Presentation on theme: "School-wide Positive Behavior Support"— Presentation transcript:
1School-wide Positive Behavior Support Rob Horner and George SugaiUniversity of Oregon and University of ConnecticutOSEP TA Center on Positive Behavior Support
2Introductions My background What problem behaviors are you seeing that (a) are a barrier to academic gains, and/or (b) are a barrier to social development?
3Goals: Answer the following What is School-wide PBS?How can we tell if SWPBS is a good idea for our school?Can we do SWPBS given everything else we have to do?What are the steps? What help will we get?
4Basic MessagesThe social behavior of students affects the effectiveness of schools as learning environments.Improving the social behavior of students requires investing in the school-wide social culture as well as in strategies for classroom, and individual student intervention.
5School-wide PBS is the Convergence of Three Forces Legal ExpectationsSciencePracticeSchool-widePositive Behavior Support
6What is School-wide Positive Behavior Support? School-wide PBS is:A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.Evidence-based features of SW-PBSPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual intervention supports.Implementation of the systems that support effective practices
7Establishing a Social Culture Common LanguageMEMBERSHIPCommon ExperienceCommon Vision/Values
8 Tertiary Prevention: Specialized Individualized SCHOOL-WIDE Systems for Students with High-Risk BehaviorSCHOOL-WIDEPOSITIVE BEHAVIORSUPPORT~5%Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior~15%Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings~80% of Students
9Positive Behavior Support Social Competence & Academic Achievement OUTCOMESSupportingStudent BehaviorSupportingDecisionMakingDATAPRACTICESSYSTEMSSupportingStaff Behavior
10School-wide Systems: Create a positive school culture: School environment is predictable1. common language2. common vision (understanding of expectations)3. common experience (everyone knows)School environment is positiveregular recognition for positive behaviorSchool environment is safeviolent and disruptive behavior is not toleratedSchool environment is consistentadults use similar expectations.
11Why should we be committed to implementation of SW-PBIS? SW-PBS benefits childrenReduction in problem behaviorOffice discipline referralsSuspensionsExpulsionsImproved effectiveness for intensive interventionsIncreased student engagementRisk and protective factors improveStudents perceive school as a safer, more supportive environmentImproved academic performanceWhen coupled with effective instructionImproved family involvementIL90summaryIllinois ISAT
12Why should we be committed to implementation of SW-PBS? Benefits to faculty and staff:Improved consistency across facultyBetter collaboration in support of individual studentsImproved classroom managementClassroom routinesStrategies for preventing and pre-empting problem behaviorReduced faculty absenteeismIncreased faculty retentionImproved substitute performance/perceptionIncreased ratings of faculty “effectiveness”Staff perceive themselves as more effective due to coherent planning, improved student behavior, effective strategies for addressing problems.
13Why should we be committed to implementation of SW-PBS? Benefits to District/CommunityImproved cost effectiveness1 ODR = 15 min staff time; 45 min student timeSustained effects across administrator, faculty, staff, student change.Avoids cost of continually re-creating systems that draw resources away from effective education.Administrative benefits of scaleCost savings for data systemsEffective transitions among faculty when they shift from one school to another.Effective innovationData systems promote innovation.Focus on research-based practicesKennedy
14What do you see in schools using SW-PBS? Teams meeting regularly to:Review their dataDetermine if PBS practices are being usedDetermine if PBS practices are being effectiveIdentify the smallest changes that are likely to produce the largest effectsBut focusing on the use of evidence-based practices
15What do you see in schools using SW-PBS? Clearly defined behavioral expectations that have been defined, posted, taught and acknowledged.
16What do you see in schools using SW-PBS? Students who are able to tell you the expectations of the school.Students who identify the school as safe, predictable and fair.Students who identify adults in the school as actively concerned about their success.
17Behavioral Expectations Core values for your school3-5 (simply stated)Positively stated (describe what you want)MemorableStudent-appropriate languageBasic values… tied to practical behaviors through your teaching matrix
18School-wide Expectations What are the behavioral expectations in your school?Do students know both the “words” and the “behaviors?”
19For each cell in the matrix What is the one best example of Teaching MatrixLocation 1Location 2Location 3Location 4Location 5Location 6Expectation 1Expectation 2Expectation 3Expectation 4Expectation 5For each cell in the matrixWhat is the one best example ofthe “right behavior?”2. What is the correct alternative tothe most common behavioral error?
20Are 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.”Judy Cameron, 2002Cameron, 2002Cameron & Pierce, 1994, 2002Cameron, Banko & Pierce, 2001“The undermining effect of extrinsic reward on intrinsic motivation remains unproven”Steven Reiss, 2005Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33,Use of rewards inEducation
21“What the Worlds Greatest Managers Do Differently” “What the Worlds Greatest Managers Do Differently” Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies.Create working environments where employees:1. Know what is expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work.4. Have a supervisor who cares, and pays attention5. Receive encouragement to contribute and improve6. Can identify a person at work who is a “best friend.”7. Feel the mission of the organization makes them feel like their jobs are important8. See the people around them committed to doing a good job9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well.
22Acknowledgement System: (How would you acknowledge “showing respect for others”?) ElementaryMiddleHigh SchoolSpecific StudentGroups/Class
24What do you see in schools using SW-PBS? Team-based systems for Targeted, and Intensive behavior support for children with more significant needs.
25What do you see in schools using SW-PBS? Faculty and staff who are active problem solvers.They have the right informationThey have efficient organizational structuresThey have effective outcome measuresThey have support for high-fidelity implementation and active innovation.
26Measurable Benefits for Children Positive, supportive social cultureActive engagement in school/learningReductions in problem behaviorIncreases in academic outcomesActive participation of families/communitySWISNYC SWIS
29An effective implementation process CommitmentAdministratorFacultyTeamTeam-based processCoachesBehavioral ExpertiseContextual Fit (Adapt to specific context)2-3 Year processTeam Schedule
30Leadership Team Visibility Political Support Funding Evaluation Active CoordinationEvaluationTrainingCoachingLocal School Teams/Demonstrations
31Main Messages Invest in prevention Build a social culture of competenceFocus on different systems for different challengesBuild local capacity through team processes, and adaptation of the practices to fit the local contextUse data for decision-makingBegin with active administrative leadershipExamples