School-wide Positive Behavior Support

1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department of Education · Division of Teaching & Learning Programs and Services School-wide Positive Behavior Support November 29, 2005 Manchester Public Schools

2. Training Dates • Day 1 November 29, 2005 • Day 2 December 14, 2005 • Day 3 January 6, 2006 • Day 4 March 24, 2006 PBS Training Outline Day 1: • Overview • Collaboration and Team Functioning • Capacity Building Goals of District • Basic Principles of Behavior • Need Assessment Day 2: • Faculty Involvement • Definitions of Behaviors • Behavior Tracking Forms • Coherent Behavior Response Process Day3: • Effective Consequences • School-wide Expectations • Rules for Unique Sittings Day 4: • A System for Teaching Appropriate Behavior • School-wide Reward System • Evaluating Progress • A Comprehensive PBS System Technical Assistance Dates • Day 1 December 5,2005 • Day 2 February 16, 2006 • Day 3 March 31, 2006 • Day 4 May 25, 2006 • Technical Assistance dates will be scheduled with SERC consultants SERC

3. Why Am I Here Today? • Review the tasks for the team on which you serve • What is the “charge” for this team? • What is your role in this initiative? SERC

4. Tasks of the District Team • Review district policies and procedures and make recommendations • Coordinate district-wide PBS efforts • Provide training and technical assistance to PBS school teams in future years • Facilitate implementation efforts of school-wide PBS • Act as a coach to school teams and attend team meetings Tasks of the School Teams • Hold regular team meetings (at least monthly) • Assess the current status of behavior and discipline practices • Examine patterns of behavior • Develop a school-wide plan • Obtain staff commitment • Obtain parental participation and input • Oversee, monitor, and evaluate all planned objectives and activities developed SERC

5. Team Roles and Responsibilities • Team Leader – starts the meeting, reviews purpose of the meeting, facilitates the meeting by keeping the team focused on each step • Recorder – responsible for transcribing the team’s responses on flip chart paper, transparency, or team agenda/minutes form • Timekeeper – responsible for monitoring the amount of time available for discussion and keep the team aware of time limits by giving “warnings” (e.g., “10 minutes left”) • Data Specialist – trained in entering and accessing data from SWIS or your school’s current system • “Behavior Specialist” – competent with behavioral principles and assists in analyzing data Our… • Team Leader is • Recorder is • Time Keeper is • Who will serve the role of supplying your team with the necessary data? • Who will serve the role of supporting your team with understanding the principles of behavior and behavioral strategies? SERC

6. Goal of Systemic PBS • To achieve effective school-wide behavioral support for all members of a school community • The whole school is the implementation unit • All students and staff are involved across all settings of the school • Requires a “Leadership Team” to consider implementation beyond individual school Training in Basic Behavioral Principles • At least 80% of faculty, staff, and administration have been trained • All can benefit whether the training is new or review for staff • Training options: • Online tutorial http://serc.gws.uky.edu/pbis/Tutorial • Overview at faculty meetings Necessary Support • Funding Support • Adequate and sustained (3-5 years) • Visibility • School, district, community stakeholders • Political Support • Board of Education • Behavior is one of top 5 district goals PBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive Behavioral Interventions and Support SERC

7. Increasing the District’s Capacity Training Capacity • Self-assess for specific programmatic and staff development needs and objectives • Develop a training action plan • Invest in increasing local training capacity • Implement effective and efficient training activities Coaching Capacity • Organize personnel and resources for facilitating, assisting, maintaining, and adapting local school training implementation efforts • Resources are committed for both initial training and on-going implementation support Evaluation Capacity • Establish measurable outcomes • Methods for evaluating progress toward these measurable outcomes • Modified or adapted action plans based on these evaluations Coordination Capacity • Establish an operational organization and “rhythm” that enable effective and efficient utilization of materials, time, personnel, etc. in the implementation of an action plan PBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive Behavioral Interventions and Support SERC

8. What is Currently in Place? • What strategies, models, processes, activities currently exist in Manchester than can help us examine how to… SERC

9. Find the Key Words… Positive Behavior Support (PBS) is a proactive and comprehensive continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing behaviors of concern. What Does This Mean to Me? SERC

10. Positive Behavior Support • Views the system, setting, or skill deficiency as the problem • Adjusts systems and settings and improves skills • Identifies and teaches replacement skills and builds relationships • Relies primarily on positive approaches • Has a goal of sustained results achieved over time • Is developed by a collaborative team Michigan Department of Education, 2001 Four Defining Principles • Three-tiered approach to Prevention • Primary (Universal), Secondary (Specialized Group), and Tertiary (Individual) • Instructional Emphasis • Teach social skills the same as academic skills • Functional Perspective • Consider the meaning of behavior • Sustainability Priority • Use of practical interventions, multiple approaches, and on-going data collection PBS Implementers’ Blueprint and Self-Assessment, OSEP Center on Positive Behavioral Interventions and Support School-wide PBS: Critical Elements • PBS District Team • PBS School-Based Team • Faculty Commitment • Behavior Response Process (Discipline Referral Process) • Consequence Hierarchy • Discipline Referral Form • Data System (Entry & Analysis) • Crisis Plan • Expectations & Rules • Lesson Plans for Teaching Expectations/Rules • Rewards/Recognition Program • Plan for Training Staff/Students & involving Families/Communities • Implementation Plan • Evaluation & Monitoring SERC

11. Individual Support School-Wide Specialized Individual Interventions (Individual Student System) Students w/ Chronic/Intense Behavior Concerns (1-7%) Targeted Individual or Group Interventions (At-Risk System) Students At-Risk for Behavior Concerns (5-15%) Special Education/504 Universal (District, School-Wide, & Classroom Systems) Students w/out Serious Behavior Concerns (80-90%) All Students in School (Ortiz, 1987; Horner, 1998; Sugai, 2001)

12. Individual Support School-Wide Brainstorm:What Do We Currently Have in Place? All Students in School (Ortiz, 1987; Horner, 1998; Sugai, 2001)

13. Traditional Approach to Managing Challenging Behaviors SERC (Knoster and Lapos, 1993)

14. The Challenge • Some students come to school without skills to respond to instructional and behavioral expectations (Sprague, Sugai & Walker, 1998) • Students who display severe behaviors of concern are at-risk for segregated placements (Sprague, Sugai & Walker, 1998) • Exclusion and punishment are the most common responses to severe behaviors of concern in schools (Lane & Murakami, 1987; Patterson, Reid & Dishon, 1992) • Exclusion and punishment are ineffective at producing long-term reduction in behaviors of concern (Costenbader & Markson, 1998; Walker et al., 1996) • Removal from the classroom results in… • A loss of instructional time • A positive reinforcement for the teacher (Skiba, 2000) • Punishing behaviors of concern, without a proactive support system is associated with increases in: • aggression • vandalism • truancy • dropping out (Mayer, 1995; Mayer & Sulzar-Azaroff, 1991) SERC The May Institute, Inc., 2005

15. The Response • Need a prevention focus • “Schools that are safe, effective, and controlled are not accidents” (Sugai, Sprague, Horner & Walker, 2000) • Need to build school capacity to support all students • Need a continuum of behavior support • Level and intensity of intervention matches severity of behaviors of concern The May Institute, Inc., 2005 SERC

16. Challenging behavior Perception of unmet needs Personal growth improves self control Look to understand needs and develop hypothesis Improved Quality of Life Reductions in challenging behaviors by learning alternative skills Design/deliver prevention/ intervention strategies based on hypothesis Meet needs in a more socially acceptable manner Effective Behavior Support How is this like or unlike what I currently see in my school/district? SERC (Knoster and Lapos, 1993)

17. Why is it Important to Understand Basic Principles of Behavior? • Understand what is happening • Understand why behaviors of concern are occurring • Develop more effective school-wide interventions Behavior Defined • Anything we SAY or DO • It is HOW WE REACT to our environment • Behaviors are often LEARNED and continue because they serve a PURPOSE or FUNCTION • We engage in behaviors because we have learned that a DESIRED OUTCOME occurs SERC

18. Children and Behavior • Children use behavior to communicate their wants and needs • Certain behaviors interfere with learning • PBS helps us understand the PURPOSE/FUNCTION of behavior and teaches children the necessary or appropriate skills to replace the behaviors of concern Academics and Behavior • How does the context of the academic environment and setting demands relate to behavior? • What effect does instructional level have on behavior? SERC

19. The ABC’s of Behavior: • A = Antecedent • B = Behavior • C = Consequence • Understanding the function of behavior is the first step in changing the behavior • Understanding comes from repeated observation of: • A—(stimulus before the behavior) • B—(the observable and measurable act) • C—(what occurs after the behavior that serves to maintain or increase frequency of the behavior) Functions of Behavior • The purpose or reason the behavior occurred • Why is it important for us to know the function/purpose of the behaviors of concern? • Get • Avoid SERC

20. Culture & Climate Process Content What How Policy to change in order to get Compliance Structures Behavior Builds over time or Incremental Change Practices to change Core Values & Philosophy in order to get Commitment or Deep Change Attitudes, Beliefs, & Values Creating Change SERC

21. So Let’s Reflect on This… • What are the current beliefs about behavior within the district/school? • How do you know? (give examples) • Which beliefs would you keep? • Which beliefs you change? SERC

22. So Why School-wide PBS? • Why does Manchester need School-wide PBS? • District • School • What is the goal for implementing School-wide PBS in Manchester? • What student outcomes does Manchester hope to address? SERC

23. PBS School-wide Needed When: • Academic and social behavior goals not being achieved • High rates of problem student behavior, resulting in loss of academic time • Lack of universal procedures in schools to address problem behaviors • Families and the community are dissatisfied with the school’s response to problem behavior • Teachers express dissatisfaction with the current school-wide discipline plan Results of School-wide PBS • When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning. • All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners. • Schools that have implemented school-wide PBS programs have seen: • 1/3 reduction of office referrals • 2/3 reduction of suspensions and expulsions • An increase in attendance • An increase in staff and student morale (Washburn, Burrello, & Buckman, 2001) SERC

24. OUTCOMES Supporting Decision Making SYSTEMS Supporting Staff Behavior Information PRACTICES Supporting Student Behavior How Does PBS Fit with…. • Responsive Classroom • Character Counts • Second Steps • Capturing Kid’s Hearts Social and Emotional Learning Competencies • Self-Awareness • Social Awareness • Self-Management • Relationship Skills • Responsible Decision Making Safe and Sound: An Educational Leader’s Guide to Evidence Based Social and Emotional Learning Programs, 2002 Social Competence, Academic Achievement, and Safety SERC Center for Positive Behavior Interventions and Supports (2002)

25. Working Smarter Activity Form SERC

26. Tools for Assessing School-wide PBS • My Notes on Using the SET • My Notes of Using the PBS Benchmarks SERC

27. Next Steps……. • Between now and December 14 we will… • For next time bring…. • Something to Remember…. SERC

28. Websites: • OSEP Center on PBIS • http://www.pbis.org • FL - PBS Project • http://flpbs.fmhi.usf.edu • SERC • http://www.ctserc.org/pbs SERC