1. Rob Horner University of Oregon www.pbis.org
School-wide Positive Behavior Interventions and Supports (PBIS) What, Why, How
Rob Horner
University of Oregon

2. Goals What: Define the core features of SWPBIS
Why: Define if SWPBS is appropriate for your school
How: Define the process for implementing SWPBIS
Link: SWPBIS with (a) Academic Supports, (b) Mental Health and (c) Social, Emotional Learning
Establish: Quality, Equity, Efficiency as guiding themes.

3. Main Messages
Supporting social behavior is central to achieving academic gains.
School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.
Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

4. Six Basic Recommendations for Implementing PBIS
Never stop doing what already works
Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals
Do a small number of things well
Do not add something new without also defining what you will stop doing to make the addition possible.

5. Six Basic Recommendations for Implementing PBIS
Collect and use data for decision-making
Adapt any initiative to make it “fit” your school community, culture, context.
Families
Students
Faculty
Fiscal-political structure
Establish policy clarity before investing in implementation

6. Michigan State Board of Education Positive Behavior Support Policy
The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.
Adopted September 12, 2006
…it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

8. Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):
SWPBIS Experimentally Related to:
Reduction in problem behavior
Increased academic performance
Increased attendance
Improved perception of safety
Improved organizational efficiency
Reduction in staff turnover
Increased perception of teacher efficacy

9. Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):

10. Academic-Behavior Connection
Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, Algozzine, R., Putnam, R., & Horner, R. (2012). Support for teaching students with learning disabilities academic skills and social behaviors within a response-to-intervention model: Why it doesn’t matter what comes first. Insights on Learning Disabilities, 9(1), Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104,

11. School-wide PBIS: Outcomes
Reduction in problem behavior
Improved academic performance
Improved perceived school safety
Reduction in staff turnover

12. Number of Schools Implementing SWPBIS since 2000

13. Count of School Implementing SWPBIS by State
August, 2011
Illinois
12 States > 500 Schools
Michigan

14. Using PBIS to Achieve Quality, Equity and Efficiency
QUALITY: Using what works; Linking Academic and Behavior Supports
North Carolina (valued outcomes)
Michigan (behavior and literacy supports)
Commitment to Fidelity Measures
Building functional logic/ theory/ practice (Sanford)
EQUITY: Making schools work for all
Scott Ross
Russ Skiba
Vincent, Cartledge, May & Tobin
Bully prevention
EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.
Using teacher and student time better.
Dean Fixsen/ Oregon Dept of Education

15. Time Cost of a Discipline Referral (Avg
Time Cost of a Discipline Referral (Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)
1000 Referrals/yr
2000 Referrals/yr
Administrator Time
500 Hours
1000 Hours
Teacher Time
250 Hours
Student Time
750 Hours
1500 Hours
Totals
3000 Hours

16. Pre PBIS Year Year Year 3

17. 121, 6-hour school days 29, 8-hour days
What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School
Savings in Administrative time
ODR = 15 min
Suspension = 45 min
13,875 minutes
231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min
Suspension = 216 min
43,650 minutes
728 hours
121, 6-hour school days

18. Readiness for Implementation
Appreciate the stages of adopting something new
Exploration, Installation, Partial Implementation, Full Implementation, Innovation, Sustainability
Make sure the elements for implementation are in place:
Team (administrator, core representatives)
Commitment to vision, and training time
Coaching support

19. Readiness for Implementation
Invest in the systems needed to support high fidelity implementation
Team process
Data collection, summary and use
Build whole-school systems before more intense support systems.
Use data regularly to determine (a) fidelity and (b) impact
Team Implementation Checklist (TIC) to self-assess and action plan every two months
Office discipline referral data (weekly, monthly)

20. WHAT IS SWPBIS
Logic
Core Features

21. Logic for School-wide PBIS
Schools face a set of difficult challenges today
Multiple expectations (Academic accomplishment, Social competence, Safety)
Students arrive at school with widely differing understandings of what is socially acceptable.
Traditional “get tough” and “zero tolerance” approaches are insufficient.
Individual student interventions
Effective, but can’t meet need
School-wide discipline systems
Establish a social culture within which both social and academic success is more likely

22. Context
Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

23. Problem Behaviors Vary in intensity
Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.
Vary in intensity
Exist in every school, home and community context
Place individuals at risk physically, emotionally, academically and socially
Are expensive: For society, schools, classrooms, students, families

24. The challenge of too many initiatives
Wraparound
Early Intervention
Literacy
Equity
Positive Behavior Support
Family Support
Math
Response to Intervention

25. Alignment for Systems change
Primary Prevention
Universal Screening
Multi-tiered Support
Early Intervention
Progress Monitoring
Systems to support practices
Response to Intervention/Prevention
Early Intervention
Literacy
Wraparound
ALIGNMENT
Math
Family Support
Behavior Support
Student Outcomes
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
(c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 25

26. What is School-wide Positive Behavior Intervention and Support?
School-wide PBIS is:
A framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment (academic and behavior) for all students.
Evidence-based features of SWPBIS
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 intervention supports.
Implementation of the systems that support effective practices

27. School-wide Positive Behavioral Interventions and Supports (SWPBIS)
The social culture of a school matters.
A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
Effective practices with the systems needed for high fidelity and sustainability
Multiple tiers of intensity

28. Establishing a Social Culture
Common Language
MEMBERSHIP
Common Experience
Common Vision/Values

29. School-wide PBS
Establishing additional supports for students with more intense needs

30. Systems for Students with High-Risk Behavior SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students 27

31. Aurora, CO, EBD, all schools
Two messages:
1. high rates of problem behaviors & reactive “get tough” management
2. teaching to the corner

32. Math
Remember that the multiple tiers of support refer to our SUPPORT not Students.
Avoid creating a new disability labeling system.
Behavior
Health
Reading

33. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
Check and Connect
TERTIARY PREVENTION
~5%
~15%
SECONDARY PREVENTION
Check in/ Check out
Targeted social skills instruction
Anger Management
Social skills club
First Step to Success
SECONDARY PREVENTION
PRIMARY PREVENTION
Teach SW expectations
Consistent Consequences
Positive reinforcement
Classroom Systems
Parent engagement
Bully Prevention
PRIMARY PREVENTION
~80% of Students

34. School-wide PBIS Supporting Social Competence,
Academic Achievement and Safety
School-wide PBIS
OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
PRACTICES
DATA
SWPBS: Four Elements
SWPBS builds from a focus on student Outcomes: academic achievement, social competence, and safety.
SWPBS “Practices” are the behaviors of adults that affect how students perform. These are the daily, classroom, and on-going discipline practices of the school
SWPBS “Systems” are the organizational decisions and structures that support effective STAFF Behavior. A major strength of SWPBS is the emphasis on practices delivered WITH the systems needed to support the practices.
The use of data for decision-making is the single most important system within SWPBS. This element is used both to ensure the SWPBS practices are tailored to the local context/culture, and to benefit the continuous regeneration needed for sustained implementation.
SYSTEMS
Supporting
Staff Behavior

35. School-wide PBS Braiding proven practices with practical systems:
Policies, Team meetings, Data Systems

36. Create Effective Learning Environments
Predictable
Consistent
Positive
Safe

37. Predictable Consistent Positive Safe Low High 1 2 3 4 5
Action: Rate your school culture 1. Use a student perspective 2. Use a staff perspective
Low High
Predictable
Consistent
Positive
Safe

38. Define School-wide Expectations for Social Behavior
Identify 3-5 Expectations
Short statements
Positive Statements (what to do, not what to avoid doing)
Memorable
Examples:
Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults

39. Activity: Behavioral Expectations
Define your school-wide expectations
3-5, Positively stated
Core social values
Terms that will be comfortable for students, families, staff
How will you make the expectations memorable?

40. Teach Behavioral Expectations
Transform broad school-wide Expectations into specific, observable behaviors.
Use the Expectations by Settings Matrix
Teach in the actual settings where behaviors are to occur
Teach (a) the words, and (b) the actions.
Teach “When” as well as “How” to behave
Build a social culture that is predictable, and focused on student success.

41. Nolan

42. Curriculum Matrix Location 1 Location 2 Location 3 Location 4
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5

43. Activity: Teaching Matrix
List your expectations and your locations on the Teaching matrix
Select one location in the school
Define how you would teach the expectations in that location.
Present “words”…expectations
Present rationale, and definitional rule
Present positive examples
Present negative (non) examples
Provide an activity in which all students practice

44. School-Wide Positive Behavior Support Tertiary Prevention: Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
This is the same model used by RTI for academics—the two systems are the same; within IPBS we are building on this logic to support all students.
~80% of Students

45. Implications for Bully Prevention
Build on school-wide social culture
Do not add a NEW program to what you already do
All students know what “respect” means
Avoid deviancy training: (do NOT teach bullying)
Teach a school-wide signal for “stop”
Teach all students what to do if asked to “stop”

46. Teach a Three-Step Skill that can be used in all places at all times
Teach a Three-Step Skill that can be used in all places at all times. Keep it simple
If you encounter behavior that is NOT respectful
Stop Walk Talk
Say and Show
“STOP”
Walk Away
Talk to an Adult

47. 72% Number of Incidents of Bullying Behavior 3.14 1.88 .88 School Days
Baseline
Acquisition
Full BP-PBS Implementation
Rob
School 1
Number of Incidents of Bullying Behavior
Bruce
Cindy
School 2
Scott
Anne
School 3
Ken
72%
3.14
1.88
.88
School Days

48. 28% increase
19% decrease
BP-PBS, Scott Ross

49. 21% increase
22% decrease
Recipients of bullying said “stop” 30% of the time (a 28% increase from baseline),
helped the victim “walk” away 13% of the time (a 10% increase),
delivered a positive response 8% of the time (an 11% decrease),
delivered a negative response 15% of the time (a 19% decrease),
and delivered no response 34% of the time (a 9% decrease).
Bystanders of bullying said “stop” 22% of the time (a 21% increase),
helped the victim “walk” away 13% of the time (an 11% increase),
delivered a positive response 17% of the time (a 22% decrease),
delivered a negative response 8% of the time (a 10% decrease),
and delivered no response 41% of the time (a 1% increase).
BP-PBS, Scott Ross

50. Key Messages
Bully prevention starts by establishing a positive school-wide social culture.
Bully prevention involves empowering students to withhold rewards for bullying.
Add the smallest changes that generate the largest effects
Always collect data on both fidelity and impact.

51. Why Embed Expectations
into Curriculum?
Behavior curriculum does not have to be separate
Helps to eliminate time crunches
Provides a rationale for student- helps students to see how the expectations fit into everyday life
Meets best practices approach
Hands on activities
Meets all learning styles (oral, visual, kinesthetic)
Higher order learning activates (synthesize, analyze, etc.)

52. Embedding Expectations into Current Daily Curriculum
Social Studies
Have students research different cultures to find out how they define “Respectful”
Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved

53. Embedding Expectations into Current Daily Curriculum
Language Arts and Reading
Use a novel that has an expectation as a theme
Discuss characters in a novel and how they did not show respect, then have the students write the story with the character showing respect
Have the students develop their own expectations and/or rules and then have them write a persuasive essay or debate why theirs should be used instead of the school’s

54. Embedding Expectations into Current Daily Curriculum
Fine Arts (Music, Art, Computers, Graphics)
When choosing a school play, choose one with a theme centered around one of the school expectations or write your own play
Have the students compose a song/rap with the expectation
Have students come up with a campaign for promoting expectations to the entire student body

55. Embedding Expectations into Current Daily Curriculum
Science and/or Math
Have students develop a hypothesis about what they think are the top behavior problems at school. Have them survey students, parents, & teachers; make graphs; and reach a conclusion about the hypothesis
Have the students count the number of tickets redeemed monthly for prizes & graph them. You can include ratio of number of tickets to student, # of tickets per teacher, etc.

56. Teaching Behavioral Expectations
Select Expectations
Define Expectations
Teach Expectations
Embed Expectations
Revisit Expectations
3-5 Expectations
Teaching Matrix
Teaching Plans (by location)
Teaching Schedule
Curriculum Integration
Booster Training Plan

57. On-going Reward of Appropriate Behavior
Every faculty and staff member acknowledges appropriate behavior.
5 to 1 ratio of positive to negative contacts
System that makes acknowledgement easy and simple for students and staff.
Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)
Beginning of class recognition
Raffles
Open gym
Social acknowledgement

58. Are 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, 2002
Cameron, 2002
Cameron & Pierce, 1994, 2002
Cameron, Banko & Pierce, 2001
“The undermining effect of extrinsic reward on intrinsic motivation remains unproven”
Steven Reiss, 2005
Akin-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 in
Education

59. “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 expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. 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 important
8. See the people around them committed to doing a good job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.

60. Activity How do we acknowledge the social behavior of students?
1. Individual students
2. Groups/Classrooms
3. Whole school

61. Classroom Systems: 10 core elements
Classroom expectations
Classroom routines taught
Active supervision
Positive environment (5:1 pos to neg ratio)
Functional physical layout
Maximize academic engagement
High rate of student academic success (85%)
Varied modes of instruction
Predictable responses to problem behavior
Efficient system for requesting assistance

62. “Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

63. 3 middle school age students (2 boys, 1 girl, AA, W, Hisp)
Problem Behavior: talking, annoying others, out of seat, sleeping, etc.
DV: % intervals on-task
10 minutes (15s momentary t.s.)
Multiple Baseline Design
IV: Greeting: Student name + positive statement, then normal routines
Allday & Pakurar (2007)

64. Consequence Systems Policy and Logic Problem behavior definitions
Discipline referral form
Guidelines for responding to problem behavior
Is there a common rule for when to send a student to the office?
Are there “levels” of response/ Flow chart of actions?
Data system
Regular reporting to full faculty
Active use of data for decision-making by those who collect the data.

65. General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
Problem solve
Determine
consequence
Follow procedure
documented
File necessary
documentation
Send
referral to
office
Follow
through with
consequences
procedure
Write referral &
Escort student to office
Follow up
with student
within a
week Is
major?
Does
student
have 3? NO
YES
Find a place to talk with student(s)
Ensure safety

67. Data System for Decision-making
Efficient system to summarize and report the data

68. What is our current “pattern?”
Ask:
What is our current “pattern?”
What is typical?
What is possible?
What is needed?
75th Percentile
Median
25th Percentile

69. Key expectations of effective data systems
Clear definitions for problem behavior
Office discipline referral form that takes no more than 15 sec to complete
Data entry requires no more than 30s per ODR
Data summary produces Big 5 Graphs easily
ODR per day
ODR per problem behavior
ODR per location
ODR per student
ODR per time of day
Data are reported to staff regularly (monthly) and use for decision-making regularly (weekly)

70. Activity: Consequences and Data
Do we have a rule/guideline for what behavior should be managed in class versus sent to office?
Operational definitions, Levels?
Do we have an efficient system for submitting office discipline referrals?
Build the flow chart defining discipline decision rules?
What data do faculty see about student behavior on a regular (monthly) basis? What do we need to use discipline data for decision-making?

71. Implementation Elements
Team Training:
3-4 Events per year over a 2-3 year period
Teams: Administrator, 3-7 individuals, district coach
Coaching/Trainer capacity
District coach
District/County trainers
Leadership Team
Policies, Hiring, Annual Eval, Orientation,
Evaluation
Fidelity, and Impact

72. HOW IS SWPBIS Implemented?
Nine Implementation Steps
Build commitment
Establish implementation team
Self-Assess for local adaptation of SWPBS
Define and teach expectations
Establish system for recognizing positive behavior
Establish consequences for problem behavior
Establish classroom management structure
Collect and use data for decision-making
Establish function-based support for students with more severe support needs.

73. Local School/District Teams/Demonstrations
Visibility
Political
Support
Funding
Policy
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Teams/Demonstrations

74. Implementation Stages
Implementation occurs in stages:
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
2 – 3 Years
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
(c) Dean Fixsen and Karen Blase, 2004

75. Using Self-Assessment of Fidelity
To make real change, you need a repeated self- assessment process.
“Are we doing the core features?”
Three options:
Research Quality: School-wide Evaluation Tool (SET)
Progress monitoring: Team Implementation Checklist (TIC)
Annual Self-Assessment: Benchmark of Quality (BoQ)

78. WHY CONSIDER SWPBIS SWPBIS possible? SWPBIS is needed in our school?
SWPBIS benefits our students, staff, families?
Reduction in problem behavior
Increased attendance and academic engagement
Improve academic performance
Reduction in referrals to special education
Improve family involvement in school
Improved perception of school as a “safe environment”
Improved perception of teacher efficacy

79. Current Research School-wide PBIS is “evidence-based”
Reduction in problem behavior
Increases in academic outcomes
Horner et al., 2009
Bradshaw et al., 2006; in press
Behavioral and Academic gains are linked
Amanda Sanford, 2006
Jorge Preciado, 2006
Kent McIntosh
School-wide PBIS has benefits for teachers and staff as well as students.
Ross, Endrulat & Horner, in press
Sustaining School-wide PBIS efforts
Jennifer Doolittle, 2006

80. High School Student writing to her grade school principal
I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began….            Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar.     Without further ado, I would like to state that nine years later I still remember your kindness, your positivity, and most of all the three R's: Respect yourself, Respect others, and Respect property. Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being.     In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution. Thank you very much for giving me the opportunity to live my life to its fullest. Sincerely,
High School Student writing to her grade school principal

81. Summary
School-wide PBIS is a whole-school approach for building the social culture and behavior supports needed to make the school a more effective social and academic setting for all.
Is SWPBIS needed in your school?
Is SWPBIS the most effective option for your school?
Are you willing to invest the 2-3 years to put this in place with high fidelity and impact?

82. PBIS Values Science Vision Practices that affect quality of life
Practices that work
PBIS
Vision
Practices that are practical, durable and available