PBIS Timeline by yurtgc548


									School-Wide Positive Behaviour
    Intervention & Support

Working Smarter Implementation
              Family of Schools
                PBIS Update

• sit with your family of schools colleagues
• ensure that each work alike group is
  represented at each family of schools
• 1 School Psychologist, at least 1 SLP,
  CYFSW and Counsellor
                  Thank you
            3 Questions
Why use a School-Wide System that
 includes PBIS and RtI?

What are the core principles of a
 School-Wide PBIS/RtI framework?

How do schools get started implementing
 a School-Wide PBIS framework?
  History of School-Wide Behaviour
    Supports in British Columbia
• 1990 - EBS, Effective Behaviour Support
                Dr. George Sugai @ University of Oregon and team
• 1996 - PBS, Positive Behaviour Support
                Dr. Rob Horner @ University of Oregon and team
• 2000 - PBIS, Positive Behaviour Intervention and Supports
                Dr. Rob Horner @ University of Oregon and
                Dr. George Sugai @ University of Connecticut
• 2004 – RtI, Response to Intervention – “No Child Left Behind”
                Dr. Frank Gresham - @ Louisiana State University and team

 In the late 1990s British Columbia Council of Administrators of
  Special Education (BC CASE) approached Ministry of Education to
  form a partnership and introduce EBS.

 The Nanaimo-Ladysmith School District started EBS training with
  schools in 2000.
      Keeping Kids Safe - K to 12
BC SAFE SCHOOLS ACT states - the central
 focus and purpose of the school system in BC
 is to enable all students to:

• develop their individual potential
• acquire the knowledge skills and attitudes
  needed to contribute to society
• benefit academically & socially from a safe,
  caring and orderly learning environment

Safe, Caring and Orderly Schools Guide – 2008 Revised
          Links to PBIS and Virtues Project
        Prevent Youth Violence & Gangs
   Some RISK FACTORS are…                   RECOMMENDATIONS are…
   • History of early aggressive            • Change social context to break
     behaviour                                up antisocial networks
   • Violence in the family                 • Improve parent effectiveness
   • Parental drug/alcohol abuse            • Increase academic success
   • Poor social-emotional                    through interventions and
     attachment to parents and                support
     caregivers                             • Create positive, respectful,
   • Social-cognitive deficits                  predictable, & trusting
   • Peer engaged in high risk                  school environment/climate
     behaviours – gangs, bullying,              is important for all students
     date violence                          • Create a system that reduces
   • Beliefs supportive of violence           gangs, bullying and violence
   • Low commitment to school               • Teach & encourage individual
   • Academic failure                         skills & competence
TASK Force: BC Ministry of Public Safety, Solicitor General & Ministry of Education 2006
        Recommend implementing a School-Wide Behaviour Support System
       IN PLACE ?
                              INTENSIVE INTERVENTIONS
               ~5%            •
                              TARGETED INTERVENTIONS
            Teach to ALL      •

         ~80% of Students       UNIVERSAL INTERVENTIONS
    ___________________Family   •
                              INTENSIVE INTERVENTIONS
             ~5%              •
                              TARGETED INTERVENTIONS

          Teach to ALL          UNIVERSAL INTERVENTIONS
        ~80% of Students        •
    ___________________Family   •

                           INTENSIVE INTERVENTIONS
                           • FBA - BSP – ESP - Assessment
                           • Wrap-Around- Meetings
          ~5%              • Referral to CYMH/MCFD/VIHA
                           • Involvement of Probations
                           • Restorative Justice- J. Howard Society

                           TARGETED INTERVENTIONS
                           • Check in/out system
                           • Targeted social skills instruction
                           • Peer-based & Volunteer supports
                           • Social skills groups- Boy/Girl Talk
                           • Counselling student & parents

                           UNIVERSAL INTERVENTIONS
                           • Teach S-W positive expectations
       Teach to ALL        • Reinforcements - Data analysis
                           • Newsletter & Parent engagement
     ~80% of Students      • Supportive programs: Virtues, Friends,
                           • Cyber Safety & Bully Prevention
A School-Wide System that includes
PBIS and RtI uses…


              PBIS / RtI
             Social & Academic
               School Culture
      Common             Common
     Experience        Vision/Values
         PBIS is NOT…
• new…it is based on long history of
behavioural practices & effective
instructional strategies
• a specific practice or curriculum…it
is a systems approach that develops a
framework to prevent problem
• limited to any particular group of
students…it is for all students
     Positive Behaviour Interventions and
           Supports (PBIS/RtI) is…
• a proactive systems approach to discipline that emphasizes early
  intervention, prevention and instruction of social skills.
• a multi-tier framework that helps create a better climate for the
  entire school.

• a systematic and data-based method for identifying, defining, and
  resolving students academic and/or behavioural difficulties.

• a well-integrated system of interventions guided by student
  outcome data.

• a data based decision making system to reduce problem
  behaviours and increase academic performance

Think Universal Intervention
       Think Targeted Group Interventions
              Think Intensive Individual Interventions
                  Multiple Tiers Implemented Through Progress
                      Monitoring and Formative Evaluation
                               (PBIS - Sugai, Horner, & RtI Gresham)

                            School-Wide Systems for Student Success
 Academic Systems                                               Behavioural Systems
Intensive Interventions                                              Intensive Interventions
• Individual Students                        1-5%    1-5%            • Severe High-Risk Challenges
• Assessment-based                                                   • Individual Students
• High Intensity                                                     • Assessment-based & Specialized
• Prolonged interventions                                            • Intense, durable procedures
Targeted Interventions                   5-10%          5-10%              Targeted Interventions
• Some students (at-risk)                                                  • At-Risk Challenges
• High efficiency                                                          • Some students
• Rapid response                                                           • High efficiency
• Standard protocol reading & math                                         • Rapid response
interventions                                                              • Small Group Interventions
• Small Group                                                              • Some Individualizing
• Some Individualizing

Universal Interventions             80-90%                  80-90%
• All students                                                               Universal Interventions
• Effective core academic instruction                                        • School-Wide
• Preventive, proactive                                                      • All settings
                                                                             • All students
                                                                             • All staff
                                                                             • Preventive, proactive
                                                                             • Involves parents &
            Green Zone:
    Universal Interventions for ALL
1. School rules and expectations

2. Helping students to create a
   consistent schedule/routine
   while learning

3. Monitoring/supervising
   students in a caring school
                                   ~80% of Students
           Yellow Zone:
     Targeted Interventions at
~15%          School
  1. Check in - Check out

  2. Targeted group interventions
  and positive peer influences

  3. Collaborative Planning and Conflict
     Resolution Tools
               Red Zone:
 ~5%   Intensive Interventions at
1. Mentoring – School and
Community based

2. Behavioural Contracts – FBA, BSP
and ESP

3. Inter-agency – Wrap-around
 The 4 Core Principles                      Policies & Procedures
   of PBIS/RtI are…                         Code of Conduct
                                            Decision Making
                                            Matrix – Settings and
                                  SYSTEMS   Expectations
                                            Continuum of Reinforcement
  OUTCOMES                                  Consistent Consequences
Endorsed and Emphasized by
Academic and Behavioural

 Measure Outcomes
 Guide Decision Making
 Evaluation of Interventions                      PRACTICES
 and Practices                                 Best Practices and
 Portable Office Referral Form                Instruction
 District Data Collection                     Cool Tools –Lessons,
 System                                        Programs and Strategies
                                               BP- PBIS and RtI
                  Getting started…
1.   School will form PBIS Leadership team
2.   PBIS Leadership Team has
         administrator’s involvement and commitment
         80% of staff committed
3.   Staff develops effective procedures for dealing with problem
     behaviours as a team
4.   PBIS Leadership Team develops positive expectations using
     school rules
5.   PBIS Leadership Team develops lesson plans for teaching
     expectations and rules in all areas;
      first in common areas – year 1
      next in the classroom – year 2
6.   Staff establishes acknowledgement system
7.   PBIS Leadership Team develops procedures for on-going data-
     based monitoring & evaluation with staff
     PBIS Working Smarter Training
      Coaches coaching Coaches
Key Components – assist schools with:

           1. Adopting a School-Wide belief of Universal
           Expectations – For all Students and Staff

           2. Developing a Matrix of Expectations – For all

           3. Developing Cool Tools – Teaching Lessons for
           behaviour expectations

           4. Investing in Reinforcement/Recognition System
           – Tickets, Bucks, Beemers and Gottchas

           5. Developing a Portable Office Discipline Referral
           System – Data collection system and progress
 PBIS Matrix – What is it?
School-Wide                                       SETTING
Expectations                                                               Library/
            Settings     Hallways      Playgrounds       Cafeteria        Computer        Assembly             Bus

              Be on
                                                          Eat all your
 Respect    Give your
               best                     Have a plan.
                                                              food.       Study, read,
                                                                                          Sit in one spot.
                                                                                                              Watch for
                             Walk                        Select healthy    compute.                           your stop.
Ourselves     effort.
                              .                              foods.

             Be kind.        Use
            Hands/feet     normal -       Play safe.                                                         Use a quiet
Respect      to self.       inside     Include others.   Practice good      Whisper.
                                                                                          Use appropriate
            Help/share      voice.          Share        table manners    Return books.                      Stay in your
Others         with        Keep to       equipment.
             others.      the right.

                           Pick up
            Recycle.         litter.   Use equipment     Replace trays       Push in                           Wipe your
Respect     Clean up       Maintain       properly.       & utensils.        chairs.
                                                                                             Pick up.
                                                                                           Treat chairs
              after                      Put litter in     Clean up        Treat books                            Sit
Property      self.
                           physical     garbage can.      eating area.      carefully.
       PBIS in schools this year
 Barsby, Bayview, Brechin and Quarterway
  attended the Connections Conference Nov.
 Brechin and Quarterway revisited their: matrix,
  visuals, universal lessons, parent PBIS and
  office referral system.
 Barsby and Bayview revisited their matrix and
 Brechin established a data system that will be
  shared with the district.
          PBIS at
Ecole Quarterway Elementary
                             Ecole Quarterway School Climate Matrix

         Hallway        Washroom       School Yard         Assembly           Classroom         Inside      Field Trips       e-PBIS
                                                                                                 for           within
                                                                                                Recess      Community
    R   Quiet          Be quiet      Take turns        Enter quietly    Listen to        Quiet        Listen to       Cell
    E   Stay in line   Stay          Share the         Listen with      person speaking   Take turns   facilitator      phones
        Walk with      private        playground         whole body        Raise hand &     Share        Be extra        turned off
    S   eyes front,                    Listen to         Appropriate      wait                            polite           during the
    P   hands to                       Supervisor         applause &        Get up at                      Raise hand &    day
    E   side, feet                                        audience          appropriate                     wait             Messages
E   C   quiet                                             participation     times                                            are
    T                                                     Sit properly     Inside voices                                   handled
X                                                                                                                            through
    F                                                                                                                        office
P   U
    R   Keep right     Use           “Think before     Hands to self    Be on time       Choose a     Return          Turned
C   E   Hands to       correct        you act”           Use              Be prepared      quiet         permission       off unless
        self            washroom       Use garbage       washroom          Take care of     activity      slips on time    permitted
T   S   Use            Go straight   cans               before / after    belongings        Clean up     Be a good       by teacher
    P   correct         there and      Help those in     performance       Neat & tidy      when you’ve   ambassador       for
A   O   entrance/e      back           need                                                   finished or   for our school   education-
T   N   xit             Flush         Line up                                               when the                       al purposes
    S                   Report        promptly at bell                                       bell rings                     Appropria
I                       concerns to                                                                                          te content
    I                   teacher                                                                                              (song
O   B                                                                                                                        lyrics,
    L                                                                                                                        images)
N   E
S   S   Walk           Practice      Play in           Follow           Walk             Stay where   Stay with       Visit only
        Eyes           proper         designated         teacher           Sit              you are for   the group        teacher-
    A   forward         hygiene by     areas              direction         appropriately     the entire    Listen to       approved
        Be polite,     washing        Report all        Use all 4 exit   Keep hands and   time          teacher          internet
    F   stay to         hands with     unsafe             doors             feet to self      Permission   Follow rules    sites
    E   right           soap           situations                           Follow           for                            Photograp
                                       Meeting place                       classroom rules   washroom                       h and
                                                                                              given by                       record
                                                                                              supervisor                     only with
                                                                                              only                           prior
                       THE QUARTERWAY e-COUGAR
                                                       3) Clearly State Your Expectations in
PBIS stands for ―Positive Behaviour
   Interventions and Supports. Quarterway              Some undesirable behavior occurs because your
   children have heard lots about PBIS. PBIS is            child can’t act differently, other times it
   effective because children are explicitly               occurs because your child simply doesn’t
   taught expectations in terms of behaviour at            want to act differently. Either way it helps for
   school and the expectations are reinforced              you to remember that your child cannot read
   consistently. The Quarterway PBIS matrix is             your mind. Be sure to give your child one
   posted on our website. Here’s what PBIS                 clear instruction so that he knows what it is
   might look like in your home:                           that you want him to do.

1) Keep Your Expectations Realistic                    4) Offer Limited, Reasonable Choices
It is important for you to know and understand         Most children are not born with the built-in ability
      your child’s abilities and limitations. When         to make decisions and then accept the
      you expect too much or too little from your          consequences. In order for your child to
      child it can lead to problems and frustrations       learn to take personal responsibility they will
      for you both.                                        need plenty of support and practice.

2) Plan Ahead                                          5) Use ―When…Then Statements
Try to anticipate what your child may do or need       A ―when…then statement is a simple
     in various situations. Make sure that you              instruction
     plan ahead to set your child up for a             that tells your child what he or she must do in
     successful experience. ―Hope for the best,             order
     but plan for the worst. Always have a back-       to earn a desired consequence. This is also
     up plan!                                               known as contingency statement. —
                                                            Positive Solutions for Families
                                                               Action Taken
     Brechin Elementary School                Minor ___        __redirection
        Portable Referral Form                Major___         __loss of privilege
                                                               __physical proximity
                                                               __parent contact
Time__________ Date__________ Grade_______                     __warning
                                                               __time-out in class
Student(s) Involved _________________________                  __think sheet
                                                               __Support Room
Reporting Staff Person ______________________
                                                               __parent conference
                                                               __community (school) service
__hands on                    __offensive language/gesture     __problem solving/discussion
__lying                       __intimidation/bullying
                                                               Administrative Response
__defiance                    __physical aggression/fighting   __private conference
__disruptive behaviour        __non-participation
__disrespect                  __other                          __alternative placement
                                                               __support room
Location                                                       __loss of privilege
__hallway                   __outside dismissal/arrival
                                                               __parent conference
__playground                __restroom                         __suspension
__classroom                 __library/lab
__Support room              __gathering                        __community (school) service
                                                               __referral sent home
__DPA                                                          Date______________
__other______________________                                  Administrative
           Focus for 2011 - 2012
• District PBIS Team to work with 10 schools
• Schools coming on board to take 2 to 4 year
  to full 3 tier Implementation
• School Coaches coaching Coaches of 10
  new schools implementing PBIS
• District linking PBIS to:
     NVCI District Training and VIU
     Bully Prevention and Cyber Safety
     Electronic PBIS ( e-PBIS)
     Restorative Justice – Volunteer & Community Forum
                 Wednesday - June 8, 2011
                              PBIS School
               Teams Working Smarter Implementation Training

•   Registration Form to be sent to schools by May 25, 2011 – first 10 schools to

•   Invitation will be sent to all schools, District Counsellors and CYFSW
•   Schools come as a team and encourage their Counsellor and CYFSW to
    attend as part of your team

•   3 TOCs per school for the ½ day session from 8:30am to 11:30am
        1 TOC for TIC if needed
        2 TOCs for teachers that will be the school coaches

PBIS Moving Forward Working Sessions
• Follow up working hands-on sessions for School Coaches
       September – Developing your School-Wide Matrix and Cool Tools
        October – Reinforcements and Data Collection
                    (Schools will receive a district data collection program)
 Bully Prevention in Positive
Behaviour Support (BP-PBIS)

  Available for free at www.pbis.org
www.pbis.org                                        District Resource Centre
 Technical Assistance Center on Positive            • PBIS, Getting Started Handbook -
     behavioural Intervention and Supports
     School-wide Positive behaviour Support            70918-01/02
     Implementers’ Blueprint and Self-
     Assessment                                     •   Understanding Response to
http://bcpbs.wordpress.com/                             Intervention - 70909-01/02
 This site is dedicated to supporting, sustaining   •   Response to Intervention, A Practical
     and celebrating the efforts of British
     Columbia schools and districts in their            Guide - 70909 -01/02
     School-wide Positive Behaviour Support         •   Handbook of Response to Intervention
     efforts.                                           – 70979
This site includes information about the
     Collaborative Problem Solving Model by Dr.     •   Discipline with Dignity for Challenging
     Ross Greene                                        Youth - 70717
www.bced.gov.bc.ca/sco/                             •   Kids Who Outwit Adults - 70718
Safe, Caring and Orderly Schools Guide              •   The Explosive Child – 70791
www.pssg.gov.bc.ca/crimeprevention/.../crime-       •   Orchestrating Positive and Practical
                                                        Behaviour Plans - 70972
The Ministry of Public Safety and Solicitor
     General, Victim Services and Crime
     Prevention Division funded the Promising       • WITS Program Kit – 72705
     Practices for Addressing Youth Involvement
     in Gangs                                       This kit includes WITS – K to 3 and WITS-
http://jhsnr.org/programsRestorativeJustice.            LEADS 4 to 7 The kit was developed by
     html                                               the Rock Solid Foundation to help kids
Restorative Justice Program. Nanaimo Region             develop appropriate social skills for
John Howard Society and the Nanaimo -RCMP               handling conflicts.

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