Chris Borgmeier, PhDPortland State University
Creating Positive
Environments for ALL Students: Bridging School &
Community through Positive Behavior Support
PBS – Respect & Responsibility• Use cells & converse @
breaks• Work as team
collaboratively
Others
• Hydrate & stretch• Self-assess• Maximize activity & work
time
Self
• Pre-cycle & recycle• Maintain neat working areaEnvironment
Building & Maintaining a
Strong FoundationTier 1
www.swpbis.pbworks.com
School-wide Positive Behavior Support is:
A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students.
Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based
implementation (Systems that support effective practices)
SW-PBIS Big Ideas
Commitment to serve ALL students Set students & staff up to be successful Proactive is better than reactive
Increase participation in school & academic success LIMIT LOSS OF INSTRUCTIONAL TIME Reduce use of exclusionary & punitive
strategies Time in Hall, Time in Office, Suspension, Detention
Use Data to guide decision making
Responding to Problem Behavior
The emergence of SW-PBIS was a response to a growing over-reliance on using negative consequences for problem behavior
Zero Tolerance
Research shows these responses were not effective in reducing student problem behavior and improving school climate
Recommended Reading: “Suspending Hope” from Teaching Tolerance http://www.tolerance.org/magazine/number-41-spring-2012/s
uspending-hope
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Group Interventions:
Specialized GroupSystems for Students with At-Risk Behaviour
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behaviour
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOUR
SUPPORT
~80% of Students
~15%
~5%
Team Process PBS is active, alive -- not static It’s not something we’ve done – it’s
something we’re doingRequires regular team meetings with a
team that represents ALL school staffTeam keeps PBS alive through ongoing
planning, support, and decision making to address needs as they arise
Looking at data & maintaining & developing programs to meet needs
Responsibilities of Team Initially take the lead with development
and implementation of SW PBS programs Seek feedback from staff throughout
development After initial implementation
Maintain SW PBS programs Monitor data and problem solve areas of
concern Continued development of SW-PBS programs
Plan for Tier 2 Prevention to support at-risk students
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
SW - PBSGENERAL
IMPLEMENTATION PROCESS
Staff Feedback
Universal PBIS SystemsThe Basics
1. Define school-wide expectations2. Teach expectations and social-emotional
competencies3. Monitor and acknowledge prosocial behavior4. Provide instructional consequences for
problem behavior5. Collect information and use it for decision-
making
Few positive SW expectations defined, taught, & encouraged
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read, compute.
Sit in one spot.Watch for your
stop.
Respect Others
Be kind.Hands/feet to
self.Help/share with others.
Use normal voice volume.Walk to right.
Play safe.Include others.
Share equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.Clean up
eating area.
Push in chairs.
Treat books carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
Routines & Procedures
Getting EquipmentLine up for Dismissal
Go thru lunch line
Find SeatClean up & dismissal
Checking out books.
Returning books
Lining up for bus & entry
TEACHING MATRIX
Exp
ecta
tions
Environmental Redesign Prevent problems & Set up Success
As you’re thinking about expectations & routines for settings…. ALSO consider environmental changes to set students up for success
Examples: Need more waste baskets in bathrooms Check tables & traffic patterns in cafeteria Add another garbage & recycling station for lunch
dismissal to reduce congestion Reduce long wait in lunch line
Team Task: Complete TIC or BOQ & Develop an Action Plan
TIC for Beginning Implementers
Be prepared to share at least 2 action items identified through your TIC data
Teaming & Data Based Decision Making Team Implemented Problem Solving (TIPS)
Meeting Foundations Purpose of the team Define team agreements about meeting
processes Define roles & responsibilities
Facilitator, Minute Taker, Data Analyst, Time Keeper -- & Back-Ups for each role
Use electronic meeting minutes Project minutes for Visual Guide
Teaming & Data Based Decision Making Effective Data System
Precision Statement
Problem Solving & Action Items
Clarifying the ProblemWhen Are Problem Behaviors Occurring?
Referrals by Time
0
2
4
6
8
10
12
14
16
7:00
AM
7:30
AM
8:00
AM
8:30
AM
9:00
AM
9:30
AM
10:0
0 A
M
10:3
0 A
M
11:0
0 A
M
11:3
0 A
M
12:0
0 P
M
12:3
0 P
M
1:00
PM
1:30
PM
2:00
PM
2:30
PM
3:00
PM
3:30
PM
4:00
PM
4:30
PM
5:00
PM
Nu
mb
er o
f R
efer
rals
Is there one time period, clusters of time periods, many time periods throughout the day?How do the problem times link to the schedule of activities?Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated
Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.
Use a Custom Report or Graph for Data to make Precise Problem Statement -what grade? -what location? -what behaviors? -what students?
Team Task Identify 3 ways you are currently using
data for decision making in your PBIS team meetings.
Discuss ways to improve your teams’ data based decision making.
What does your team need to be successful with this?
Be prepared to share
Equity & Culturally ResponsiveSW-PBIS
Two levels of disproportionality in discipline systems Likelihood of referral to the office
Likelihood of a “consequence” that results in loss of educational minutes.
NOTE: The single strongest predictor of academic gains is the number of minutes of effective academic engagement. Removing a student from school is a serious
decision.
PBIS and Discipline DisproportionalityIf schools adopt school-wide PBIS
do they demonstrate improved performance for children at risk for discipline disproportionality?
Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?
All Students Nat Asian Af Am Latino PacIs White0
5
10
15
20
25
30
35
Students with Major ODR/100 Students Enrolledn = 69 schools
200506200607200708
From: Vincent, Cartledge, May & Tobin, 2009
Main Messages:
1. Reduction in ODRs occurred for all ethnic groups
2. However, racial disproportionality continued
Equity & PBIS
Develop School-wide Expectations that fit local context
Challenge School faculty/staff is often not
representative of the community How can we ensure that behavioral
expectations are representative of the community?
Team Membership
Invite members of the community that represent the diversity of the community to participate as PBIS team members or as a sub-team
Identify customs representing the diverse membership of the community that can be actively built into PBIS implementation SW Rules & Language Behavioral Expectations Acknowledgment System, Assemblies & Celebrations Responses to problem behavior & Consequences
Representative Behavioral Expectations
Actively seek feedback and participation from community members that represent the diversity within the community
Provide an avenue for community members to provide feedback re: behavioral expectations and whether they represent the culture of community members Hold events to seek feedback from community
members Send out expectations grids to seek feedback
SWIS – Ethnicity ReportDisaggregate Discipline Data x Race
Proportion of Referrals vs Enrollment By Ethnicity
The Ethnicity Report is the least used report within the School-
wide Information System (SWIS)
Examining
Provide opportunities for teachers and administrators to examine their own potential biases related to research on disproportionality
Know yourself Know your students
Review your personal data Referrals Responses to problem behavior & likelihood to
engage/escalate
Team Task
Have you reviewed your discipline data with an eye toward equity &/or disproportionality?
Is this an area of concern or emphasis for your school?
If so, what actions might you take?
Increasing Parental & Community Involvement & Participation
Brainstorm for Parent Involvement & Introduction to PBS Involve Parents in PBIS
Parent on PBS team
Actively solicit information re: behavioral expectations & acknowledgments from families in the community
Use parent volunteers during PBS Kick-off in first week of school
Make sure volunteering parents can use school acknowledgement system & know the rules
Brainstorm for Parent Involvement & Introduction to PBS
Send home information PBS in Parent/student handbook (see example) Website, newsletter
Integrate PBIS into “Back to School” night Teach parents a PBS lesson & hand out tickets for
good behavior, hold a drawing
Thank You! Suggestions, thoughts?
Questions?