Welcome to:

1. Welcome to: Using Positive Behavior Supports Brought to you by: The Vermont BEST/PBS Team Accentuate the Positive!

2. Agenda Introductions, Opening Activity, and Behavioral Expectations Key Elements of PBS Focus on the Universal Level of PBS What Vermont Schools have been up to…. Application of PBS to your settings Questions and Discussion

3. Introductions and Activity Who’s here? In what settings do you work? Activity: Working in pairs: • Introduce yourselves • Complete the T Chart • On the left side list what a positive behavioral environment looks like. • On the right side list of what a positive behavioral environment sounds like.

5. Effective schools are consistent, predictable, and positive places. In effective schools, there is a common vision, language, and set of experiences for all members of the community. Rob Horner, 2004

6. Two Worries Regarding Ineffective Responses to Problem Behavior (in schools) Get Tough(practices) Train & Hope(systems)

7. Worry #1“Teaching”by Getting Tough Jerry: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

8. Immediate & Seductive Solution….“Get Tough!” Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish “bottom line”

9. When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Increased surveillance Increased suspension & expulsion Alternative programming

10. Erroneous assumption that the youth… Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow…….

11. Science of behavior has taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences Do learn better ways of behaving by being taught directly & receiving positive feedback

12. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice 34 Worry # 2“Train & Hope”

13. So What is PBS? Positive Behavior Supports (PBS) is a sustainable, proactive, school-wide, systems approach to improving social & academic competence for all students… …using positive, preventive evidence-based strategies, collegial and collaborative teaming, and data-based decision making. -Adapted from Horner, Sugai, Muscott and Mann

14. “Mythbusters” - PBS is . . . A general approach to preventing problem behavior– NOT an intervention in isolation For every student– NOT just students with the most extreme challenging behaviors Based on long history of behavioral practices & effective instructional design and strategies – NOT a passing fad

15. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Continuum of School-wide Instructional & Positive Behavioral Support FEW ~5% ~15% SOME Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for ALL Students, Staff, & Settings ALL ~80% of Students

16. Establishing Continuum for SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

17. Continuum of Support for ALL Few Some All

18. Positive Behavior Supports – Integrated Elements Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

19. DEFINE expectations for behavior TEACHthe expected behavior REVIEW expectations regularly MONITORperformance of expected behaviors RECOGNIZEindividuals when expected behaviors are demonstrated CORRECTindividuals when expected behaviors are not demonstrated PBS is an Instructional Approach

20. PBS at the Universal Level includes: A statement of purpose Defined behavior expectations Procedures for teaching expected behavior Procedures for encouraging expected behavior Procedures for discouraging problem behaviors Procedures for record-keeping and decision making

21. 1. Statement of Purpose To enhance the capacity of our school to provide the best behavioral supports for all students that maximize academic and social achievement.

22. 2. Defined Behavior Expectations Few in number Positively stated Behavioral terms

23. Activity: • Work with your neighbor to reframe these rules to a few positively stated expectations. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

26. 3. Teaching Expected Behaviors Create a teaching matrix: expectations and settings Next, teach the expectations in the settings Finally, post the expectations for the specific settings

27. 58 setting expectation/ social skill Expectations behavior examples

28. Teachschool-wide expectations by: Teaching Behavioral Expectations Saying Present the expectation; Explain what and why Showing Model/demonstrate positive examples of how to follow the expectation Role play how to follow the rule; Provide time for practice; Assess mastery Checking Acknowledge students for their positive performance during role play and in natural settings Recognizing

29. Create song/rap about school expectations Create Jeopardy-style game of example behaviors Students answer with rules (e.g., “What is… keeping my area clean in the cafeteria) Brainstorming activity for what students think the expectations should include Use current events articles as a foundation for discussion of rules Word find Other Lesson Ideas

30. Expected behaviors are visible…

31. 4. Encouraging Expected Behaviors Provide students feedback to let them know when they are meeting expectations (positive acknowledgement) General Guidelines for Reinforcement (encouraging) Tangible to Social External to Internal Frequent to Infrequent Predictable to Unpredictable

32. OMMS Business Partner Ticket 6 7 8 Date: ________________Student Name __________________________________For Demonstrating: Safety Ethics Respect (Circle the trait you observed)Comments: ___________________________________________Authorized Signature: ____________________________________Business Name: ________________________________________ Grand Junction CO 5/06

33. Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

34. 5. Discouraging Problem Behaviors (at the Universal Level) Review, practice and pre-correct Develop a system for tracking behavior problems Use the data to make decisions for strengthening your universal system.

35. Pre Post

36. 6. Procedures for Record Keeping & Decision-making From Problem Solution Problem Solving To Problem Solution Information (Data)

37. What are your thoughts and questions? • Activity: • Reflect on the information provided so far and the setting in which you work. • Record your thoughts and questions on the graphic organizer. • We will respond to a sampling of questions now and will also respond to questions at the end of our presentation, as time allows.

38. How is PBS working in Vermont? When we first started PBS in 2007, we didn’t know for sure whether PBS would work in Vermont… Now we do!

39. The number of schools working on implementing PBS in Vermont has grown by 1500% in two years

40. PBS Implementing Schools VermontPositive Behavior Supports 32 Schools 16 Supervisory Unions PBS Interested Schools 23 Schools 16 Supervisory Unions

41. Where is PBS being implemented? Grades Served 16% Pre-K 48% elementary 34% middle school 16% high school

42. How are they doing? • 59% fully implemented school-wide PBSwithin one year • 60% of fully implementing schools began implementing targeted systems of supportwithin 6 months • Average post implementationSET scores are 95%.

43. How about behavior… Has that changed? Fully implementing schoolsreduced major office discipline referrals (ODR’s) up to 64%within the first year following implementation

44. www.pbis.org

45. www.pbsvermont.org

46. Ticket Out the DoorThank you for your participation today! • One thing I will take away from this workshop and apply to my work is… • A question I still have about PBS is…