VIEWS: 8 PAGES: 30 POSTED ON: 6/4/2012
School-Wide Positive Behaviour Intervention & Support Working Smarter Implementation Family of Schools PBIS Update Please… • sit with your family of schools colleagues • ensure that each work alike group is represented at each family of schools table • 1 School Psychologist, at least 1 SLP, CYFSW and Counsellor Thank you 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 BILL M 204 -- 2006 - SAFE SCHOOLS ACT 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 1 WHAT INTERVENTIONS DO YOUR FAMILY of SCHOOLS HAVE IN PLACE ? INTENSIVE INTERVENTIONS • • ~5% • • • • ~15% TARGETED INTERVENTIONS • • • • Teach to ALL • ~80% of Students UNIVERSAL INTERVENTIONS • • • • ___________________Family • WHAT INTERVENTIONS and SUPPORTS DO YOUR FAMILY of 2 SCHOOLS NEED ? INTENSIVE INTERVENTIONS • • ~5% • • • • ~15% TARGETED INTERVENTIONS • • • • • Teach to ALL UNIVERSAL INTERVENTIONS • ~80% of Students • • • ___________________Family • POSSIBLE PBIS INTERVENTIONS and SUPPPORTS INTENSIVE INTERVENTIONS • FBA - BSP – ESP - Assessment • Wrap-Around- Meetings ~5% • Referral to CYMH/MCFD/VIHA • Involvement of Probations • Restorative Justice- J. Howard Society ~15% 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, WITS/LEADS, • Cyber Safety & Bully Prevention A School-Wide System that includes PBIS and RtI uses… Common Language PBIS / RtI Effective 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 behaviours • 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 & Community 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 climate ~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 School 1. Mentoring – School and Community based 2. Behavioural Contracts – FBA, BSP and ESP 3. Inter-agency – Wrap-around Meetings SYSTEMS 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 ALL Academic and Behavioural Targets DATA 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 Settings 3. Developing Cool Tools – Teaching Lessons for behaviour expectations 4. Investing in Reinforcement/Recognition System – Tickets, Bucks, Beemers and Gottchas 5. Developing a Portable Office Discipline Referral System – Data collection system and progress monitoring PBIS Matrix – What is it? School-Wide SETTING Expectations Library/ All Settings Hallways Playgrounds Cafeteria Computer Assembly Bus Lab Be on task. 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 prepared. Be kind. Use Hands/feet normal - Play safe. Use a quiet Respect to self. inside Include others. Practice good Whisper. Listen/watch. Use appropriate voice. Help/share voice. Share table manners Return books. Stay in your Others with Keep to equipment. applause. seat. 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 feet. after Put litter in Clean up Treat books Sit Property self. physical garbage can. eating area. carefully. appropriately. appropriately. space. PBIS in schools this year 2010-2011 Barsby, Bayview, Brechin and Quarterway attended the Connections Conference Nov. 2010. Brechin and Quarterway revisited their: matrix, visuals, universal lessons, parent PBIS and office referral system. Barsby and Bayview revisited their matrix and expectations. Brechin established a data system that will be shared with the district. 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 L E 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 consent THE QUARTERWAY e-COUGAR SOCIAL RESPONSIBILITY 3) Clearly State Your Expectations in Advance 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 PBIS at Brechin Elementary Action Taken Brechin Elementary School Minor ___ __redirection Portable Referral Form Major___ __loss of privilege __physical proximity __parent contact Time__________ Date__________ Grade_______ __warning date______________ __time-out in class Student(s) Involved _________________________ __think sheet __Support Room Reporting Staff Person ______________________ __parent conference __community (school) service Incident date________________ __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 __time-out __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 Signature__________________ 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 register • Invitation will be sent to all schools, District Counsellors and CYFSW • Schools come as a team and encourage their Counsellor and CYFSW to attend as part of your team • 3 TOCs per school for the ½ day session from 8:30am to 11:30am 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 Resources Websites 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 http://www.lostatschool.org/ 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 prev-series1-youth-gangs.pdf 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.