Positive Behaviour Support Resources OSEP Center on PBIS University of Oregon .

Positive Behaviour Support

Resources

OSEP Center on PBIS

University of Oregon

www.pbis.org

www.pbismaryland.org

Discipline is….

The actions parents and teachers take to increase student success (Charles, 1980).

PreventionRules,

Routines, Arrangemen

ts

ReactionPositive and

Negative Consequence

s

Discipline Works When ….

Prevention creates more Positive than negative consequences

PunishmentReinforceme

nt(success)

4 : 1

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk behaviour

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk behaviour

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE Behaviour

SUPPORT

SYST

EMS

PRACTICES

DATASupportingStaff behaviour

SupportingStudent behaviour

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

Critical Features1. Establish Commitment

2. Establish and Maintain Team

3. Self-Assessment

4. Establish School-Wide Expectations

5. Establish On-Going System of Rewards

6. Establish System for Responding to behavioural Violations

7. Establish Information System

8. Build Capacity for Function-Based Support

9. Build District Level Support

80% Staff Buy In

• Share Data/Presentations

• Start Small

• Easy Implementation

• Showcase Success

Obtain 80% Staff Consensus

A “YES” vote means that I agree to:

provide input in determining what our school’s problems are and what our goals should be

make decisions about rules, expectations, and procedures in the commons areas of the school as a school community

Follow through with all school-wide decisions, regardless of my feelings for any particular decision

Commit to positive behaviour support systems for a full year - allowing performance toward our goal to determine future plans

PBS InvolvementRemember:• PBS involves all of us

– we decide what our focus will be– we decide how we will monitor– we decide what our goals are– we decide what we’ll do to get there– we evaluate our progress– we decide whether to keep going or change

Staff Buy In

CITY RRAP

ASK ABOUT IT !!!!

Agree on Logical& Realistic Plans

• Big Ideas– The staff use the characterization information

and objectives to determine the expectations and strategies to be used in meeting those objectives.

Establish SW ExpectationsFRMS “High 5s”

• Be Respectful

• Be Responsible

• Be There/Ready

• Follow Directions

• Hands & Feet to Self

Tenets of Kenwood Pride

•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect

Develop Rules of behaviour• High 5’s

– Be respectful

– Be responsible

– Be there, be ready

– Follow directions

– Hands/feet to self

• The Respect School– Respect others

– Respect property

– Respect yourself

• Formula 4 Success =– Respect

– Responsibility

– Ready-to-learn

– Re-thinking

• The 5 Be’s– Be kind– Be safe– Be cooperative– Be respectful– Be peaceful

• Code of Conduct– I am respectful– I am responsible– I am safe– I am prepared

• Respect + Responsibility = Pride– Show respect– Show responsibility

Teaching SW ExpectationsFRMS “Opening Day”

• Teach directly in context (“teaching stations”)– See/model– Practice– Acknowledge

• 2 day intensive by all staff/students• Regular weekly/monthly review 5

Teaching guidelines

• Show, tell, describe.

• Practice frequently.

• Monitor/supervise use.

• Acknowledge/recognize.

EXAMPLE Teachable Expectations

1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules)

2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line)

3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)

Teaching Matrix Activity 

Classroom Lunchroom Bus Hallway Assembly

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to rightArrive on time to speaker

Respect Environment & Property

Recycle paper

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Do your bestWash your

handsBe at stop on

timeUse your

wordsListen to speaker

Respect Learning

Have materials

ready

Eat balanced diet

Go directly from bus to

class

Go directly to class

Discuss topic in class w/

others

Matrix of Expected behaviour

School ExpectationsRespect Ourselves

Respect Others Respect Property

All Settings 

• Be on task.• Give your best effort. 

•Respect authority.•Be kind.•Hands and feet to selves.•Help others.•Share..

•Recycle.•Clean up after yourselves.•Use only what you need.•Care of your belongings.

Hallways and Walkways 

•Walk. •Use appropriate voice level •Use whisper voices in halls.•Use quiet voice on walkways. 

•Keep hallways and walkways clean.

Playground 

•Have a plan. •Play safe.•Include others.•Share equipment.•Take turns.•No put-downs. 

•Pick up litter.•Use equipment properly•Use garbage can for litter.

Bathrooms 

•Wash your hands.•Respect privacy. 

•Keep the bathroom clean.

Lunchroom 

•Eat your own food. •Use soft voices.•Practice good table manners. 

•Pick up & clean your table.•Stay seated, get up only with permission.

 Library and Computer Lab 

  •Use whisper voices. •Take care of books, magazines & computers.•Push in chairs.

Assembly 

•Sit in one spot. •Active listening.•Appropriate applause.

Buses 

•Obey bus rules. •Obey bus rules. •Obey bus rules.

behaviour ExpectationsDurham Elementary, Edmonton, Alberta, Canada

Teaching Behavioral Expectations

Define the Expectation:

Provide a Rationale:

Teach the Critical Discrimination:

Demonstrate Appropriate Behavior

Demonstrate Unacceptable Behavior

Practice telling the difference with multiple examples

If there is a “signal” teach the signal (when should theappropriate behavior occur?

Teach for fluency?

How will this skill be maintained?

Physical Arrangements

• Supervision

• Sight barriers

• Locations predictive of failure and success

• Crowding of students

REINFORCEMENT

SYSTEM

Duval Elementary - Reinforcement•Reinforcement Tickets distributed to children who are following rules

-specified areas, behaviours, or times may become monthly focus

•Tickets include space for student name and teacher name on each half

First half of ticket -goes with student to classroom for R+ then home for parental R+ -classroom teachers may elect to provide additional R+ -classroom teachers may elect to track class performance for group R+

Second half of ticket -goes into public “fish bowl” for daily drawing

*drawing at the end of the day for 3 names*receive public acknowledgement R+

-monitor number of tickets and set criteria for school-wide R+ *when goal is met entire school receives specified R+ *all students eligible to receive school-wide R+ unless:

•suspended at any time since last school-wide R+

•sent to office since last school-wide R+ (fighting gross non-compliance, or law violation)

•Students who are not successful will be assessed and may have individualized system created

BIG IDEAS

1. Determine what questions you want to answer (what’s important?)

2. Determine what data will help to answer questions

3. Determine the simplest way to get data

4. Put system in place to collect data

5. Analyze data to answer questions

6. Use answers to drive policy and practice

What systems are problematic?• Referrals by problem behaviour?

– What problem behaviours are most common?• Referrals by location?

– Are there specific problem locations?• Referrals by student?

– Are there many students receiving referrals or only a small number of students with many referrals?

• Referrals by time of day?

– Are there specific times when problems occur?