Quincy School District Quincy School District Positive Behavior Intervention and SupportPositive Behavior Intervention and Support

Quincy School District Quincy School District Positive Behavior Intervention and SupportPositive Behavior Intervention and Support

Why Effective School-Wide

Positive Behavior Support Systems?

• Kathie Brown, Mt. View Elementary

• Nik Bergman, Pioneer Elementary

• Kathie Brown, Mt. View Elementary

• Nik Bergman, Pioneer Elementary

• Objective: Share a general understanding of PBIS/Compassionate School principles and what Tier I implementation looks like and the positive impact both models can make.

• Goals: You will leave today with 2-3 ideas on how to embed PBIS principles into your school.

• Objective: Share a general understanding of PBIS/Compassionate School principles and what Tier I implementation looks like and the positive impact both models can make.

• Goals: You will leave today with 2-3 ideas on how to embed PBIS principles into your school.

Where’s QuincyWhere’s Quincy• Quincy is located 30 miles east of Wenatchee

and 10 miles north of the Gorge Amphitheater

• 2700 Students

• 83% Free and reduced

• 84% Hispanic population

• 37% Bi-lingual

• 4 Elementary schools, One Junior High and One High School

• Quincy is located 30 miles east of Wenatchee and 10 miles north of the Gorge Amphitheater

• 2700 Students

• 83% Free and reduced

• 84% Hispanic population

• 37% Bi-lingual

• 4 Elementary schools, One Junior High and One High School

Who’s in the RoomWho’s in the Room

• Find some you do not know, tell them your name, position, district and current school-wide behavior system.

• Find some you do not know, tell them your name, position, district and current school-wide behavior system.

Why PBISWhy PBIS

• Climate Survey Data

• A positive, formal and systematic approach to district wide student management.

• A way to engage all staff, all parents and the community in a district-wide student management system.

• Climate Survey Data

• A positive, formal and systematic approach to district wide student management.

• A way to engage all staff, all parents and the community in a district-wide student management system.

Where Does PBIS FitWhere Does PBIS Fit

• AWSP Leadership Framework: Criterion 2 School Safety, Criterion 3 Leading with Data, Criterion 7 Parting with the School Community

• ISLLC Standards: Standard 2 Culture, Standard 3 Safe, Efficient, and Effective Learning Environment

• AWSP Leadership Framework: Criterion 2 School Safety, Criterion 3 Leading with Data, Criterion 7 Parting with the School Community

• ISLLC Standards: Standard 2 Culture, Standard 3 Safe, Efficient, and Effective Learning Environment

If we as educators don’t make an honest effort in behavior intervention, there are others waiting to pick up where we failed.

Positive School Climate Through the use of PBIS Positive School Climate

Through the use of PBIS Maximizes academic engagement and achievement

Minimizes rates of rule violating behaviors

Encourages acts of respectful and responsible behaviors

Organizes school functions to be more efficient, effective, and relevant

Improves supports for students with disabilities and those placed at risk of educational failure

Maximizes academic engagement and achievement

Minimizes rates of rule violating behaviors

Encourages acts of respectful and responsible behaviors

Organizes school functions to be more efficient, effective, and relevant

Improves supports for students with disabilities and those placed at risk of educational failure

Purpose of PBISPurpose of PBIS

To examine the features of a proactive, systemic approach to preventing and

responding to school-wide discipline problems.

To examine the features of a proactive, systemic approach to preventing and

responding to school-wide discipline problems.

Big IdeaBig Idea

Educational leaders must strive to lead and support development of sustainable and positive school climates

- Zins & Ponte, 1990

Educational leaders must strive to lead and support development of sustainable and positive school climates

- Zins & Ponte, 1990

What Does PBIS Look Like?What Does PBIS Look Like?SW-PBS (primary)

• >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged

• Positive adult-to-student interactions exceed negative

• Function-based behavior support is foundation for addressing problem behavior

• Data and team-based action planning and implementation are operating

• Administrators are active participants

• Full continuum of behavior support is available to all students

SW-PBS (primary)

• >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged

• Positive adult-to-student interactions exceed negative

• Function-based behavior support is foundation for addressing problem behavior

• Data and team-based action planning and implementation are operating

• Administrators are active participants

• Full continuum of behavior support is available to all students

Secondary and Tertiary

• Team-based coordination and problem-solving occurs

• Local specialized behavioral capacity is built

• Function-based behavior support planning occurs

• Person-centered, contextually and culturally relevant supports are provided

• District/regional behavioral capacity is built

• Supports are instructionally oriented

• SW-PBS practices and systems are linked

• School-based comprehensive supports are implemented

Positive School Climate Through the use of PBIS Positive School Climate

Through the use of PBIS – Maximizes academic engagement and

achievement

– Minimizes rates of rule violating behaviors

– Encourages acts of respectful and responsible behaviors

– Organizes school functions to be more efficient, effective, and relevant

– Improves supports for students with disabilities and those placed at risk of educational failure

– Maximizes academic engagement and achievement

– Minimizes rates of rule violating behaviors

– Encourages acts of respectful and responsible behaviors

– Organizes school functions to be more efficient, effective, and relevant

– Improves supports for students with disabilities and those placed at risk of educational failure

PBIS GoalsPBIS Goals• Every attempt will be made to maintain the dignity

and self-respect of the student and teacher

• Students will be guided and expected to solve their problems, or the ones they create, without creating problems for anyone else.

• Students will be given the opportunity to make decisions and live with the consequences, be they good or bad.

• Behavior will be handled with natural or logical consequences whenever possible.

• Misbehavior will be viewed as an opportunity for individual problem solving and preparation for the real world, as opposed to a personal attack on school or staff.

• Every attempt will be made to maintain the dignity and self-respect of the student and teacher

• Students will be guided and expected to solve their problems, or the ones they create, without creating problems for anyone else.

• Students will be given the opportunity to make decisions and live with the consequences, be they good or bad.

• Behavior will be handled with natural or logical consequences whenever possible.

• Misbehavior will be viewed as an opportunity for individual problem solving and preparation for the real world, as opposed to a personal attack on school or staff.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, and Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL AND POSITIVE BEHAVIOR

SUPPORT

The Tier III Model

10/210/2

• Turn to an elbow partner and share one learning or something reaffirmed.

• Turn to an elbow partner and share one learning or something reaffirmed.

Ineffective Responses to Problem Behavior

Ineffective Responses to Problem Behavior

• “Get Tough” (practices)

• “Train and Hope” (systems)

• “Get Tough” (practices)

• “Train and Hope” (systems)

An Immediate and Seductive Solution, "Get Tough!”

An Immediate and Seductive Solution, "Get Tough!”

• Clamp down and increase monitoring

• Re-re-re-review rules

• Extend continuum and consistency of consequences

• Establish “bottom line”

A predictable, individual response, but…

• Clamp down and increase monitoring

• Re-re-re-review rules

• Extend continuum and consistency of consequences

• Establish “bottom line”

A predictable, individual response, but…

What Students Hear When Only Told Behavior Expectations

Creates a false sense of security!

Creates a false sense of security!

• Fosters environments of control

• Triggers and reinforces antisocial behavior

• Shifts accountability away from school

• Devalues child-adult relationship

• Weakens relationship between academic and social behavior programming

• Fosters environments of control

• Triggers and reinforces antisocial behavior

• Shifts accountability away from school

• Devalues child-adult relationship

• Weakens relationship between academic and social behavior programming

Reactive Responses are Predictable

Reactive Responses are Predictable

When we experience aversive situations, we select interventions that produce immediate relief and:

• Remove students

• Remove ourselves

• Modify physical environments

• Assign responsibility for change to students and/or others

When we experience aversive situations, we select interventions that produce immediate relief and:

• Remove students

• Remove ourselves

• Modify physical environments

• Assign responsibility for change to students and/or others

When behavior doesn’t improve, we “Get Tougher!”

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies

• Increased surveillance

• Increased suspension and expulsion

• In-service training by expert

• Alternative programmingA predictable, systemic response, but…

• Zero tolerance policies

• Increased surveillance

• Increased suspension and expulsion

• In-service training by expert

• Alternative programmingA predictable, systemic response, but…

Based on the erroneous assumption that students:

Based on the erroneous assumption that students:

• Are inherently “bad”

• Will learn more appropriate behavior through increased use of “adverse” consequences

• Will be better tomorrow

• Are inherently “bad”

• Will learn more appropriate behavior through increased use of “adverse” consequences

• Will be better tomorrow

Effective Classroom Management SystemsEffective Classroom

Management Systems• Teach and encourage classroom-wide positive

expectations

• Teach and encourage classroom routines and cues

• Use a ratio of 5 positives to 1 negative adult-student interaction

• Supervise actively

• Redirect for minor, infrequent behavior errors

• Pre-correct chronic errors frequently

• Teach and encourage classroom-wide positive expectations

• Teach and encourage classroom routines and cues

• Use a ratio of 5 positives to 1 negative adult-student interaction

• Supervise actively

• Redirect for minor, infrequent behavior errors

• Pre-correct chronic errors frequently

Teaching Behaviors Teaching Behaviors

It’s critical that we teach non-examples in addition to the examples of how we expect our student to behave.

10/210/2

• What effective school-wide behavior management principles are you currently implementing?

• What effective school-wide behavior management principles are you currently implementing?

K-3 PBIS FoundationsK-3 PBIS Foundations

Established four school rules:

– Respect, On task, Always safe, Responsible

– As a staff we established school wide behavior expectations centered on ROAR. All staff agreed to uphold and support our developed expectations.

– School wide expectations were reviewed on the first day of school, once in the winter, and then again in the spring.

– As a staff, an incentive program via ROAR was established. This includes multiple incentives to award observed positive intrinsic behavior.

Established four school rules:

– Respect, On task, Always safe, Responsible

– As a staff we established school wide behavior expectations centered on ROAR. All staff agreed to uphold and support our developed expectations.

– School wide expectations were reviewed on the first day of school, once in the winter, and then again in the spring.

– As a staff, an incentive program via ROAR was established. This includes multiple incentives to award observed positive intrinsic behavior.

Reaching the 80%Reaching the 80%• Expectation review: Teach, not preach

• School-wide articulated student management system

• ROAR Stickers, Certificates, Give Aways, Parties, Signage, Public Recognition, Parent Involvement.

• Keep it fun, fresh and relevant.

• Intrinsic vs. extrinsic

• Expectation review: Teach, not preach

• School-wide articulated student management system

• ROAR Stickers, Certificates, Give Aways, Parties, Signage, Public Recognition, Parent Involvement.

• Keep it fun, fresh and relevant.

• Intrinsic vs. extrinsic

Thank You!!!

Questions? Comments...

Thank You!!!

Questions? Comments...

ResourcesResources

• http://pbis.org

• http://pbiswashington.pbworks.com/w/page/21253808/FrontPage

• Flint Simonsen flintsimonsen@centurylink.net

• Kathie Brown, kbrown@qsd.wednet.edu

• Nik Bergman, nbergman@qsd.wednet.edu

• http://pbis.org

• http://pbiswashington.pbworks.com/w/page/21253808/FrontPage

• Flint Simonsen flintsimonsen@centurylink.net

• Kathie Brown, kbrown@qsd.wednet.edu

• Nik Bergman, nbergman@qsd.wednet.edu