Wa pbs team workbook day 1 and 2 version march 20 2013

These training materials were adapted from the Missouri Schoolwide Positive Behaviour Support Team Workbook (2011-2012) who have worked in partnership with the Office of Special Education Programs (OSEP) Center on Positive behavioural Interventions and Supports (PBiS) Adapted for WA PBS by S.Telfer Version March 2013

Positive Behaviour Support

Team Workbook: Tier 1

Day 1 and 2

2013

Page | 2 Credits [DO NOT DELETE]: Missouri Schoolwide Positive Behaviour Support and the OSEP Center on Positive Behavioural Interventions and Support Adapted for WA PBS by S.Telfer Version March 2013

How Should I Use this Workbook?

The purpose of this workbook is to provide school teams in Western Australia with a practical resource guide for implementing Positive Behaviour Support (PBS) in their school. It aims to provide PBS schools with information, tools and local examples of evidence based approaches to behaviour management and its effectiveness in terms of improving student behaviour, learning and school safety. New materials and additional information on specific topics will be supplied to schools at PBS team training days 3 and 4.

It is important to stress that this workbook is a reference tool. It does not replace the need for process support from a coordinator or coach who is experienced with change management in schools, behaviour science, and PBS data, systems and practice. The information presented in this workbook will assist the ‘coach’ to develop independence in the school leadership team as they develop their skills and understanding of the PBS implementation framework. Through the initial PBS Awareness Workshop, your school staff was provided with an overview of the WA PBS Seven Essential Components and the emphasis on teaching proactive and effective social/behavioural skills. The teaching of these skills to staff and students is based on the same instructional strategies you use to teach academics, so will not require staff to learn a separate set of skills. What it will require is a fundamental change in thinking for some staff so that social behaviour is viewed as a set of skills that should be clearly defined, encouraged, valued, taught and remediated. How your team will lead the staff in creating a school culture where this thinking is the norm will be a key component of your team training. We look forward to working with your school PBS leadership team and supporting your progress not only in PBS but also in your outcomes for the staff and students in your community. PBS Implementation Outcomes Schools using this approach will:

Implement a PBS school-wide approach to behaviour.

Develop sustainable systems to support their staff to manage student behaviour.

Develop, analyse and monitor data about student behaviour and school effectiveness and identify targets for improvement.

Select evidence based interventions based on sound psychological theory.

Build on and integrate a range of existing strategies into sustainable improvement in behaviour, learning and safety.

A Note on Implementation Fidelity

When a practice or program is implemented as intended by the researchers or developers, this is referred to as fidelity of implementation

Research shows that when programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield results that are two to three times higher. (Durlak & DuPre 2008)


Table of Contents

Page

Introduction

o Frequently Used Acronyms o Developing a Common Philosophy o National Safe Schools Framework o What is PBS

Positive Behaviour Support Overview

o Data, Practices and Systems o Three Levels of Intervention

Positive Behaviour Support Essential Components

Component 1: Leadership

o Administrator Support, Participation and Leadership o Team Operating Procedures o Developing a Purpose Statement o Team Roles and Responsibilities o Developing Team Norms o Leadership Team Meeting Agenda o Developing an Operational Plan o Communication Systems o Tier 1 Implementation Ladder o Working Smarter Matrix

Component 2: Defining Expected Behaviour

o Expectation Guidelines o Develop Visuals o Poster Competition Letter o The Behaviour Matrix


Positive Behaviour Support Establishing a positive, proactive school-wide behaviour management practice is a necessary first step for enabling schools to achieve the educational goals of all students. Positive Behaviour Support (PBS) also known as SWPBS, supports the development of an approach based on the underlying principles of decision making guided by data, the establishment of effective school wide routines and consistent responding to behaviour, both positive and negative. PBS is a research-based process that, when correctly implemented, is proven to create safer and more effective schools. PBS relies on organisational change strategies to improve the social culture, learning and teaching environment in schools, and to provide the individual behaviour supports needed to achieve academic and social success for all students. Schools implementing PBS build on existing strengths, complimenting and organising current programming and strategies. Positive Behaviour Support is not a curriculum, a program or an intervention. It differs from any program currently in place in that it is a whole school approach to improvement.

. The WA PBS Team Training program guides the members of the PBS leadership team in the implementation of the seven essential components that make up the WA PBS framework. The 7 components are;

1. Leadership 2. Defining expected behaviour 3. Teaching expected behaviour 4. Encouraging expected behaviour 5. Essential classroom practice 6. Responding to unproductive behaviour 7. Ongoing monitoring

These components are covered over a series of 4 x 1 day workshops. The first two of these workshops are held on consecutive days while the remaining two days are not concurrent.

To ensure that the PBS Team Training is delivered effectively, the school principal needs to make the following commitments:

School staff have attended a PBS awareness workshop.

There is >80% commitment to PBS by the staff.

The school has selected a representative leadership team to implement PBS.

The principal is a member of the school PBS leadership team.

Student behaviour / pastoral care is identified as one of the school’s top three priorities.

In addition, the school commits to:

Involvement in evaluation of the WA PBS implementation.


Frequently Used Acronyms

DoE Department of Education

EBD Emotional/behaviour disorder

IBMP Individual Behaviour Management Plan

IEP Individual Education Plan

IDP Individual Documented Plan

ODR Office Discipline Referral Guides a monthly review of ODRs that are collated and graphed. The “Big 5 Report” includes: 1) Per Day Per Month 2) Problem Behaviour 3) Location 4) Time of Day 5) Number of Students Involved

PBIS PBS PBS

Positive Behavioural Interventions and Supports -or- Positive Behavioural and Instructional Supports Positive Behaviour Support School Wide Positive Behaviour Support (also referred to as Effective Behaviour and Instruction Support – EBIS; Effective Behaviour Support – EBS)

Tier 1 Interventions Primary Universal

Schoolwide evidence informed interventions that are put in place for all students

RtI Response to Intervention

SAS Self-Assessment Survey Examines the current status and need for improvement of four behaviour support systems: (1) schoolwide discipline systems, (2) non-classroom management systems, (3) classroom management systems and (4) individual student systems.

Tier 2 Interventions Secondary

Interventions for a selected group of students

SET Schoolwide Evaluation Tool Research-validated instrument to assess and evaluate the critical features of schoolwide effective behaviour support across an academic school year. The SET helps to determine: (1) the extent to which the school is already using PBS, (2) if training and technical assistance efforts result in change when using PBS, (3) if use of PBS procedures is related to valued changes in the safety, social culture and violent behaviour in the school.

Tier 3 Interventions Tertiary

Interventions that are specifically developed for an individual

TIC Team Implementation Checklist Guides the development, implementation, monitoring and revision process for building a positive schoolwide culture. Helps to sustain efforts across time as well as through administrative and staff changes.


Informing a Schoolwide Approach

The focus is on positive behaviour for learning based on evidence based principles and practices.

Background

The Department of Education position paper: Managing Student Behaviour requires our school leaders to institute school-wide approaches to manage bullying and other behaviours that make schools unsafe or disrupt the behaviour of other students. Improving student behaviour is a priority of the Department Focus 2013: Directions for Schools. The position paper emphasises that all schools need to have systems where high standards are expected, where there is consistency across staff in the approach taken, where there is a clear code of conduct, where staff work together, where parents are involved, and where the staff use evidence to pinpoint problems and plan action. The literature around school-wide approaches to positive behaviour management provides excellent models to manage organisational change to achieve these objectives. Schools implementing these approaches develop a school-wide multi tiered framework of interventions to improve behaviour, academic outcomes and school safety. These are based on sound psychological principles. All strategies are data driven and evidence based. The DoE is encouraging schools to view behaviour in educational terms. Teaching students expected behaviours, and ensuring educational adjustments complement behaviour interventions are cornerstones of this approach. The Pipeline report highlighted the issue of disengaged students and students with low level disruptive behaviours. As well as addressing more challenging behaviours, a key strategy in Positive Behaviour Support is for schools to implement universal strategies that have been shown to maintain engagement and positive behaviour in about eighty percent of students. Positive Behaviour Support is a positive, proactive schoolwide organisational framework which utilises a change management model with the potential to address DoE priorities and result in improved academic outcomes, student behaviour and school safety.

Alignment with Department plans

This approach is in accord with the intentions of the

Behaviour Management in Schools Policy

Managing Student Behaviour DET position paper

Director General’s Classroom First Strategy

Department of Education, Focus 2013, Directions for schools.


How to Effectively Manage and Teach Behaviour in Schools

Students in our schools come from many different backgrounds and cultures that view “behaviour” differently thus we cannot assume that students know how to behave appropriately when at school. Furthermore, many of our students are making poor choices when confronted with a conflict. Consequently, we must teach our students how to behave at school to ensure that they do make better choices. PBS views inappropriate behaviour in the same manner that problems in reading or math are viewed…as a skill deficit. When a skill deficit exists, we must teach the appropriate skill. The science of human behaviour has taught us that students are not “born with bad behaviour,” and they do not learn better ways of behaving when given aversive consequences for their problem behaviours (Alberto and Troutman, 2001; Sulzer-Azaroff and Mayer, 1994; Walker et al., 1996). Successfully addressing problem behaviour requires an increased emphasis on proactive approaches in which expected and more socially acceptable behaviours are directly taught, regularly practised in the natural environment, and followed by frequent positive reinforcement. A literature review conducted by Peter Hamilton, Director, Behaviour Standards and Wellbeing and presented to Department of Education and Training State Executive (2005) found that there are ten key elements apparent in schools that are effective in managing behaviour and in teaching positive behaviours.

These elements are that schools:

Adopt a whole school approach rather than an individual classroom approach.

Are proactive rather than only reactive

Respond by helping students reflect and learn rather than relying on punishment alone.

Have teachers who act with authority in and outside the classroom rather than being endlessly flexible.

Emphasise self-discipline rather than compliance with rules.

Have good support systems for teachers that keep them responsible for managing the behaviour of their students.

Have good support systems for individual students who need it.

Are proactive in terms of parent involvement.

Use evidence in planning to improve student behaviour.

Use outside help to build the capacity of the school to solve its own problems more skilfully rather than simply to fix the immediate problem.

These elements have been incorporated into the Department’s BMIS policy. The policy states that principals are responsible for developing behaviour management approaches which: are preventative in nature; promote pro-social behaviour, student wellbeing and the development of self discipline; and focus on early intervention. It also states that schools need to develop a whole school approach to behaviour management that is underpinned by the following additional principles: appropriate curriculum and learning programs will encourage engagement; restorative and educative practices best promote positive behaviour; student behaviour must not be viewed in isolation but as part of an interaction; and evidence-based decision making, reporting, recording and appropriate referral are vital. Establishing a positive, proactive schoolwide discipline plan is a necessary first step for enabling schools to achieve their goals and responsibilities for all students. PBS supports the development of these approaches and underlying principles


Key Beliefs

Belief Statement One

Unless educational change results

in altered teacher practice in the

classroom its impact on student

achievement will not be great.

Belief Statement Two

Most educational change that is

directed towards classroom practice

fails not because the original ideas

are without worth, but because the

change is implemented so poorly.

Joyce and Showers 2002

Awareness What Was It About? What Were The Key

Ideas?

Comprehension Understand Key

Ideas? Can Do The Skill In

The Workshop?

Transfer Uses The Learning In The Classroom

Setting?

Input • Lecture/Tell • Talking

Head/Information 90% ------- 2 – 5%

Modelling/ Demonstration

• Talks/Models 90% ------- 5%

Practice And Check For Understanding

• Model/Practice/ Feedback

90%

90% 10%

Observation And Coaching • All Of The Above • Observe Me Do It And

Give Feedback

90%

90%

90%


Key Beliefs

Belief Statement Four

There is no one right way to

teach, but some are more

effective than others.

Belief Statement Three

It is sometimes easier to

behave your way into a new

way of thinking than it is to

think your way into a new

way of behaving.

Funding Visibility PolicyPolitical

Support

Training CoachingBehavioral

ExpertiseEvaluation

LEADERSHIP TEAM

(Coordination)

Local School/District Implementation

Demonstrations


National Safe Schools Framework

The National Safe Schools Framework helps Australian schools to develop effective student safety and wellbeing policies. The Australian Government collaborated with state and territory governments on the National Safe Schools Framework (the Framework) as part of a national approach to supporting schools to build safe school communities.

The Framework provides Australian schools with a vision and a set of guiding principles to help school communities be proactive in developing effective student safety and wellbeing policies. This vision includes creating learning environments which are free from bullying, harassment, aggression and violence.

The Framework was endorsed by all ministers for education through the Ministerial Council for Education, Early Childhood Development and Youth Affairs in December 2010. It was officially launched by the Hon Peter Garrett, MP AM, Minister for School Education, Early Childhood and Youth on March 2011 to coincide with the inaugural National Day of Action Against Bullying and Violence.

Vision The National Safe Schools Framework is based on the following overarching vision: All Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing.

Guiding principles The vision is supported by guiding principles for safe, supportive and respectful school communities. These guiding principles emphasis the importance of student safety and wellbeing for effective learning in all school settings.

Australian schools: affirm the rights of all members of the school community to feel safe and be safe at school acknowledge that being safe and supported at school is essential for student wellbeing and

effective learning accept responsibility for developing and sustaining safe and supportive learning and teaching

communities that also fulfill the school’s child protection responsibilities encourage the active participation of all school community members in developing and maintaining

a safe school community where diversity is valued actively support young people to develop understanding and skills to keep themselves and others

safe commit to developing a safe school community through a whole-school andevidence-based

approach

The framework also identifies nine elements in adopting a whole school approach to safety and wellbeing based on evidence-informed practices. The nine elements of the National Safe Schools Framework are:

1. Leadership commitment to a safe school 2. A supportive and connected school culture 3. Policies and procedures 4. Professional learning 5. Positive behaviour management 6. Engagement, skill development and a safe school curriculum 7. A focus on student wellbeing and student ownership 8. Early intervention and targeted support 9. Partnerships with families and community (MCEECDYA, 2011)

Further information on the NSSF can be found at:http://deewr.gov.au/national-safe-schools-framework-0 Many schools adopt a positive approach; however PBS goes a step further by incorporating these positive strategies into a framework for school improvement. This framework guides the process of selection, integration, and implementation of the best evidence-based academic and behavioural practices for improving important academic and behaviour outcomes for all students.

http://deewr.gov.au/national-safe-schools-framework-0


How has childhood changed?

Partner Activity

Team Activity

How are kids different today? How are they the same?

How was your childhood different from kids today?

There are five main areas that have experienced marked changes over the past 30-40 years which may explain the increases in problems for children and youth:

Demographic Changes

Economic Changes

Women in the Workforce

Changes in Family Structures

Increased Consuming Technologies

Fiona Stanley, Sue Richardson and Margot Prior (2005)


What are some of the challenges facing schools today? Schools today are facing intense scrutiny and are under tremendous pressure for improvement. Colvin (2007) suggests that there are several major issues that place significant demands on schools.

Increasing Diversity of Students Our schools are becoming increasingly ethnically, culturally, socially and economically diverse. Despite 20 years of economic growth, many people in Australia do not have at least a decent basic standard of living. The recently released ‘Poverty and Inequality in Australia’ report shows that in Australia, one in eight people, including one in six children, were living at or below the poverty line. This equates to 2,265,000 people (12.8% of all people) and significantly includes 575,000 children (17.3% of all children) who were living below the poverty line. (Australian Council of Social Service, 2012)These students bring educational, social and familial problems schools are expected to overcome. (Walker, Colvin & Ramsey)

Students with Special Needs Increasing proportions of our youth have complex diseases such as asthma, diabetes, intellectual disabilities and particularly psychological problems such as depression/anxiety, suicide and eating disorders. Possibly the most worrying trend is the perceived dramatic increase in a range of behaviour problems such as attention deficit disorder, hyperactivity and dangerous activities such as substance abuse. (Stanley, Richardsopn & Prioir, 2005) Even though these students represent a small proportion of our schools’ enrolment, they typically account for more than 60% of the discipline problems, disrupt learning, and consume significant amounts of teacher and administrative time. (Sugai, Sprague, Horner & Walker 2000; Taylor-Green et al., 1997) These students place high demands on staff, requiring carefully planned, individual support.

Growing Student Alienation With the increasing diversity and changes in home structures, teachers report that some students have a diminished respect for role-bound authority and a limited value for education. Alienation is one of the factors contributing to students dropping out of school. (Scanlon & Millard, 2002) Educators are challenged to find interventions necessary to address reluctant students, including revising curriculum, academic and behaviour support, staff professional learning and parent/community supports.

School Accountability for Academic Performance


What is Positive Behaviour Support?

Since its inception, PBS has developed into a framework that can be used by any school to help improve the social and learning behaviours of students and decrease disruptions that interfere with instruction. The PBS model has been successfully implemented in thousands of schools, resulting in reductions in disciplinary interventions and increases in academic achievement. School Wide Positive Behaviour Support: • Addresses the behavioural needs of all students with proven, easy to implement strategies. • Allows the school to create the “right fit” for them, so that practices are appropriate to the context and sustainable over time. • Is doable and does not have to overwhelm staff given the limited time and resources that schools generally experience. • Is affordable. • Helps to create a positive school climate.

• Results in increased time for instruction and fewer disciplinary incidents.

PBS is not a curriculum, intervention or practice, but is a decision making framework that guides selection, integration, and implementation of the best evidence based academic and behavioural practices for improving important academic and behaviour outcomes for all students. It is a prevention model, based on the premise that all students can benefit from well implemented, evidence-based practices for improving student behaviour. PBS provides a comprehensive framework that can be used by any school to design their own system of behavioural supports for all students. It also provides informed decision making, based upon data analysis that guides the process of assessing student needs

and providing additional levels of behavioural support to students in need. The following principles are used to guide decisions and actions when implementing PBS:

Establish school discipline as an instrument for academic and behaviour success

Consider and implement schoolwide practices and systems for all students, all staff, and all settings

Emphasise prevention

Utilise research-validated practices, interventions, and strategies

Integrate initiatives, programs, and interventions that have common outcomes

Build and sustain a continuum of behaviour support

Coordinate efforts with a schoolwide leadership team

Use data to guide decision making

Make decisions that are linked to important and measurable outcomes

Evaluate continuously

Emphasise an instructional approach to behaviour management

Adapt products, activities, actions, etc. to align with cultural and demographic characteristics of the local community.

PBS applies evidence-based approaches, practices and strategies for all students to increase academic performance, improve safety, decrease problem behaviour, and establish a positive school culture. Schools implementing PBS build on existing strengths, complementing and organising current programming and strategies. PBS provides an organisational approach or framework for:

improving the social behavioural climate of schools

supporting or enhancing the impact of academic instruction on achievement

increasing proactive/positive/preventive management while decreasing reactive management

integrating academic and behaviour initiatives

improving support for all students, including students at risk and students with emotional behavioural disabilities (EBD)


Why ‘Getting Tough’ Doesn’t Work The Traditional View of Discipline

Approaches to behaviour management in schools often rest on authority, coercion, exclusion and regulation. These traditional and reactive approaches to discipline represent the challenge that schools face in relation to the resilience of particular practices and beliefs about problematic student behaviour, despite evidence of their ineffectiveness. When educators are asked to define discipline, a common response is ‘punishment for rule breaking behaviour.’ Schools traditionally have developed a list of prohibitive rules and a series of increasingly severe punishments for students who are unable to follow these rules. Attempts to respond to challenging behaviour in schools often result in an over reliance on the use of aversive and exclusionary consequences. For example, teachers respond to chronic problem behaviour by increasing their use of verbal reprimands, loss of privileges, and exclusionary consequences. If student behaviour does not improve, school systems increase their reactive responses by establishing zero tolerance policies, increasing surveillance and excluding students from school. Justification for the increased use of reactive management strategies is based on the erroneous assumption that the student is ‘inherently bad’ and ‘will learn a better way of behaving next time’. This over reliance on reactive management practices is a predictable outcome because teachers, parents and school administration experience an immediate reduction or removal of the problem behaviour when they use strong aversive practices. Having experienced a reduction and relief from the student problem behaviour, they are more likely to use reactive management practices when future student problem behaviour occurs. Unfortunately these reductions are temporary, and problem behaviours typically recur, sometimes at higher rates and more intensive levels. Although the use of aversive consequences can inhibit the occurrence of problem behaviour in students who are already relatively successful at school, these procedures tend to be least effective for students with the most severe problem behaviours. In addition a number of negative side effects are associated with the exclusive use of reactive approaches to discipline.

A punishing climate can be a setting event for problem behaviours. (Sulzer-Azaroff and Mayer, 1974)

A school climate relying on punishing consequences can provoke problem behaviours (Sulzer-Azaroff and Mayer, 1974) such as increases in anti social behaviour, breakdown of student-teacher relations, degradation of school/social climate, and/or decreases in academic achievement.

A literature review conducted by the National Safe Schools Framework (2011) found that when teachers use behaviour management strategies that are based on dominance and submission, they model this type of behaviour for students.

Research shows that punishing problem behaviour without a positive, proactive, and instructional approach results in increased:

• Aggression • Vandalism • Truancy • Dropouts • (Mayer & Sulzer-Azaroff, 1990; Skiba, Peterson & Williams, 1997)

In reality, punishments satisfy the punisher, but have little lasting effect on the punished. (Losen, 2011) The use of exclusionary approaches is in direct conflict with schools missions to help all students achieve their fullest potential. Punitive policies fail the very students they target. Is it reasonable to exclude students with social, emotional and behavioural needs from the one environment that may allow them to learn the vital skills, behaviours and attitudes necessary to function successfully, not only in school, but also in the community and workforce?


Why ‘Getting Tough’ Doesn’t Work

Individual Activity Read the following classroom scenario. Write some teacher actions that would be a sure fire way to escalate the situation.

Partner Activity

Think about your schooling and an effective teacher that you remember.

What did they say or do to manage unproductive behaviour?

Universal Needs

Maslow (1968)

Dreikurs (1972)

Glasser (1986)

Brendtro, Brokenleg, & Van Bockern

(1990)

Stanley et.al (2005)

Survival Survival Mastery Competence

Belonging Belonging Belonging Belonging Belonging

Love Power Independence Autonomy

Independence

Esteem Fun Generosity Connectedness

Self- Actualisation Freedom

“Teaching and learning in our society is a social process and we must create schools that satisfy the students’, and teachers’, needs to belong and be respected.”

Bennett & Smilanich, 1994

The crux of successful behaviour management is acting to meet students’ needs rather than simply reacting when they misbehave.

Managing Student Behaviour WA DoE Position Paper

Mark turns up to class late and clearly agitated, muttering under his breath. He comes into class and slams the door loudly. He then sits down and puts his head on his desk.


Rethinking Discipline

Discipline is Teaching As we seek to ensure inclusive learning environments, our thinking regarding discipline needs to change. Is discipline concerned with punishing misbehaviour or with preventing it? Discipline is synonymous with teaching. Given that most schools have a discipline policy that includes consequences for inappropriate behaviour, our task is to develop a continuum of procedures for discouraging inappropriate behaviour that focuses on teaching and helping students to learn the desired behaviours instead of merely punishing (Lewis & Sugai, 1999). Discipline is the slow, ongoing, sometimes time consuming task of helping students see the sense of acting in certain ways. This thinking is in line with the high probability explanation for many discipline problems today – skill deficit. This understands that many students come from environments that have not taught or expected pro-social behaviour for school success and they have a limited repertoire of behaviours and do not know how to behave responsibly in a school setting. Blaming the student and responding by ‘getting tough’ will not alter the skill deficit; teaching will. Reaching today’s students requires a teaching focus – teaching students how to be successful snd behave responsibly in school. This is based on the belief that social behaviour is learned and can therefore be taught. Students can be taught socially acceptable ways of behaving just as one would teach any academic subject. Discipline should be based on the very same instructional concepts used to facilitate academic learning.

A Starting Point

We can’t make students learn or behave.

We can create environments that increase the likelihood that students will learn and behave.

Environments that increase this likelihood are guided by a core curriculum which is implemented with consistency and fidelity.

Discipline

teaching to act in accordance with rules;

activity, exercise, instruction, or a regimen that develops or improves a skill; training.

Random House Unabridged Dictionary

(fr. Latin disciplina; teaching, learning) Instruction that corrects, molds or perfects character and develops self-control.

Webster’s New Collegiate Dictionary

Reasons for Inappropriate Behaviour: 1. Skill Deficit –absent skill levels or insufficient opportunity to learn and practice the expected

behaviour 2. Performance Deficit – a lack of motivation to perform the preferred behaviour

Either problem–absent skill or lack of motivation–requires more teaching and practice to resolve 3. Adult behaviour - inadvertently reinforces incorrect skills.


The science of behaviour has taught us that students’

• Are NOT born with “bad behaviours” • Do NOT learn better ways of behaving

when given aversive consequences. • Do learn better ways of behaving when

behaviours are directly taught, regularly practised in the natural environment, and followed by frequent positive reinforcement.

If a child doesn’t know how to read we teach. If a child doesn’t know how to spell we teach. If a child doesn’t know how to count we teach.

If a child doesn’t know how to behave, we.... teach? punish?

Why can’t we finish the last sentence as

automatically as the others?

Rethinking Discipline

Academic and Behaviour Errors: A Comparison of Approaches

Error Type Approaches for Academic Errors Ineffective Approaches for Behaviour Errors

Infrequent Assume student is trying to make correct response; error was accidental, a skill deficit.

Provide assistance (teach, model, guide, check)

Provide more practise and feedback, monitor progress.

Assume student has learned skill and will perform correctly in the future.

Assume student is choosing to be bad, error was deliberate, a performance deficit.

Use consequences/punish.

Practise not required.

Assume student has learned lesson and will behave correctly in the future.

Frequent Assume student has learned the wrong way or has inadvertently been taught the incorrect way.

Diagnose problem, determine more effective way to teach.

Adjust teaching arrangements to accommodate learner needs. Provide practise and feedback

Assume student has learned skill and will perform correctly in the future.

Assume the student is refusing to cooperate; student knows what is right and is being defiant.

Provide more severe consequences; remove student from teaching context. (Office referral, detention, suspension etc.)

Maintain student removal from teaching context.

Assume student has learned lesson and will behave in the future.

Partner Activity – Correcting an academic error

How did you get the correct response?


The Science of Behaviour Behaviour is Functional PBS is grounded in the science of behaviour or applied behaviour analysis (ABA). Applied behaviour analysis is the design, implementation, and evaluation of environmental modifications to produce socially significant improvement in behaviour. In short, the science of behaviour focuses on changes in the environment to result in changed behaviour. Thus in PBS we are focusing on changing the behaviour of the adults to change the environment that will, in turn, encourage change in student behaviour. Behaviour is a form of communication and some students learn that problem behaviour is the best way to get their needs met. As adults, we need to recognise that recurring misbehaviour occurs for a reason and take this into account when determining how to respond to misbehaviour. When we are able to identify the function or purpose of the behaviour, we can more effectively intervene. If a student repeatedly engages in problem behaviour, he/she is most likely doing it for a reason – it is ‘paying off’ for the student. Therefore the behaviour is functional and serves a purpose for the student. Central to understanding applied behaviour analysis is knowing your ABCs;

Antecedent – Behaviour – Consequence. That is, something happens preceding the

behaviour (the Antecedent), which in effect causes or influences the Behaviour, which results in Consequences.

Remember that behaviour is functional; it is not good or bad. It is functional because it pays off in some way and the student is encouraged to repeat the behaviour. In PBS there is a strong focus on Antecedents, the things we can do as adults to support students to be successful in achieving behavioural outcomes.

(A) Antecedent (B) Behaviour (C) Consequence Conditions and

circumstances that increase the probability of a behaviour occurring.

What happens before the behaviour occurs?

An observable act.

What the student says and does in response to the antecedent.

The resulting event or outcome that occurs immediately following the behaviour.

A consequence either increases or decreases the likelihood the behaviour will occur in the future.

PBS Example

Expectations are displayed on the school wide matrix.

Transition behaviour is clearly defined and taught.

Teacher gives a pre-correct before the class begins transition.

“Remember to be safe and respectful by having a quiet voice and keeping your hands and feet to yourself.”

Teacher actively supervises transition.

Students walk quietly to line up, keeping voices quiet and hands and feet to sel.

Teacher provides class and individual students with specific feedback and encouragement.

“Tim, thanks for being respectful and using a quiet voice.”

Teacher gives student the school encouragement system tangible.


Developing a Common Philosophy

Individual Activity The following beliefs reflect current literature and best practices in school discipline. Read and choose the one that resonates with your beliefs. Complete a Quick Write explaining why you selected it.

Partner Activity Share your explanation with a partner

1. Students today may not have had the opportunity to learn acceptable behaviour. We cannot assume that students know the behaviours and social skills required for success at school and in life. Behaviour is learned, therefore responsible behaviour can be taught.

2. Punishment focuses on what not to do and does not teach the student alternative successful ways to behave. Student discipline is best achieved through instruction rather than punishment

3. For behaviour change to occur, we must use positive approaches that strengthen teacher-student relationships

4. Students need and want high standards for their behaviour. Maintaining high expectations does not require “get tough” or punitive approaches.

5. Student discipline is a shared responsibility and requires a combined effort by all staff. All staff must work together, developing consensus on procedures and consistent implementation. Successful change in discipline practices requires school wide systematic approaches.

6. Services for students with chronic or intense behaviours are most effective within the context of a larger schoolwide commitment to the social development of all students.


The PBS Framework Outcomes, Data, Practices and Systems

Accurate and sustained implementation of any approach in a school environment can often be hindered by the demands of competing initiatives; the use of traditional disciplinary practices that are contrary to the underlying philosophy of a positive behaviour approach or the tendency to adopt new strategies for a short period of time. The PBS approach differs from others as it emphasises sustained use of effective behavioural practices from a systems perspective. (Greenwood, Delquadri, & Bulgren, 1993; Latham, 1988) This systems perspective focuses on the collective actions of individuals within a school and how they contribute to the way the school as a whole operates. Individuals within a school need school system level supports to sustain the desired goal related behaviours. The ultimate goal is for school improvement to become embedded to the extent that:

1. It is established in the school’s direction 2. Leadership provides ongoing support for the practices 3. Staff possess the essential knowledge, attitudes and skills 4. Policies and procedures support the work.

Four elements guide the systematic implementation of PBS – Outcomes, Data, Practices and Systems. Positive Behaviour Support is not a curriculum, a program or an intervention. It differs from any program currently in place in that it is an approach to school improvement that requires development of these four integrated elements:

• Identifying outcomes in the form of agreed expectations for student and staff behaviour. Monitoring and reviewing these outcomes. “What do we want to see?”

• Using data for decision making. PBS schools collect data about student behaviour, student responsiveness to behaviour interventions and teacher effectiveness in implementing agreed behaviour management practices. PBS schools have access to self assessment, audit and planning tools. “What do we currently see and know?”

• Adopting practices with evidence that desired outcomes are achievable.

“What practices could effectively, efficiently, and relevantly achieve what we want to see?”

Putting in place systems that efficiently and effectively support schools and teachers to implement these practices. Systems include a team identified to lead PBS in the school; data management systems, training arrangements and technical supports for teachers. “What needs to be in place to support: 1. the informed adoption of practices and 2. full implementation that is contextualised, accurate, and sustainable?”


The PBS Framework Outcomes, Data, Practices and Systems

Implementation is Interactive and Informing Effective implementation of an evidence based practice requires these four interactive elements. Following this framework enables continuous monitoring, informed decision making, and continuous self enhancement.


Evidence Based Behavioural Practices and Interventions

Behaviour management practices adopted by PBS schools are based on well researched behaviour science that accords with the Director General’s statement on Managing Student Behaviour. The statement highlights an educative (behaviour is learned and can be taught), ecological (behaviour is influenced by the situation in which it occurs) and functional (behaviour is purposeful) perspective on behaviour. Students need to experience consequences so they know which behaviour is acceptable, and which is not, but they do not learn better ways of behaving when only given aversive consequences. To learn better ways of behaving, students must be directly taught the replacement behaviours. To retain new behaviours, students must be given specific, positive feedback and opportunities to practise in a variety of settings. School procedures based on these principles are in line with current evidence based best practice in the educational literature. PBS emphasises the selection and implementation of the most appropriate, effective, efficient and relevant practices and interventions that match the needs, resources and competence of users. Some of these behavioural interventions and practices are listed below.

PBS Practices and Interventions

School Wide All students, all staff, across all settings

Principal leadership and support

Common behaviour purpose and approach to discipline lead by a representative PBS leadership team.

Clearly defined behaviour expectations and behaviours

Procedures for teaching expected behaviours

A continuum of procedures for encouraging expected behaviour

Continuum of procedures for responding to unproductive behaviour

Procedures for ongoing data based monitoring and evaluation

Classroom Non Classroom Settings

Classroom routines and procedures identified, taught and acknowledged

Active teacher supervision by all staff, emphasising proximity, scanning and frequent interactions

CMS Low key Responses

Winning Over

Pre corrections

4:1 ratio of specific positive feedback

Respectful, consistent redirection and error correction

Multiple opportunities to respond

Offering academic choice

Student Individual or groups of students whose behaviours are not responsive to Tier 1 interventions

Function based support planning

Team and data based decision making

Check in Check out

Targeted social skills lessons

Individualised instructional accommodation

Comprehensive person centered planning and wrap around processes

Family Engaging and supporting family participation and access to resources of the school

Frequent, regular and positive contacts, communications and acknowledgements

Formal and active participation and involvement as equal partners

Access to system of integrated school and community resources


Three Tier Continuum of Behaviour Support

A major advance in schoolwide discipline is the emphasis on schoolwide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviours. Instead of using a patchwork of individual behavioural management plans, a continuum of positive behaviour support for all students is implemented in the classroom and non-classroom settings. Systems of support are implemented by making problem behaviour less effective, efficient, and relevant, and making desired behaviour more functional. A continuum is needed because a relatively small proportion of students (1-15%) have learning histories that cause general schoolwide interventions (Tier One) to be ineffective. These students require additional specialised and individualised interventions. Schoolwide discipline systems should not be abandoned because the behaviours of these students are unresponsive. Instead, schools should think of schoolwide discipline systems as being important foundations for (a) supporting the majority of students, (b) preventing the development of chronic problem behaviour for students with high risk backgrounds and learning histories, and (c) providing more specialised and individualised behaviour supports for students with high intensity, difficult-to-

change problem behaviours. PBS is designed to meet the unique behavioural needs of each school and every student through this continuum of support which has three broad levels of implementation. These three levels operationalise prevention from a public health perspective, and emphasise interventions that range from preventing the development of inappropriate behaviour (Tier 1 – Universal) to reducing the frequency or intensity of (Tier 2 and 3) problem behaviour occurrences. This continuum of school wide, instructional and positive behaviour supports is a defining feature of PBS.

Tier 1/Universal - Interventions for all students Initially, school PBS leadership teams develop Tier 1 or Universal school wide management strategies designed to meet the needs of all students and develop a common language and focus for all school staff, families, and community members. Tier 1 strategies are designed to be implemented consistently and efficiently across all school settings, classroom and non-classroom, staff and students. This includes teaching specific behaviours or social skills that will lead to success in school, providing frequent positive reinforcement for expected behaviour, consistently addressing social/ behavioural errors, and arranging teaching and learning environments to ensure success for all. This level should meet the needs of approximately 80 percent of a school’s student body.

Tier 2/Targeted Group - Interventions for some students (at risk) Tier 2 support is developed to provide targeted group based strategies for students who present high risk factors and who require repeated practice and environmental modifications to increase their likelihood of academic and social/behavioural success. These strategies are matched to need or function-based and applied to the relatively small proportion of students who require more than Tier 1 prevention support for their social success in school. Although they are linked to Tier 1 interventions, Tier 2 interventions are more intensive and typically require more adult attention and monitoring. The behavioural strategies of Tier 2 can be likened to the small group academic interventions for students requiring additional instruction or practise to keep up with the standard curriculum. Approximately 15 percent of students are at risk and in need of Tier 2 interventions. Tier 3/Targeted Individual - Individual Students Tier 3 systems of support are developed to provide highly specialised strategies for the relatively small number of students who engage in chronic challenging behaviour that is unresponsive to Tier 1 or Tier 2 interventions. At this level a team approach using inter agency support develop a team based and comprehensive behaviour intervention plan. This can be likened to the student who is unable to read using the standard curriculum and requires a highly prescribed and individualised reading intervention approach. Approximately 5 percent of the student body will require indivualised attention.



The image below illustrates the continuum of support for PBS and its academic counterpart. The three tiered prevention logic organises practices and systems along a continuum of increasing intensity and/or complexity. Although the continuum is dynamic and blended the three tiers are generally described as follows:

Continuum of support Many aspects of this continuum may already be in place in your school, however many schools implement such support strategies separately in an unconnected way. With the PBS process, all small group and individual interventions are connected to the school wide Tier 1 system, using a common language, tying together systems and keeping all staff informed. When a true connected continuum of supports has a common base, schools are able to increase their effectiveness and efficiency in supporting students with challenging behaviour.

Tier 3: (Intensive)

Behaviours of 1- 10% of students

Intensive practices and systems for students whose behaviours have been documented as not responsive at tiers 1 and 2. Individualised to the specific needs and strengths of the student

Tier 2: (Targeted)

Behaviours of 10- 30% of students

More intensive and specialised practices and systems for students whose behaviours have been documented as not responsive at tier 1. Generally provided in a standardised manner in small student groupings.

Tier 1: (Universal) Behaviours of 70-90% of students

Practices and systems for all students and staff implemented across all school settings.



Notes:



Activity List the current practices and interventions in place at your school in each of these three levels of

implementation.

Write an R or P next to each practice to describe whether they are preventative or reactive.


WA PBS TIER 1 Seven Essential Components

There are seven ‘essential component’ of PBS that together from a highly effective approach to school wide discipline. Each component is vital; that is they operate together to ensure the positive and proactive approach to discipline that is likely to lead to behavioural and academic success.

PBS Essential Components

Description

1. Leadership

The PBS leadership team includes the school principal and a team that is representative of the school staff. The team leads the school through a process of developing and gaining consensus on beliefs, expectations and procedures along with a written plan. This full staff involvement in the process is crucial, and effective leadership utilises effective and efficient group processes to engage staff, understand change and the stages of implementation, and provide effective professional development.

2.

Defining Expected Behaviour

Just as schools rely on the direction provided by their academic curriculums, success with student discipline begins with clear behavioural expectations- a behavioural curriculum. These expectations are a vision of responsible student behaviour and social competence. Agreed upon expectations promote consistency across staff through a common language and assists educators to be proactive in recognising students behaving responsibly. This agreed upon behavioural curriculum, consistently upheld, is one of the most important aspects of school discipline.

3. Teaching Expected Behaviour

Once expectations have been defined, systematic teaching of the expected behaviours must be a routine part of the school day. This teaching uses the same methods as teaching academic skills, through modelling, practise and feedback. Lesson plans, teaching schedules and special activities and events are planned to guide the ongoing teaching of expected behaviours.

4.

Encouraging Expected Behaviour

Staff not only teach and model expected behaviour, but must also watch for and provide regular feedback to students about their behavioural progress. Creating a school culture where expected behaviours are the norm requires that staff interact with students four times more frequently when they have engaged in appropriate behaviour than when the student is misbehaving.

5. Essential

Classroom Practice

These practices impact academic learning time and ultimately student achievement while ensuring a positive and welcoming learning environment. They represent the facets of classroom teaching under the teacher’s control that have been identified as evidence based practices to maximise learning for all students while minimising discipline problems.

6. Responding to Unproductive

Behaviour

Unproductive behaviour also requires feedback and should be viewed as a teaching opportunity – a chance to clarify and re-teach expectations. The same calm instructional approach used when students make academic errors should be used to correct behavioural errors. The development of a continuum of responses to misbehaviour provides staff with the tools to effectively respond to and change student misbehaviour.

7.

Ongoing Monitoring

The use of data focuses a schools efforts by identifying areas in need of improvement as well as those operating well, and keep the effort alive by providing feedback or knowledge of results that promote consistent implementation and renewal. Data is used to monitor student behaviour and the PBS implementation process.


Component 1

Leadership

Principal Support, Participation and Leadership

PBS Leadership Team

Representative Membership

Operating Procedures Roles and responsibilities Scheduled meetings Standard agenda format Consensus strategies Working Agreements Purpose statement Developing and following an action plan

Communication System Disseminating information Presenting data Receiving feedback from stake holders

(staff, students, families & community)

Working Smarter


What are the Systems, Data and Practices involved in the PBS leadership team?

DATA Supporting

Decision Making

• Copies of meeting minutes • Copy of team roles/responsibilities • Copy of team norms • Guidelines for staff development • Copy of parent brochure • Copy of classroom newsletters • Copy of P&C newsletter • School Readiness Survey • Team Implementation Checklist (TIC • Schoolwide Evaluation Tool (SET)) • Copy of PBS action plan

PRACTICES Supporting

Student Behaviour

• Student representation on team (as age appropriate) • PBS included in school handbook • PBS information board • PBS information on school website • Classroom newsletters include PBS information • P&C newsletter includes information about PBS • PBS expectations distributed to families • PBS discussed during parent teacher meetings

SYSTEMS Supporting Staff

Behaviour

• Administrator states frequent and public support for PBS by regular communication with staff, students, families and community.

• Team is representative of staff/community • Time is scheduled for PBS leadership team to meet at least

monthly. • Team has effective operating procedures. • Team members have clearly defined roles/responsibilities • Agenda for each meeting • Team creates purpose statement • Team develops meeting norms • Team uses a PBS decision making model • Stagger team membership so team membership rotates • New staff encouraged to participate • Survey team members on process • Team creates and reviews action plan to guide work • Regular PBS updates are scheduled during staff meetings and

staff provided with professional development. • Meetings on school calendar • PBS meeting minutes distributed to all staff • PBS information board in staffroom • Email reminders, encouragement and suggestions • PBS information on school website • PBS staff development


PBS Leadership Team

“Every organisation has a culture, that history and underlying sense of unwritten expectations that

shape everything about the school. A school culture influences the ways people think, feel and act.”

Kent Peterson

“In schools with good discipline, the staff believe in their school and in what its students can do, and they expend unusual amounts of energy to make that belief come true.”

Commission on Discipline, 1982

The process recommended for effective school improvement is based on strong leadership and shared decision making and consensus building among all school staff. It begins with the formation of the school PBS leadership team. This team will assist staff in the continual process of developing and maintaining a positive shool environment where students behave responsibly. Staff members who serve on the PBS Leadership Team will have the opportunity to play a key role in shaping the school climate. Assigned to provide leadership, this team does not assume sole responsibility for developing PBS in the school. Instead, they will thoughtfully involve the entire staff in rethinking their beliefs about student behaviour, reviewing existing procedures, and developing more effective evidence based practices and policies. When everyone has a hand in developing school wide discipline procedures, ownership is increased, consensus is more readily obtained and consistent staff implementation of procedures is ensured. The more difficulty that is anticipated as you undertake your behavioural school improvement effort – the amount of change required, a current lack of cohesiveness among staff, poor communication between different year levels or between administrators and staff, etc. – the more important it is to have a strong PBS Leadership Team that involves the entire staff in the process. PBS is a process, rather than a product – a process of developing and gaining consensus on beliefs, expectations and procedures, not just the completion of a written policy or staff discipline handbook. Full staff involvement in this process is crucial and effective leadership essential. Because PBS is a process, not a program, the length of time this approach takes varies by school. There are critical components that comprise the entire process. The components are individualised to meet the specific needs of each school.

PBS is a collaborative (team-based), educative, proactive, and functional process to promote positive behaviour and develop effective interventions for inappropriate behaviour. In PBS, school based leadership teams are provided with training on: 1) Systems change and leadership principle and practices. 2) Application of research-validated instructional and management principles and practices for school

wide, non classroom, classroom and individual student needs.



“It appears indisputable that the Principal is the key to any major schoolwide staff development activity.

Consequently, any school improvement or reform effort needs to have solid and clearly defined support

from the Principal for the endeavour to succeed.”

Geoff Colvin

School improvement will depend on principals who can foster the conditions necessary for sustained

educational reform in a complex rapidly changing society.

Michael Fullan

Most educators agree that principal support is necessary for any effective initiative. As the principal goes, so goes the time, focus, resources and attention to any given school improvement effort. To further define the role of the principal in the development and implementation of Positive Behaviour Support, thirteen strategies are offered by Colvin (2007).

Maintain Standards for Best Practice. Principals are the “clearinghouse” for research-based effective practices to address school improvement. Principals must lead staff toward research-based practices and reject the myriad of practices and programs that may not be efficient and effective toward meeting school improvement goals. By serving as the “gatekeeper”, the principal can maintain standards.

Publically Provide Support. The words and actions of the principal are powerful. As an active member of his or her school’s positive behaviour support teams, the principal will work with the team and school staff to develop a purpose statement to define why Positive Behaviour Support is important and needed. The principal’s role is to follow through by making the PBS efforts visible to staff, students, families and the community.

Establish a PBS Leadership Team. The principal gives staff a leadership role for SWPB by establishing a building level team to gain staff support for implementation. The team should be representative of the building. This can be achieved by including members that reflect the various stakeholders involved (teachers, paraprofessionals, canteen supervisors, parents, students in secondary schools, etc.) It is important for the principal to be a member of the team to provide the time and financial resources needed, but the principal shares leadership with the entire team

Support the PBS Team Members. Team members assume a big responsibility and time commitment to provide leadership for PBS to the school. The principal can support the team members by recognising, privately and publicly, the effort of each leadership team member. In addition, the principal needs to be sensitive to members’ workload and limit their participation in other committees and school activities.

Guide the Decision Making Process. One leadership role the principal can provide is to teach and guide the team and entire staff through a process for making decisions. Voting and building consensus are decision making processes that the principal can lead.

Take a Leadership Role in Problem Resolution: Some times when problems arise, they need to be solved in a timely manner. The principal may need to step in at this point to lead the group to a workable solution. This may include reminding staff of the shared vision, encouraging effective communication and supporting effective processes to guide decisions.


Principal Support, Participation and Leadership ctd

Support the PBS Team Meetings. The most important thing an principal can do to support the team is to consistently attend the PBS Leadership Team meetings. If a deputy principal regularly attends the PBS Leadership Team meetings, the head principal should attend the meeting when possible to show support and unity for the PBS initiative.

Provide Recognition for Staff and Team and Their Work. Showing sincere appreciation through notes or personal comments of gratitude for the effort team members is greatly appreciated. These efforts will help all continue to work needed to plan and implement PBS

Serve as the Point Person for School-Related Groups. An important role of the principal is to communicate progress on the goals of the PBS initiative. The principal will communicate with school and community groups such as the parent teacher organisations, district administrators, school board, and student organisations.

Monitor Implementation Activities and Provide Feedback. Principals will need to learn the skills required to implement PBS. Principals can provide appreciation and recognition to staff members planning and implementing PBS. This is an important instructional leadership role. Additionally, when staff members are not upholding their responsibilities toward the development of PBS, the principal can provide reminders of the expectations during meetings and in memos. The principal may need to have private conversations to help individuals understand expectations and to identify any support they may need to be able to implement the PBS practices.

Review Data and Provide Feedback Regularly. Data collection, synthesis and review is an essential component of PBS. The principal will need to assign individuals on the Leadership Team responsibility for data monitoring. In addition, secretarial support staff may need support to enter and create efficient data charts for regular review by the principal and Leadership Team.

Ensure Innovation is Sustained: A principal plays a crucial role in sustaining the PBS initiative over time. Staff interest and attention may wane if too many other initiatives are introduced or if the overt problem behaviours have been resolved. The principal must be diligent to keep all staff focused on the PBS purpose and goals. A plan must also be created to keep new staff, students and families knowledgeable of the school’s PBS efforts. Changing a culture takes time

Make a Time Commitment: The principal must understand that it takes time to bring everyone on board and to implement the PBS plan. Developing and implementation of PBS is not a sprint, it is a long distance run. The principal must be patient and persistent to continue the PBS initiative by continuing to provide support, participation and leadership. As the principal goes, so goes the school.



Team Activity

Review the strategy below:

Make a public statement of support: The words and actions of the principal are powerful. Those schools that participate in PBS will work to develop a purpose statement. This purpose statement will define why PBS is important and needed. The principal’s role is to then follow through by making the PBS efforts visible to staff, student, families and the community.

Discuss how your principal/administration currently make public statements of support for other initiatives in your school. Are these effective? Where, when,

to whom and how can your principal/administrators provide effective public statements of support for PBS?

1. Where?

2. When?

3. To Whom?

4. How?

Adapted for Qld SWPBS by W Dawson 2011-03-04


PBS Leadership Team

PBS is a collaborative process with administration and staff working together. Therefore it is essential that the team includes the principal and full representation of the school staff. It is important to establish and maintain a strong representative leadership team that involves the entire staff in the PBS process.

Activity: How does your team match up?

Does your team need to include other members to ensure representation?

Guidelines for establishing a PBS leadership team

Principal is an active member

1-2 individuals with behaviour/classroom management competence

Between 6-10 team members

Coaching support Representative of demographics of school and community

Year level teachers

Subject level teachers

Specialist teachers

Support staff

School psychologist

Parent /community

Students

Other


Team Roles and Responsibilities

A PBS Leadership Team has the responsibility of planning for the school’s PBS systems, data and

practices. To efficiently and effectively accomplish the steps in the PBS operational plan, the work must be distributed. All team members are responsible and accountable for the success of the meetings and therefore, have a role to complete. A description of roles and responsibilities are listed in the table below however these serve as a guideline and may be adapted to meet individual school needs.

PBS Team Roles and Responsibilities

Principal

Make public statements of support to staff, student, families and the community.

Support PBS Team members

Guide decision making process

Leadership role in problem solving

Support team meetings

Recognition of team for their work

Communicate with school and community groups

Review data and provide feedback regularly

Ensure innovation is sustained

Make a time commitment

Role Before Meeting During meeting After Meeting

Team Leader Chairperson

·

Liaise with external coach/coordinator

Liaise with team to develop meeting agenda

Facilitate meetings ensuring all team members equally contribute

Follow-up on assigned tasks

Seek input from staff and other committees

Secretary Send Agenda to team members

Notify/remind team members of meeting time and location

Keep meeting minutes Distribute minutes to team members/staff

Communication Coordinator

Collect and compile staff feedback / input

Share compiled staff feedback / input

Provide updates to staff

Coordinate written communication between team & staff (email, newsletters)

Maintain Staff information board

Data Manager Prepare summary of ODR data

Organise and print Big 5 ODR

Present update on data

Lead data discussion

Share data highlights with staff

Collect any other necessary data

Time Keeper Confirm time slots on agenda

Maintain time parameters

Use established signal to keep team on task

All Members Review Meeting Minutes

Preview agenda

Bring completed task materials

Follow meeting norms

Actively participate

Stay on task and on topic

Use a problem solving process – data, systems, practices

Set the positive tone and example

Complete assigned tasks

Communicate and consult with staff you represent


Assigning Team Roles and Responsibilities

Role Responsibilities

Team Leader Chairperson Name:

Liaise with external coach/coordinator

Liaise with team to develop meeting agenda

Facilitate meetings all ensuring all team members equally contribute

Follow-up on assigned tasks

Seek input from staff and other committees

Secretary Name:

Send Agenda to team members

Notify/remind team members of meeting time and location

Keep meeting minutes

Distribute minutes to team members/staff

Communication Coordinator Name:

Collect and compile staff feedback / input

Share compiled staff feedback / input

Provide updates to staff

Coordinate written communication between team & staff (email, newsletters)

Maintain Staff information board

Data Manager Name:

Prepare summary of ODR data

Organise and print Big 5 ODR

Present update on data

Lead data discussion

Share data highlights with staff

Collect any other necessary data

Time Keeper Name:

Confirm time slots on agenda

Maintain time parameters

Use established signal to keep team on task

All Members Name:

Review Meeting Minutes

Preview agenda

Bring completed task materials

Follow meeting norms

Actively participate

Stay on task and on topic

Use a problem solving process – data, systems, practices

Set the positive tone and example

Complete assigned tasks

Communicate and consult with staff you represent


Team Meetings

Individual Activity

Think of a team/committee/staff meeting you have been to which was frustrating. Identify some of the reasons why…

Team Meeting Schedule

Teams should meet regularly, however this will vary dependent on the phase of implementation your school is in. During the initial phase teams should meet at least monthly with meeting duration generally being one hour. Teams are strongly encouraged to consider meeting more frequently. Team meeting dates should be scheduled in advance and placed on the school calendar so that other meetings do not get scheduled over the PBS team.

Team Activity With your team, consider your meeting options. How often will you meet? What days work for all members? What meeting times will work for members? When is your first meeting? Who is responsible for entering these meeting dates on the school master calendar?


Team Meetings

Using a Standard Agenda Format

Time is precious for the PBS Leadership Team. Meeting and planning time is often scarce so we must work smarter, maximising our time and outcomes. It is very important that time and thought is put into planning the meeting, to make the meeting as efficient and effective as possible it is essential that the team use a standard agenda format. Creating an effective agenda is one of the most important elements for a productive meeting An effective agenda will include:

PBS Purpose Statement

Items for discussion

Times designated for each agenda item

Tasks/Assignments/To Do list for steps to complete after the meeting

The next meeting date At the end of each meeting the team will generally decide what will be on the next meeting agenda. Prior to the next meeting the team leader writes the agenda ensuring that:

Tasks/actions from previous meeting have been followed up

Any data/information required for decision making has been collected

There are strategies for all participants to have a say on items

There are strategies for consensus making if required

Positive feedback and recognition is given to members for completing tasks It is highly recommended that the PBS Coach and Team Leader meet prior to the meeting to discuss/review the agenda. If this is not possible this could be conducted through email or telephone. The agenda will be more focused and helpful in guiding an efficient meeting when objectives or outcomes replace simple topic. Terms such as; ‘review and edit’, ‘discuss and decide’, ‘determine next steps’, etc. help to avoid unfocused, long winded discussions of topics and guides all towards specific outcomes. With each agenda item spelled out in this manner, the purpose and desired accomplishments are clear and when the discussion heads off on a tangent, the team leader has a clear purpose to bring them back to.

It is also important for the agenda to be distributed to all members before the meeting. This gives the team an opportunity to come to the meeting prepared for the upcoming discussions or decisions


Example Agenda

PBS Leadership Team

Agenda

Date: Minutes: Our purpose to develop and implement Positive Behaviour Support in order to improve behaviour,

teach social skills and foster a positive attitude towards learning to achieve higher educational outcomes. It is our intention that this will develop a school culture which is consistent and based on a

common language which is used by all. Chairperson: External Coach: Members: (Bold are present today) Apologies:

Agenda Time /Person Discussion/Tasks

1. Welcome and Acceptance of Minutes

Ian 2 min Proposer: Seconder:

2. Thank you Ian 2 min Thank you to Abby and Liz for their organisation of the PBS poster competition.

Thank you to Kristy for the work she has put into creating the staff room PBS board.

3. Review and edit draft purpose statement.

Dan 5 min Round Robin to share ideas

Who will we communicate this to?

Who is responsible for this?

4. Discuss and decide what the settings will be on the behaviour matrix.

Liz and David 20 min

Data: 1. What are the hot spots highlighted by our

behaviour data? 2. Examine ideas from other schools’

Jot thoughts – all ideas on table

Spend a Buck to decide Communication: How will we share these and get feedback from all staff? Who is responsible for this?

5. General Business

6. Next Meeting Agenda Items

To Do Before Next Meeting:

Email PBS Team meeting minutes ASAP after meeting - (no later than a week) and save copies of Minutes into PBS Minutes Folder. Hard copy on staffroom PBS board.

Set Agenda for Secretary to distribute on day of meeting. (team leader)

Meet with teaching partners to share what the team have been discussing and gain feedback where applicable.

Next Team Meeting:


Agenda Template

PBS Leadership Team Agenda

Date: Minutes: Chairperson: External Coach: Members: (Bold are present today) Apologies:

Agenda Time /Person Discussion/Tasks

Welcome and Acceptance of Minutes

Proposer: Seconder:

General Business

Next Meeting Agenda Items

To Do Before Next Meeting:

Email PBS Team meeting minutes ASAP after meeting - (no later than a week) and save copies of Minutes into PBS Minutes Folder. Hard copy on staffroom PBS board.

Set Agenda for Secretary to distribute on day before next meeting. (team leader)

Meet with teaching partners to share what the team have been discussing and gain feedback where applicable.

Next Team Meeting:


Consensus Strategies

.

Consensus procedures that foster participants being heard have been closely associated with the development of trust and successful improvement efforts. Schools commonly use consensus for important decisions that impact the whole staff, require strong support, and full involvement in implementation.

Consensus is characterised by a cooperative search for solutions, where disagreement is considered a positive force, every voice matters, and decisions are reached in the interest of the group.

The PBS Team will need to make regular decisions as well as larger decisions made by the whole staff regarding the selection and implementation of practice and interventions. It is very important to using effective decision making strategies which assist in coming to a consensus.

Each time a decision needs to be made; teams should consider two questions;

1) Who should be responsible for making that specific type of decision?

2) How should that type of decision best be made?

Sometimes involving the whole staff may be impractical and unnecessary while other times it will be important to consult with the whole staff.

Consensus when used carefully, results in: 1. Better decisions through including input from all stakeholders 2. More agreement gains greater cooperation 3. Development of cooperative and collaborative working relationships

Activity

Your school has just received an unexpected grant of $100 000.

Your team will need to come to a consensus on how the money will be spent.

It can only be spent on one thing.

Consensus – General agreement; a cooperative process in which all group members agree to support a decision that is in the best interests of the whole

Jot Thoughts

Spend a Buck


Defining Team Norms/Working Agreements

Working agreements or norms assist staff to achieve their meeting goals and to increase the productivity and effectiveness of their time. Working agreements or norms provide a guide for professional staff behaviour. They express the behaviours that are valued by the team and help to ensure that every staff member knows exactly what is expected. Group norms facilitate group cohesion and collaboration. When the group can reflect upon the norms they have collectively developed, it alleviates some of the interpersonal conflicts that might otherwise occur. With group norms, a team could collectively reflect on established norms and address challenges as they emerge. When teams encounter roadblocks, they can identify the norms that are being expressed and modify the norms to facilitate decision-making, communication and task completion. Norms constitute an effective process for establishing a group’s culture of work.

Example Working Agreements Start and end on time

Apologise when unable to attend ·

Represent other staff members opinions

Use manners and common courtesy

Be prepared

Follow up on assigned tasks

Bring concerns to the team – if in favour or not

Be honest

Be an enthusiastic team member ·

Promote PBS “best practice” ·

Maintain agreed standards of the norm

Consider view points of all members ·

Bring afternoon tea

Team Activity

Use Jot thoughts and Spend a Buck or another consensus strategy to develop your team norms.

Team leaders will need to facilitate this process

Team secretary to record

Communications manager to share

Working Agreements

Write them as a team.

Have few positively stated and behaviourally specific

Review them before starting a meeting

Display them at meetings

Cue or remind members when needed


Developing a Purpose Statement

Leadership teams should develop a brief statement of purpose relative to Positive Behaviour Support. This purpose statement forms the basis for policies, procedures, activities, and decisions. This serves to assist staff, students, families and the broader community to understand the focus on the social and behavioural climate of the school.

Examples of PBS School Purpose Statements

“The purpose of the PBS Team is to establish, through a consultative process, a common understanding of behaviours expected in the community. The beliefs, language and actions with this will be explicit and clear to the whole school community. This will develop a safe, supportive and positive learning environment

“Our purpose is to implement Positive Behaviour Support to develop a whole school process that is shared by everyone. PBS will be designed to be easily understood and accepted by all students, teachers and community. All parties are to be actively involved in determining the agreements to encourage ownership. PBS will foster a positive attitude towards learning and the development of social skills in a caring community environment.”

“The purpose of the PBS team is to develop and implement School wide Positive Behaviour Support in

order to improve behaviour, teach social skills and achieve higher educational outcomes. It is our

intention that this will develop a school culture which is positive and consistent, and based on a common

language which is used by all.”

Individual Activity

• Round Robin to share.

• Group similar ideas together and write sentences to represent the key ideas as your draft on an A3 piece of paper.

Purpose Statement Guidelines

Positively stated

2-3 sentences in length

Supportive of academic achievement

Contextually/culturally appropriate (e.g., age, level, language)

Comprehensive in scope (school-wide – ALL students, staff, and settings)

Communicated to stakeholders (e.g., families, community members)

Included in school publications (e.g., handbook, posters, newsletters)

Think about what you personally would like to see your school PBS leadership team achieve. List these ideas below.

1.

2.

3.

4.

5.


Communication Systems

One of the most important systems the PBS Leadership Team must consider is how to keep all staff, students and families informed of the PBS activities. Everything you do as a PBS team is only a draft until your entire staff has the opportunity to provide input. Anything that you work on during trainings or team meetings will need to be shared with your staff; implementing PBS is a transparent process and consistent communication will be an integral part of the process. Communication helps build “buy-in” and commitment to the practices that will be implemented by all staff. Creating a communication system must be intentional and strategic. There are three major areas the PBS Leadership Team must consider when developing a communication system: 1. Disseminating information 2. Presenting data and 3. Receiving feedback from stake holders (staff, students, families & community) Some ideas of communication methods are: From PBS Team to Staff: 1. Staff meetings 2. PBS information board in the staff room

Important notices

Implementation Ladder

General information

PBS Readings

Graphic data displays

From Staff to PBS Team

Suggestion box

Specific person to contact according to year level, team, or department From School to Parents

Parent Information sessions

Parent brochure To help have a systematic and organised way to plan how to communicate to staff, students and families, the PBS leadership team should address communication throughout their operational plan. Not only is it important for the team to share what is being developed, it is critical to get feedback and ideas from all stakeholders. Communication Questions for Team Meetings

What needs to be communicated?

How should it be communicated?

Who do we need to share this with?

Who will be responsible for communicating this? The implementation Ladder on the following page has been developed as a tool to provide all staff with a simple visual overview of PBS progress. It could be used as part of a staff newsletter and displayed on the staffroom PBS display board.


PBS Tier 1 Implementation Ladder A - Achieved I - In Progress N - Not Yet

Establish Commitment

PBS written as one of top three priority in operational plan

Budget allocates funding for PBS activities

Staff support and commitment - 80%

Leadership

Administration support & active Involvement (80% meeting attendance)

Team established (Representative)

Team establishes clear mission/purpose

Regular meetings-agenda and effective procedures used

Team roles and responsibilities are assigned

Team norms developed

TIC results used to write PBS operational plan

PBS leadership team minutes communicated to staff

PBS Policy & Procedure handbook developed

Positive Behaviour Support parent brochure developed


3-5 behaviour expectations defined

Expectation posters are displayed prominently in all areas of the school

Behaviour expectations/matrix developed

Teaching Expected Behaviour

Behavioural curriculum & schedule for teaching expectations developed

Staff receive professional development on teaching behaviour lessons.

Encouraging Expected Behaviour

Encouragement system established –rewards linked to expectations

Students involved in identifying/developing incentives

System includes staff incentives

Encouragement system clearly documented and communicated to staff

Encouragement system includes process for tracking rewards

Essential Classroom Practice

Teaching staff has completed a Classroom Practice survey/assessment

Results of survey used to plan professional development and support

All staff complete Classroom Management Strategies PL

Class routines and procedures displayed, explicitly taught and reinforced

Responding to Unproductive Behaviour

Clearly identified major/minor behaviours (office and class managed)

Suggested array of consistent responses( major and minor behaviours)

Clearly defined and consistent consequences & procedures developed

Office Discipline Referral (ODR) forms and procedures developed

Ongoing Monitoring

ODR collects information on Big 5 (student ,location ,behaviour ,time ,teacher)

Data presented on Big 5 graphs, analysed and shared monthly

Data used for decision making, problem solving and action planning

School Evaluation Tool Completed (SET) annually

Team Implementation Checklist (TIC) completed each semester

80% Average SET Score Full Tier One Implementation


Working Smarter

The implementation phase of PBS presents an ideal opportunity to review existing school programmes and initiates in order to prevent duplication of effort and rationalise the systems utilised across the school. Schools often have many student support programmes, some may be evidence based/have effectiveness measures in place, and others may not. Schools need to evaluate these and ‘work smarter, not harder’. PBS Tier I implementation should not compete with any non-mandated program – either sort out a coexistence that does not affect PBS implementation or eliminate the competing program • Some schools have many student support programs • Some are evidence based, some are not • Some have measures of effectiveness, others do not • We need to sort these out Examples of pre-existing committees and programs

– Special needs committee – Student welfare committee – Public relations committee – Behaviour committees – Attendance committee – Mentoring sub-committee – SEL programs (e.g. You Can Do It!, Peace Builders) – Anti bullying programs

Working Smarter Process: • Investigate current programs in place • Identify current procedures and policies in place • Realign committees to more effectively address behavioural concerns • Any existing behaviour committees should be integrated • All behaviour programs without measurable outcomes should be updated or eliminated

Team Activity:

Step 1 – List all the committees and programs that are currently in your school. Step 2 – Based on your results, what committees can you

• Eliminate? • Combine? • Provide more support? • Infuse PBS into? • Distribute membership responsibility for effectiveness?


Working Smarter Matrix

Initiative, Project,

Committee

Purpose

Evidence Based?

Measurable Outcome

Target Group

Staff

Involved

Relation to School

Priorities 1=low, 3=high

Overall Priority

1=low, 3= high

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3



Initiative, Project, Program

Committee

Purpose

Evidence Based?

Measurable Outcome

Target Group

Staff

Involved

Relation to School

Priorities 1=low, 3=high

Overall Priority

1=low, 3= high

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3

Y…?…N

1 2 3

1 2 3



PBS Team Implementation Checklist (TIC 3.1)

The TIC guides the team in the implementation process. It helps to sustain efforts across time as well as through administrative and staff changes .

This checklist is designed to be completed by the PBS Team once a term/semester to monitor activities for implementation of PBS in a school. The team should complete the Action Plan at the same time to track items that are In Progress or Not Yet Started items

Completing the TIC

1. Prior to meeting - Committee members read individually and answer each question.

2. The team leader, as part of a team meeting, reads each checklist item and records the consensus of the team with an “A” for achieved, an “I” for in progress, and an “N” for not started.

3. As conversation about each item is generated, the secretary records the anecdotal comments. The team leader keeps the meeting focused on the Team Checklist. This strategy sets the stage to revisit additional comments later in the meeting.

4. Committee then goes to the Action Plan as a group to identify tasks to focus and develop in next term.

TIC Key Components 1. Establish commitment 2. Establish and maintain team 3. Self-assessment (fidelity and outcomes) 4. School-wide expectations 5. Classroom Behaviour Support Systems 6. Establish information system 7. Build capacity for function-based support

Team Implementation Checklist, Version 3.1, August, 2012, Sugai, G., Horner, R., Lewis-Palmer, T., & Rossetto Dickey, C. Adapted from Sugai, Horner, Lewis-Palmer, 2001 Educational and Community Supports, University of Oregon


PBS Team Implementation Checklist (TIC 3.1)

Complete with PBS Team and Coach Achieved

In Progress

Not Yet Started Status

ESTABLISH COMMITTMENT A I N

1. Administrator’s Support and Active Involvement

Principal attends PBS meetings 80 % of time.

Admin defines social behaviour as one of the top three priorities for the school.

Principal actively participates in PBS training.

Principal states frequent and public support for PBS through regular communication with staff, students, families and community.

2. Staff Support

Staff have attended a PBS awareness workshop.

Staff understand the seven essential components of WA PBS.

School Readiness Checklist indicates 80% of staff support PBS schoolwide implementation.

Admin/staff commit to PBS for at least 3 years.

ESTABLISH & MAINTAIN TEAM A I N Status

3. Team Established (Representative)

PBS Leadership Team is established with: a) representation across teaching staff (year level, learning areas

and specialist staff) b) active principal participation/support c) support staff d) parents and students

4. Team has effective operating procedures

Team has established clear mission/purpose

Team has scheduled regular meetings

An action plan is developed and used to guide the team’s work

Processes for efficient and effective meetings have been established: a) Roles and responsibilities b) Working agreements c) Agenda and meeting minutes d) Consensus strategies

Team uses effective communication process to keep all stakeholders well informed.

5. Audit is completed for efficient integration of team with other teams/initiatives addressing behaviour support

Team has completed the "Working Smarter" matrix


SELF-ASSESSMENT A I N Status

6. Team completes self-assessment of current PBS practices being used in the school

The team and staff complete and discuss PBiS Assessments to monitor and guide development and implementation. (e.g., Team Implementation Checklist TIC, Schoolwide Evaluation Tool SET, Benchmarks of Advanced Quality BoQ, Self Assessment Survey SAS)

Implementation is monitored through observations, walk throughs, informal surveys, interviews etc. to provide feedback and support to staff and adjust as required.

7. Team summarises existing school discipline data

The team uses office discipline referral data (ODR), attendance, and other behavioural data for decision making.

8. Team uses self-assessment information to build Action Plan

The team has an Action Plan guiding implementation of PBS with specific actions scheduled.

ESTABLISH SCHOOL-WIDE EXPECTATIONS: PREVENTION SYSTEMS

A I N Status

9. 3-5 school-wide behaviour expectations are defined and posted in all areas of building

3-5 positively and clearly and positively stated expectations applicable to all school settings have been developed.

The expectations are posted in public areas of the school.

10. School-wide behaviour matrix developed

A school wide behaviour matrix that identifies the specific behaviours/skills for each setting in relation to the 3-5 expectations has been developed.

Matrix has been developed collaboratively with students and staff.

Matrix has been clearly communicated and disseminated to all stakeholders.

Staff have trialled and given feedback on the matrix.

11. Teaching plans for school-wide expectations are developed

Lessons on expectations have been developed, trialled and distributed to all staff.

An annual plan/schedule for the ongoing teaching of all expectations has been developed.


Special activities or events (e.g., assemblies, contests, skill of the week, special days) have been scheduled to whole school participation and involvement in teaching expected behaviour.

12. School-wide behavioural expectations taught directly & formally

Staff professional development on teaching behaviour lessons has been provided.

All staff actively teach and review expected behaviour in an ongoing way, and integrate across curricula.

Orientation procedures are in place to introduce the expectations and matrix to new students and staff.

13. System in place to acknowledge/reward school-wide expectations

A continuum or menu of strategies to encourage expected behaviour has been developed.

Staff and students were surveyed to assist in selection of strategies.

Staff use the school wide encouragement system enthusiastically and consistently to encourage expected behaviour across all settings.

Ratio of reinforcements to corrections is high (4:1).

Data is gathered to monitor effectiveness of the encouragement system.

Staff have been provided with professional learning on how to use the school wide encouragement system.

Incentives and reminders are provided to staff.

14. Clearly defined and consistent consequences and procedures for undesirable behaviours are developed

A clear framework has been developed with staff which identifies behaviours staff should manage (minors) and what behaviours should be referred to the office (majors).

All staff view behaviour errors as an opportunity to correct and teach the correct skill..

Clearly defined and consistent continuum of strategies to respond to unproductive behaviour has been developed.

All staff use responses to behaviour errors that are respectful and reduce the chance of escalating behaviour.

Staff have been provided with professional learning on how to respond to unproductive behaviour.

CLASSROOM BEHAVIOUR SUPPORT SYSTEMS A I N Status

15. School has completed a school-wide classroom systems summary

The teaching staff has completed a classroom self assessment survey.


16. Action plan in place to address any classroom systems identified as a high priority for change

Results of the assessment are used to plan staff professional development and support.

17. Data system in place to monitor office discipline referral rates that come from classrooms

There is a system in place for monitoring frequent minor unproductive behaviour to facilitate planning, teaching and intervention efforts.

ESTABLISH INFORMATION SYSTEMS A I N Status

18. Discipline data are gathered, summarised and reported at least quarterly to whole staff

Data system used for collecting, analysing and reporting Office Discipline Referrals (ODR)

ODR form lists a) student/grade, b) date/time, c) referring staff, d) problem behaviour, e) location, f) persons involved, g) probable motivation, h) consequences and i) administrative decision.

ODR data summary shared with staff at least once per term (min).

19. Discipline data are available to the Team regularly (at least monthly) in a form and depth needed for problem solving

Team is able to use the data for decision making, problem solving, action planning and evaluation.

Precision problem statements are used for problem solving.

20. Personnel with behavioural expertise are identified and involved

Personnel are able to provide behaviour expertise for Tier II and Tier III support.

21. At least one staff member of the school is able to conduct simple functional behavioural assessments

At least one staff member can conduct simple behavioural assessments and work with a team in developing behaviour support plans for individual students

22. Intensive, individual student support team structure in place to use function-based supports

A team exists that focuses on intensive individualised supports for students needing Tier III supports.


Developing an Action Plan

PBS Action Plan

Only include those items in Team Implementation Checklist that are marked “In Progress” or “Not Yet Started”

Goals Steps, Timeline and Resources Who is Responsible

Evaluation

Measure Evidence

Review Status

Sem 1 Sem 2

Administrator’s Support and Active Involvement

Principal states frequent and public support for PBS through regular communication with staff, students, families and community.

Add PBS section to school newsletter and put on school website, quarterly.

Add at least 15 minutes for PBS update to monthly staff meeting agenda. Schedule staff update on PBS during SDD

Principal & Communication Coordinator Principal & Team Leader

School Newsletter and posted on website School staff meeting agendas In-service evaluation

2. Staff Support Communicate with staff regularly about PBS and work of the team.

Share results of School Readiness Checklist at staff meeting:

Share PBS Team meeting minutes with all staff via email and on staffroom PBS board PBS update and overview at SDD

Data Manager Secretary Communication Coordinator PBS Team

School staff meeting agenda School Readiness Checklist Emails



PBS Action Plan

Only include those items in Team Implementation Checklist that are marked “In Progress” or “Not Yet Started”


Evaluation

Measure Evidence

Review Status

Sem 1 Sem 2

1. Administrator’s Support and Active Involvement

2. Staff Support



Evaluation

Measure Evidence

Review Status

Sem 1 Sem 2

3. Team Established (Representative)

4. Team has regular meeting schedule, effective operating procedures

5. Audit is completed for efficient integration of team with other teams /initiatives addressing behaviour support



Evaluation

Measure Evidence

Review Status

Sem 1 Sem 2

6.Team completes self-assessment of current PBS practices being used in the school

7. Team summarises existing school discipline data

8. Team uses self-assessment information to build implementation Action Plan (areas of immediate focus)



Evaluation

Measure Evidence

Review Status

Sem 1 Sem 2

9. 3-5 school-wide behaviour expectations are defined and posted in all areas of building

10. School-wide behaviour matrix developed



Component 2


Defining Schoolwide Behaviour Expectations

Expectation Guidelines Linked to social culture of school Considerate of existing social skills and rules 3-5 in number 1-3 words per expectation Positively stated Supportive of academic achievement Comprehensive in scope Mutually exclusive Contextually/culturally appropriate Agreement by >80% staff

Develop Visuals

School Behaviour matrix Expectation Setting Specific behaviour

Defining Specific Behaviours Observable Measurable Positively stated Understandable Always applicable

● Procedures and Routines for Non-Classroom Settings


What are the Systems, Data and Practices involved in Defining Expected Behaviour?

Before we can teach replacement behaviours, or what we want students to do instead of the misbehaviour, as a school community we must agree on common expectations.

DATA Supporting

Decision Making

• Copy of student survey results • Research other schools’ ideas and matrices. • BMIS data • Observations • SET data

PRACTICES Supporting

Student Behaviour

• Survey students about expected school behaviour and concerns • Have students review matrix • Develop school poster of expectations • Develop school behaviour matrix • Expectations and matrix displayed visually and prominently throughout

school

SYSTEMS Supporting

Staff Behaviour

• Survey staff about school values, desires, behaviours and concerns • Develop draft of behaviour matrix of expectations -discuss draft of

matrix with all school staff • Provide staff Professional Development on how to use the matrix to

teach, remind, recognise and respond to student behaviour • Develop new procedures, routines and rules for non-classroom settings • (e.g. lunch area dismissal procedures, lines drawn on playground for

lining up, stop signs in hallways

By actively including all stakeholders in this process

we communicate that we value their input.

In this way we are identifying the expectations that fit the culture of our school and community.


A Behaviour Curriculum

Schools have curricula to guide the teaching of every learning area; in PBS behaviour also becomes a learning area and as such requires the school to develop a behavioural curriculum.

This curriculum begins with determining expectations. These expectations provide a vision of the successful student behaviour. They offer a framework to guide staff decisions about discipline, and create the conditions for an aligned staff, increasing consistency in our efforts with students. They allow us to teach proactively and to provide students and parents with a positive message about discipline. They also help to validate teachers’ procedures and requests. Perhaps most importantly they show students how they can be successful.

“Simply put, if the staff expect students to achieve and behave appropriately, they will. Conversely, if the staff expect the students to under-achieve and behave inappropriately, they will.” Geoff Colvin

School wide expectations are guiding principles – valued behaviour for success at school. They are:

1. Broad constructs or classes of behaviour 2. Positive and inspiring 3. Brief – no more than three to five in number 4. Comprehensive 5. Reflective of the language and culture of the school

The school wide expectations become the language all staff use when they teach, remind, recognise and correct students. The PBS Leadership Team needs to work with the school community to define a clear set of 3-5positive schoolwide behaviour expectations for all students and staff in all settings of the school. Positive schoolwide behaviour expectations can be developed by looking at your current problem behaviours. Office referral data will help to identify current problem behaviours. Through a collaborative process, a clear set of schoolwide positive behaviour expectations are defined. These expectations are guiding principles – valued behaviours and attitudes for success at school. It is important that the expectations are selected thoughtfully and with full staff involvement. For staff to embrace the expectations and continually teach them to students, they must come from a place of deep personal value. When all work together to select expectations, it can unify staff, becoming a call for staff to work together to ensure students are highly successful and to create the school climate of your vision.

Expectations….

Create a vision of a successful student.

Allow us to proactively teach behaviours for success.

Communicate a positive message to staff about success at school.

Provide a framework to guide staff decisions about discipline.

Align staff.

Validate and support individual teachers’ procedures and requests.


Defining Expectations

Activity: A problem can be defined as the difference between what you expect and what actually occurs. What is the current behaviour situation in your school?

Individually

Brainstorm a list of misbehaviours you frequently deal with on a day in day out basis.

Teams

Teams combine all behaviours and group into like behaviours- eg, disrespect, safety etc

Come to a group consensus on the top five most common behaviours.

Categorise the groups of problem behaviours into larger positively stated expectations or goals you want students to do instead (e.g. Be Respectful, Be Responsible).

Use a consensus strategy (eg, Spend a Buck) to generate top 3-4 behaviour expectations

This activity is an example of how your team may work with your whole staff to define the schoolwide 3-5 positively stated behaviour expectation.

Common Behaviours Expectation

1.

2.

3.

4.

5.

Expectation Guidelines

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% staff members

Expectation Examples

Respectful

Responsible

Generous

Independent

Cooperative

Safe

Caring

Kind

Productive

Excellence

Achieve

Be Your Best

Challenge Yourself

Ready to Learn

Supportive


Develop Visuals

PBS is a visual approach. It asks the question, “What do respectful and responsible behaviours look like in different locations in the school?” It also asks the question, “What does a PBS school look like?” A school should be immediately identifiable as a PBS school to a visitor. Posters and other visual displays that communicate the expectations and that acknowledge students positively should be prominently displayed. Within the first few minutes of entering the school, an individual should know the behaviour expectations of that school. This is accomplished through visual display of the expectations. Typically, posters with the expectations described on the matrix are developed for all classroom and non-classroom settings. These posters serve as:

Teaching tools.

Reminders or pre-corrections for everyone throughout the day.

A communication to parents, visitors, and the community.


PBS Expectations Poster Competition

We need your input, involvement and creative ideas. Ideal Primary School is in the process of implementing a school wide approach to behaviour management called Positive Behaviour Support (PBS). This is a school wide strategy for helping all students achieve important social and learning goals. As part of the PBS program we will establish clear behaviour expectations for all school community members in all areas of our school. We will explicitly teach these behaviours to all students and acknowledge them frequently for their positive behaviour. The expectations for all student behaviour will be clear throughout our buildings and playground areas. The school behaviour expectations will build on our social/emotional and academic learning program, promote a positive school environment and give more time for teaching and learning. By detailing expected behaviours and teaching them to students in a positive way, we will provide a common language and understanding for everyone in our school to be successful. We believe that by helping students practise good behaviour, we will build a school community where all students can succeed and grow. The schoolwide behaviour expectations are:

Be Responsible Be Your Best Be Respectful Be Caring

We are asking the school community to help us by creating a poster of the 4 Behaviour Expectations. Entrants are encouraged to create a mascot or logo that represents the expectations and our school culture. Entries may be individual, group, class or family entries and are due in on --------------------. Poster Criteria

Posters must be on A4 or A3 paper

Have the 4 school expectations stated

Include a symbol or picture

Represent the Ideal Primary School Community

Examples of PBS Expectation Posters from other

schools


The Behaviour Matrix

After a school has defined their 3-5 schoolwide behaviour expectations they are then ready to begin the process of specifically describing what the expectations will look like in all school settings and creating a schoolwide behaviour matrix. The matrix is a list of specific behaviours/skills for each setting in relation to the 3-4 expectations. All students and staff will be responsible for following the behaviours listed on the matrix. It serves to enhance communication and create a common language among staff and between students and staff. It also creates the “curriculum” that will guide the teaching of expected behaviours. With desired behaviours clearly defined everyone can be consistent in the social behaviours that are taught, recognised and corrected when necessary.

To develop a schoolwide expectations matrix schools need to identify common settings where problem behaviours occur. Things to consider when identifying common settings are:

1. Include an “All Settings” or “whole school” column. This column would encourage your school to identify the social behaviours that are expected in all locations of the school.

2. Include a Classroom column. 3. Include non-classroom columns for playgrounds, lunch areas, etc. The team may want to take

another look at office discipline referrals to determine where those incidents take place.

For each expectation, 2-3 desired behaviours will be defined for all common settings in the school, classroom and other non-classroom settings. To be most effective behaviour should be written using the following guidelines:

Guideline: Description Means: Example: Non-Example

Observable Behaviour we can see a student do or hear them say

I can see it. Raise hand and wait to be called on.

Be your best.

Measurable

Behaviour that we could count

I can count it.

Bring your equipment to class.

Be ready to learn.

Positively Stated

What you want students to do instead of problem behaviour

I tell students what TO do.

Hands and feet and other objects to yourself.

No fighting.

Understandable

Written so all students, staff and family members are clear about the behaviours

The vocabulary is appropriate for age/grade level.

Hands and feet to self.

Rule for K-1: Maintain personal space. *Children of this age do not have a concept of “personal space.”

Always Applicable

Something all staff will consistently enforce

Able to consistently enforce.

Stay in assigned area.

Remain seated until given permission to leave. *This would not be applicable when students are working on certain types of group projects.

Once your Leadership Team has worked with the school community to collaboratively develop a DRAFT matrix, it is essential to get input and feedback from others about it. Remember to write DRAFT on your matrix (to indicate you are seeking feedback) and date it (to help you keep track of various versions). There are a number of ways to get input from others but the most important thing to do is to seek and consider the feedback you get. By actively including all stakeholders we communicate that we value their input.


The Behaviour Matrix

The matrix is a foundational document for your PBS efforts and becomes the basis for all future work as you plan and implement your PBS system. The Matrix reflects the language and culture of each individual school. It will become the language all staff use when they teach students the expectations. Additionally it is the language used when they remind students, when they recognise students and when they correct students.

Given the importance of the matrix, it is suggested that teams take as much time as needed to seek and consider feedback from staff, students, families

and the community when developing the matrix.


Follow the Bunbury Primary School Code of Conduct Student Behaviour Agreements & Expectations

Behaviour Expectations Be Responsible Be Respectful Be Caring Be Your Best

Beh

avio

ur

Ag

ree

men

ts

Wh

ole

Sch

oo

l All

the

Tim

e

If you make a mistake explain truthfully

Sit quietly and listen when asked

Return things to the right place in the same condition

Be nut allergy aware

Make safe choices

Use common courtesies o Please o Thank You o Excuse Me

Look after school and property of others

Keep hands, feet and other objects to yourself

Treat others as you would like to be treated

Smile and say hello

Use kind words

Let others join in

Take turns

Keep your hands clean

Wear your school uniform

Use STOP HACC to solve problems

Share Take Turns Outside Help Postpone

Humour Avoid Compromise Chance

Cla

ssro

om

Be on time

Have your equipment ready

Ask for help

Hand in your work when asked

Clean up your mess

Pay attention

Raise your hands

Look at and listen to others

Wait your turn to speak

Stay in your seat

Help others

Encourage others

Wait for your turn

Leave your desk classroom neat and tidy

Start your work straight away

Stay on task

Complete your work

Follow instructions first time asked

Lib

rary

Use a bookmark while browsing

Wait quietly in line

Get your book scanned

Return your books on time

Return your books to the right place

Keep your book in a safe place

Push chairs in

Walk

Food and drinks are kept outside

Use quiet voices

Wait for your turn

Thank the librarian and helpers

Choose a book that interests you

Borrow books weekly

Ou

tsid

e P

lay/

Sch

oo

l

Gro

un

ds

Stay in the school grounds

Wear your hat

Wear appropriate shoes

Play in your area

Sit and eat recess on the verandas or undercover area

Report problems to the duty teachers

Put rubbish in bins

Agree on game rules before starting

Follow game rules

Listen and follow duty teachers directions first time

Include others

Share equipment

Help pack away equipment

Ask for help when needed


Lu

nch

Eat

ing

Go straight to the lunch area

Eat your own lunch.

Put rubbish in bins when you have been dismissed

Eat with your mouth closed

Put your hand up and wait to be dismissed

Invite others to sit with you

Include others Eat a healthy lunch

Bef

ore

Sch

oo

l

Sit in the lunch area before 8.30am

Go to your classroom after 8.30am.

Get your equipment ready

Smile and say good morning to others

Put your bag neatly outside the classroom

Walk on the verandas

Ask the teacher if you can help

Compliment or thank people Be at school between

8.30 – 8.50am

Hand in and collect electronic devices to office

Aft

er S

cho

ol Walk out of the classroom

quietly

Sit and wait quietly for your parents

Smile and say good afternoon

Walk bikes and scooters on school property

Compliment or thank people

Help clean up

If you are waiting to be picked up, sit quietly

Leave the school grounds promptly

Take home what you need


Capel Primary School Code of Conduct

Be Your Personal Best Be Independent Be Respectful Be Caring

Beh

avio

ur

Ag

ree

men

ts

Wh

ole

Sc

ho

ol

Use good manners like please, thank you’ and excuse me

Stay in school grounds

Wear uniform including hat with pride

Put all rubbish in the bin

Be your best in all school activities

Wait patiently to speak without calling out

Return things to the right place in the same condition

Be honest

Walk quietly when moving around the school

Try to solve your problems

Stop. Think. Do

Follow instructions

Make wise decisions

Be polite to guests to the school

Look after school property

Obtain permission to use other’s equipment

Respect ALL members of the School Community

Follow teacher instructions straight away

Include others

Befo

re a

nd

Aft

er

Sc

ho

ol

Wear school uniform with pride

Go straight home

Wear a bike helmet

Be road wise

Stay seated on the bus and wear seat belts

Ride and walk home safely

Sit outside your classroom before school starts

Prepare materials for your day

Wait quietly in appropriate areas

Obtain permission to use other’s equipment

Smile and say good morning to others

Walk on verandas, pathways and around corners

Walk bikes and scooters on school property

Ask the teacher if you can help

Leave the school grounds slowly – watch out for others

Lea

rnin

g A

rea

s

Listen attentively

Use inside voices

Put your hand up and wait your turn

Try your best in all learning areas

5 L’s- Look, Listen, Hands in Laps, Legs together, Lips closed

Set goals and work to achieve them

Tell the truth

Start your work straight away

Stop. Think. Do

Complete your work

Stay on task

Bring your own school supplies

Work on your own when asked

Be on time

Try to solve your problems before asking for help

Respect relief teachers

Co-operate with other students

Follow rules fairly

Look after your own equipment

Respect others property

Clean up work areas

Help set up and pack away

Share classroom equipment

Encourage others

Pla

yg

rou

nd

Play safely/sensibly

Be polite to everybody

Ask for help when you need it


Manage your emotions

Stay in your area

Report any problems to the duty teacher immediately

Put equipment away

Try to solve your problems before asking for help

Wear your hat and shoes

Respect equipment

Follow teachers instructions

Pick up after yourself

Follow games rules fairly

Share equipment (take turns)

Respect school property

Help people when others are in need

Include others in your games

Care for people who are injured

Help others

Un

de

rco

ve

r

Are

a

Sit down to eat and drink

Follow Teachers instructions

Put all rubbish in the bin when you have been dismissed

Sit quietly

5 L’s. Look, Listen, Hands in Laps, Legs together, Lips closed

Ask permission to leave

Ball games free zone

Line up and wait your turn in the canteen line

Be aware of younger students and adults

Hold equipment until dismissed

Share seating space sensibly


River Valley Primary School Behaviour Expectations

Excellence Be Your Best

Responsibility

Respect

Care

Cla

ssro

om

Start your work straight away.

Stay on task.

Finish work.

Be as neat as you can.

Follow instructions

Be honest

Sit quietly

Attentive listening

Complete homework

Be on time.

Have your equipment ready.

Ask for help.

Set up for the day.

Leave classrooms neat & tidy

Ask permission to use others property.

Use manners o Please o Thank you o Excuse Me

Stay with your partner.

Keep body & objects to yourself.

Care for other people & equipment.

Help others.

Wait and take turns.

Include everyone.

Encourage others.

Use kind words

Pla

ygro

un

d

Go play after you have finished eating.

Use STOP HACC to

solve problems

Wear your hat.

Wear appropriate shoes.

Report problems to the duty teacher.

After the 1st

bell:

o Put your sports equipment away.

o Get a drink. o Go to the toilet.

After the 2nd

bell

o At class in line.

Keep your hands & feet to yourself.

Keep your words clean.

Put rubbish in bins & fruit bucket.

Agree on game rules.

Listen and follow duty teachers’ directions

Be safe on play equipment.

Leave honky nuts & sticks on the ground.

Help others.

Include others

Share equipment

Share Take Turns Outside Help Postpone

Humour Avoid Compromise Chance

Fo

od

Gar

den

Follow school expectations.

Carry materials around carefully.

Put equipment away.

Do your required duties.

Turn taps off.

Wear shoes.

Be safe when working near the fire.

Work in your own space/garden.

Use kind words.

Share equipment

Ask before you use.

Walk in the garden.

Use garden equipment correctly & safely.

Be safe around snakes, centipedes & spiders.

Care for produce, animals and plants.

Gat

her

ing

s

Wear a clean and tidy school uniform.

Sing songs.

Participate.

Be quiet.

Stay in your class line.

Stand straight.

Wait for teachers instructions.

Help when required.

Listen attentively to speaker.

Keep hands, feet & other objects to yourself.

Sit on bottom with legs crossed, facing the front.

Put your hand up to speak.

Clap, appreciate and compliment

Help and remind other students.

Hal

lway

Use computers for learning

Log off computers.

Put your belongings away.

Push chairs in

Ask permission to use computers at recess /lunch.

Ask before you print.

Use an inside voice

Walk

Sit still in your chair.

Computer area food and water free.

Leave room for people to walk past

Turn sound down

Share computers.

Use equipment correctly.

Help others

Un

der

cove

r

Are

a

Sit to eat

Eat your lunch

Put rubbish in bin

Food scraps in recycle bucket.

Use manners.

Ask an adult to leave.

When playing games, be careful of other people still eating.

Line up & wait turn.

Be nut allergy aware.

Share seating space.

Talk to people in your group

Include others.



Behaviour Procedures and Routines

As your school progresses with PBS implementation, student behaviour data may indicate that there are certain non-classroom settings around the school which require a more specific behaviour routines or procedures. These help to more thoroughly outline the specific expected behaviour for these areas. Non-classroom areas are any area of the school not under the direct and consistent supervision of one adult. They are areas of the school that all staff or a variety of staff supervise. Non-classroom areas are often problematic because expected behaviours are not clear or agreed on by all staff. Having clear agreed upon expectations will allow staff to teach students the expectations prior to entering the setting and consistently supervise.

Partner Activity

Select a “hot spot” in your school and work with a partner to create a procedure of specific behaviours using OMPUA.

Write your non-classroom routine or procedure on an A3 sheet of paper

Be prepared to share


Notes