Chris Borgmeier, PhDPortland State University

cborgmei@pdx.eduwww.swpbis.pbworks.com

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?