Iowa Behavior Alliance: School-wide PBS Third Annual State Conference October 2-3, 2007

School-wide PBIS Current Directions Rob Horner University of Oregon OSEP TA Center on Positive Behavior Support

Goals  Provide update on emerging developments in school-wide PBIS  Select a path for  Emphasize the need to continuously revisit classroom systems  Focus on variables that affect sustainability

Main Messages  School-wide PBIS is continuing to expand in content and implementation.  More intense behavior support  Better link with academic supports  National impact (federal policy…NCLB)  Consider using classroom self-assessment as part of early orientation this coming year.  Focus on sustainability (self-assess) From school, district, region, state perspectives.

What is School-wide Positive Behavior Support?  School-wide PBS 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)

One Example  Middle School in Oregon (grades 6-8) Early adoptor of SWPBS ( ) 90% staff and admin turnover in 9 years Tough Year  Major racial conflict  Family disenchantment with school  Poor social climate in the school  Revision and reintroduction of SWPBS (Used Planning Guide) Focus was on Whole-School and Classroom Systems  Started with staff… included students….families  Teaching and acknowledging “being respectful”

 15% reduction in office discipline referrals.  12% reduction in out of school suspension  Met AYP for first time in school history  23% increase in proportion of students meeting reading standard  Change in perceived safety predictability, and social quality of the school ODR/100/School Day

Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP Jeffrey’s

It’s not just about behavior! Good TeachingBehavior Support STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Current Status  Implementation of School-wide PBS as of September, 2007 : 6936 schools in 44 states Pre-K Preschool K-6 Elementary 6-9 Middle 9-12 High School Alt/JJ Alternative

Iowa  134 Schools adopting SWPBS Exemplars at Elementary, Middle, High  Trainers  SWIS Facilitators  Coaching Cadre  __________________________________  AEA role  Define new context for SWPBS… move from being an “initiative” to being a “way of doing business”

Iowa Elementary School

Active Developments/ Findings  School-wide PBIS as an Evidence-based practice  Linking School-wide PBIS to academic gains  Building depth in School-wide PBIS implementation (Secondary/Tertiary) (wrap around)  Greater emphasis on classroom practices  High Schools  Disproportionality  Sustainability  Social Culture rct Kent Skiba Doolittle Michigan Jeffrey

Areas of Implementation Emphasis  Universal (primary prevention) Classroom Secondary (Targeted) Tertiary (Intensive) Planning Annual Plan Classroom

Goals and Assumptions  Assumption Schools are implementing school-wide prevention systems Sustained implementation is about continuous improvement, not “holding on to what we have.” ____________________________________  Goals Define five core elements for sustainability Define self-assessment to promote sustainability

Focusing on Classroom Systems  Classroom behavioral expectations  Classroom routines  Self-management  Positive environment  Physical layout  Maximize academic engagement  Promote academic success  Hierarchy of responses to problem behavior  Vary modes of instruction  Systems to request additional behavior support Self- assessment Self-Assess Classroom Systems– build into school-wide score

Sustain SW-PBS by making it  Effective for all students High fidelity of implementation at all levels/phases  Efficient practices with supporting systems Easier to do each year.  Available to everyone in the school SWPBS should “work” for all  Continuously Regenerating Adaptive to change over time  Publicly accountable Checklist Jennifer Doolittle

Administrative/ Staff Support Team-based Action Planning Collection and use of data for Decision-making Sustained Use of SW-PBS Policies Mission SIP Job Descrip Handbook Expectations Lesson Plans Schedule BSP tools Consequence Letters to Families District Investment Coach Trainers Beh Spec Data System Family Collaboration Cultural Core Link to comm Home link Budget Planning Stud Train Team Devel Reward Sys Visibility Newsletter Newspaper Posters Etc Horner & Sugai, 2005 Fidelity of SWPBS Implementation

Activity  Identify status of sustainability features in your school  Identify the two features that would be most effective for improving sustainability for the next 3 years.

Summary  Tremendous progress in Iowa  SWPBIS is becoming embedded in national educational reform agenda  For Self-assess and select a path Consider re-assessment of classroom systems Consider including at least ONE goal focusing on improving sustainability