Positive Behaviour for Success (PBS)

1. Positive Behaviour for Success Illawarra South East Region Positive Behaviour for Success (PBS) Universals Pre-Training Session 2012

3. School-wide PBIS Acknowledgement: National Technical Assistance Centre for PBIS (University of Oregon) Professor Tim Lewis, & Professor Lori Newcomer University of Missouri www.pbis.org

4. AGENDA (Pre-training) • Context and definition • Key elements of PBS • The continuum • The process • School-wide systems • Non-classroom systems • Data Based Decisions • PBS Team • Effective Behaviour Survey (EBS) • Coaches

5. School-wide PBS:a definition PBS is a decision making framework using evidence-based academic and behavioural practices to improve important academic and social outcomes for all students. PBS=PBIS=PBL=PBEL

6. What is School Wide PBS? Evidence-based features of school-wide PBS • Proactive and Preventative • Consistent definitions and teaching of positive social expectations • Acknowledgement, reward of positive behaviour • Continuum of consistent consequences for problem behaviour • Data is used for decision-making • Principal Involvement and support

7. Positive Behaviour for Success Social Responsibility & Academic Achievement Not specific practice or curriculum…it’s a framework for preventing problem behavior and encouraging pro-social behaviour OUTCOMES Not limited to any particular group of students…it’s for all students Supporting Decision Making Supporting Staff Behaviour DATA SYSTEMS Not new…it’s based on research and a long history of effective educational practices & strategies PRACTICES Supporting Student Behaviour

8. Buildsystems that make it easier to teach Create environments that encourage (rather than discourage) pro-social behaviour Teach all students what is expected Provide a continuum of behaviour and learning support to students who need more support to be successful School-wide Positive Behaviour for Success Goals

9. Designing school-wide systems for student success Academic Systems Behavioural Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 1-5% 1-5% • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5-10% • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5-10% • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 80-90% 80-90%

10. Establish a PBS team Mission Statement: Statement of purpose Values: Clearly define expected behaviours Matrix: Teaching and practising expected behaviours Rewards System: Procedures for encouraging expected behaviours Referrals/Consequence System: Procedures for discouraging problem behaviours Data: Procedures for record-keeping and decision making Universal Implementation Essential Features

11. Structure to include representatives from all stakeholders Principal (mandatory) Stage/Grade/Faculty/Executive representation SLSO Parent Community representative (s) Learning Support Team reps PBS Coach Team Membership

12. Obtain, support and maintain staff commitment Develop annual school-wide Action Plan Maintain parent participation and input Communicate to all stakeholders Implement, monitor and evaluate; Data Systems Practises Responsibilities of the PBS Leadership Team

13. Preparation Task 1 Allocation of Team members All participants are responsible and accountable for the success of the meetings • Chairperson • Recorder • Data-base manager • Communication coordinator • Time keeper • Sub-committees as needed (Names of staff to be decided and brought to first training session)

14. Establish a regular meeting schedule for the PBS team (a minimum of monthly) Establish a standard system for communicating information within the committee and among staff Develop regular opportunities for training on key PBS strategies Develop strategies to share information with parents and community Initial Team Action Plan PBS Team

15. Preparation Task 2EBS Survey • All staff to complete EBS (Effective BehaviourSurvey) • Analyse EBS results and graph data • PBS team to discuss EBS results with staff and bring results to first training session.

16. Survey staff regarding: The top 5 behavioural challenges they are facing (non-classroom) Identify locationsExamples: e.g. running - hallways Fighting - playground, Noise Level canteen etc Preparation Task 3 Surveys and Data Collection

17. Preparation Task 4Documents to bring to training Student Welfare \ discipline policy Learning Support team policy Example of your discipline referral forms Copy of student reward / awards system Map of school Suspension data Attendance data School behaviour location summary

18. Assessment / Evaluation Tools OUTCOMES DATA SYSTEMS PRACTICES Effective Behaviour Survey (EBS) An internal self-assessment tool which assesses the extent to which PBS systems, data and practices and are in place in: • School-wide • Non-classroom • Classroom • Individual Student Systems

19. What is the EBS Survey? • Self-assessment survey to assess the extent to which PBS systems, data and practices are in place within a school • School-wide • Non-classroom (Specific Setting) • Classroom • Individual Student

20. Why use the EBS Survey? • Annual action planning • Internal decision making • Assessment of change over time • Awareness building of staff • Team validation

21. Who completes the EBS Survey? • The entire school staff complete the EBS Survey.

22. How is the EBS Survey completed? • Complete the survey independently • Schedule 20-30 minutes to complete the survey • Base your rating on your individual experiences in the school • If you do not work in classrooms, answer questions that are applicable to you

23. School-wide Systems

24. Scoring the EBS • Mark (i.e., “” or “X”) on the left side of the page for current status and the right side of the page for the priority level for improvement • For each feature of current status that is rated as partially in place or not in place, rate the degree to which the priority level for improvement is needed (i.e., high, medium, low)

25. Scoring the EBS Summarise survey results on a blank survey by tallying all individual responses for each of the possible six choices See Support Documents in training pack EBS School-Wide Systems Spreadsheet EBS Non-classroom Systems Spreadsheet

26. The purpose of establishing a region-wide network of PBS coaches is to create a core group of skilled school professionals who have: Fluency with PBS systems and practices Capacity to sustain teams in efforts to implement PBS systems and practices PBS Coaching

27. Team sustainability Hands-on technical assistance Problem solve Support network Local coordination of resources Why coaches?

28. Attend and participate in Coach and Team Network VC presentations Attend school team training events with assigned team Maintain record of school’s implementation Complete and send regular reports to PBS Regional team Provide feedback to PBS school leadership team What do coaches do?

29. Each school will nominate a teacher/executive with an interest in being trained as a coach (1 day) Coaches provide external support to a nearby PBS school. A key role of coaches is to administer evaluation tools in conjunction with Regional support. School Coach Requirement

30. Universals Training Mission Statement Values Where to next?

31. Where to next?

36. Matrix – Example

37. Define and display Values

38. Displaying expectations in all settings

39. Practices • What practice could achieve what we want to see efficiently and effectively?

40. Physical changes to the school environment

41. Awards are linked to school-wide expectations Safety Award Responsible Award