. Procedures for presenting data to staff on routine basis.
h. Procedures for making decisions and developing actions based on the data.
STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders– Administrative responsibility
“GOLDEN PLUNGER”• Involve custodian• Procedure
– Custodian selects one classroom/ hallway each week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
“1 FREE PERIOD”• Contributing to a safe, caring,
effective school environment• Procedures
– Given by Principal– Principal takes over class for one hour– Used at any time
“G.O.O.S.E.”• “Get Out Of School Early”
– Or “arrive late”• Procedures
– Kids/staff nominate – Kids/staff reward, then pick
“DINGER”• Reminding staff to have
positive interaction
• Procedures– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
SETTINGAll
Settings Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Play safe.Include others.
Share equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up
after self.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.Clean up
eating area.
Push in chairs.
Treat books carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
PBIS Matrix – What is it?
Walk.
Walk.
Use normal - inside voice.
Keep to the right.
Use normal - inside voice.
Keep to the right.
Pick up litter.
Maintain physical space.
Pick up litter.
Maintain physical space.
School-WideExpectations
PBIS in schools this year 2010-2011
Barsby, Bayview, Brechin and Quarterway attended the Connections Conference Nov. 2010.
Brechin and Quarterway revisited their: matrix, visuals, universal lessons, parent PBIS and office referral system.
Barsby and Bayview revisited their matrix and expectations.
Brechin established a data system that will be shared with the district.
Ecole Quarterway School Climate Matrix
Hallway Washroom
School Yard
Assembly Classroom Inside for
Recess
Field Tripswithin
Community
e-PBIS
RESPECTFUL
QuietStay in lineWalk with eyes front, hands to side, feet quiet
Be quietStay private
Take turnsShare the playgroundListen to Supervisor
Enter quietlyListen with whole bodyAppropriate applause & audience participationSit properly
Listen to person speakingRaise hand & waitGet up at appropriate timesInside voices
QuietTake turnsShare
Listen to facilitatorBe extra politeRaise hand & wait
Cell phones turned off during the dayMessages are handled through office
RESPONSIBLE
Keep rightHands to selfUse correct entrance/exit
Use correct washroomGo straight there and backFlushReport concerns to teacher
“Think before you act”Use garbage cansHelp those in needLine up promptly at bell
Hands to selfUse washroom before / after performance
Be on timeBe preparedTake care of belongingsNeat & tidy
Choose a quiet activityClean up when you’ve finished or when the bell rings
Return permission slips on timeBe a good ambassador for our school
Turned off unless permitted by teacher for education-al purposesAppropriate content (song lyrics, images)
SAFE
WalkEyes forwardBe polite, stay to right
Practice proper hygiene by washing hands with soap
Play in designated areasReport all unsafe situationsMeeting place
Follow teacher direction Use all 4 exit doors
WalkSit appropriatelyKeep hands and feet to selfFollow classroom rules
Stay where you are for the entire timePermission for washroom given by supervisor only
Stay with the groupListen to teacherFollow rules
Visit only teacher- approved internet sitesPhotograph and record only with prior consent
EXPECTATIONS
THE QUARTERWAY e-COUGAR
SOCIAL RESPONSIBILITY
PBIS stands for ―Positive Behaviour Interventions and Supports. Quarterway children have heard lots about PBIS. PBIS is effective because children are explicitly taught expectations in terms of behaviour at school and the expectations are reinforced consistently. The Quarterway PBIS matrix is posted on our website. Here’s what PBIS might look like in your home:
1) Keep Your Expectations Realistic It is important for you to know and understand your
child’s abilities and limitations. When you expect too much or too little from your child it can lead to problems and frustrations for you both.
2) Plan Ahead Try to anticipate what your child may do or need in
various situations. Make sure that you plan ahead to set your child up for a successful experience. ―Hope for the best, but plan for the worst. Always have a back-up plan!
3) Clearly State Your Expectations in Advance Some undesirable behavior occurs because your child can’t
act differently, other times it occurs because your child simply doesn’t want to act differently. Either way it helps for you to remember that your child cannot read your mind. Be sure to give your child one clear instruction so that he knows what it is that you want him to do.
4) Offer Limited, Reasonable Choices Most children are not born with the built-in ability to make
decisions and then accept the consequences. In order for your child to learn to take personal responsibility they will need plenty of support and practice.
5) Use ―When…Then Statements A ―when…then statement is a simple instruction that tells your child what he or she must do in order to earn a desired consequence. This is also known as
contingency statement. — Positive Solutions for Families
Brechin Elementary School Minor ___ Portable Referral Form Major___
Time__________ Date__________ Grade_______
Student(s) Involved _________________________
Reporting Staff Person ______________________
Incident__hands on __offensive language/gesture__lying __intimidation/bullying__defiance __physical aggression/fighting__disruptive behaviour __non-participation__disrespect __other
Location__hallway __outside dismissal/arrival__playground __restroom__classroom __library/lab__Support room __gathering__DPA__other______________________
Action Taken__redirection__loss of privilege__physical proximity__parent contact__warning date________________time-out in class__think sheet__Support Room
__parent conference__community (school) service date__________________problem solving/discussion
Administrative Response__private conference
__alternative placement__time-out__support room__loss of privilege
__parent conference__suspension
__community (school) service__referral sent homeDate______________
Administrative Signature__________________
1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls,
behavior incident reports).
b. Data collection procedures regularly checked for accuracy of use
c. Data collection limited to information that answers important student, classroom, and school questions
d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline
e. Decision rules for guiding data analysis and actions
f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
g. Data system managed by 2-3 staff members
h. No more than 1% of time each day for managing data system.
i. Efficient, timely, and graphic displays of data
2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step
7).
b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)
c. School-wide procedures for processing or responding to violations of behavior expectations.
d. Efficient and user-friendly procedures for inputting and storing information
e. Efficient and user-friendly procedures for summarizing and analyzing information.
f. Efficient and user-friendly procedures for producing visual displays of the data.
g. Procedures for presenting data to staff on routine basis.
h. Procedures for making decisions and developing actions based on the data.
STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring
What does SWPBS look like? • >80% of students can tell you what is expected of them & give
behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for addressing
problem behavior.• Data- & team-based action planning & implementation are
operating.• Administrators are active participants.• Full continuum of behavior support is available to all students
Action Planning: Guidelines
• Agree upon decision making procedures• Align with school/district goals.• Focus on measurable outcomes.• Base & adjust decisions on data & local contexts.• Give priority to evidence-based programs.• Invest in building sustainable implementation
supports (>80%)• Consider effectiveness, & efficiency, relevance, in
decision making (1, 3, 5 rule)
Focus for 2011 - 2012• District PBIS Team to work with 10 schools• Schools coming on board to take 2 to 4 year to
full 3 tier Implementation• School Coaches coaching Coaches of 10 new
schools implementing PBIS• District linking PBIS to:
NVCI District Training and VIU Bully Prevention and Cyber Safety Electronic PBIS ( e-PBIS) Restorative Justice – Volunteer & Community Forum
Wednesday - June 8, 2011PBIS School
Teams Working Smarter Implementation Training
• Registration Form to be sent to schools by May 25, 2011 – first 10 schools to register
• Invitation will be sent to all schools, District Counsellors and CYFSW• Schools come as a team and encourage their Counsellor and CYFSW to attend as
part of your team
• 3 TOCs per school for the ½ day session from 8:30am to 11:30am1 TOC for TIC if needed2 TOCs for teachers that will be the school coaches
PBIS Moving Forward Working Sessions• Follow up working hands-on sessions for School Coaches
September – Developing your School-Wide Matrix and Cool Tools October – Reinforcements and Data Collection
(Schools will receive a district data collection program)
ResourcesWebsiteswww.pbis.org Technical Assistance Center on Positive behavioural
Intervention and Supports School-wide Positive behaviour Support Implementers’ Blueprint and Self-Assessment
http://bcpbs.wordpress.com/ This site is dedicated to supporting, sustaining and
celebrating the efforts of British Columbia schools and districts in their School-wide Positive Behaviour Support efforts.
http://www.lostatschool.org/This site includes information about the Collaborative
Problem Solving Model by Dr. Ross Greenewww.bced.gov.bc.ca/sco/Safe, Caring and Orderly Schools Guidewww.pssg.gov.bc.ca/crimeprevention/.../crime-prev-
series1-youth-gangs.pdfThe Ministry of Public Safety and Solicitor General,
Victim Services and Crime Prevention Division funded the Promising Practices for Addressing Youth Involvement in Gangs
http://jhsnr.org/programsRestorativeJustice.htmlRestorative Justice Program. Nanaimo RegionJohn Howard Society and the Nanaimo -RCMP
District Resource Centre• PBIS, Getting Started Handbook -70918-01/02
• Understanding Response to Intervention - 70909-01/02
• Response to Intervention, A Practical Guide - 70909 -01/02
• Handbook of Response to Intervention – 70979
• Discipline with Dignity for Challenging Youth - 70717• Kids Who Outwit Adults - 70718• The Explosive Child – 70791• Orchestrating Positive and Practical Behaviour Plans - 70972 • WITS Program Kit – 72705This kit includes WITS – K to 3 and WITS-LEADS 4 to 7
The kit was developed by the Rock Solid Foundation to help kids develop appropriate social skills for handling conflicts.