Implementing School-wide Positive Behavior Support Rob Horner and George Sugai University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org www.pbssurveys.org

Goals and Process Review key activities in implementation of SWPBS Use SWPBS tools to move individual implementation forward Materials PowerPoint Slides “Teaching School-wide Behavioral Expectations Team Implementation Checklist/ Action Plan

Implementing SWPBS Build Commitment 1. Administrator 2. Faculty Stated commitment Participation on team for training Participation at team meetings 2. Faculty 80% agree that social behavior is one of top three goals. Three year emphasis

Implementing SWPBS 3, 4 & 5. Establish PBS Team Team membership Coach Administrator Schedule of meetings for year Procedures for team meetings defined Working Smarter Matrix developed

Invest in Sustainability Systems It is not adequate to invest in practices that work, if those practices do not sustain Glenn Latham

Practices and Systems for School-wide Behavior Support Define expectations Teach expectations Monitor expected behavior Acknowledge expected behavior Correct behavioral errors (continuum of consequences) Use information for decision-making Systems Admin Leadership Team-based implementation Defined commitment Allocation of FTE Budgeted support Development of decision-driven information system Formal policies

Efficient Systems of Support Combine rather than add initiatives Never stop doing what works Look for smallest change that produces largest effect Different systems for different challenges The need for continuous self-assessment Link behavioral and academic outcomes No new resources required for school-wide

Efficient Systems of Support “The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.” Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000

Integrating Competing Initiatives: Given one or more new initiatives Always start with the outcomes Combine initiatives focused on the same outcome. Conduct component analysis of multiple initiatives What do you already do? What components are the same/similar? What is the smallest change? What measures apply to multiple initiatives.

Initiative, Project, Committee Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Eliminate all initiatives that do NOT have a defined purpose and outcome measure. 2. Combine initiatives that have the same outcome measure and same target group 3. Combine initiatives that have 75% of the same staff 4. Eliminate initiatives that are not tied to School Improvement Goals.

Action Time: 7 Minutes Review the Sample Team Matrix. Identify at least two recommendations you would have for improving the efficiency of staff time in this school. Given the guidelines for team organization identify (a) the teams in your school, and (b) the extent to which you believe your school uses faculty/staff time efficiently.

Sample Team Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance Committee Increase attendance % of students attending All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? Marlee, J.S., Ellen ?? Safety Committee Improve safety Has not met School Spirit Committee School spirit Discipline Committee Improve behavior Improve discipline Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Decrease drug use Don EBS Work Group Implement 3-tier model Office referrals, Attendance, Grades Eric, Ellen, Marlee, Otis, Emma

Implementing SWPBS 6 ,7 & 8. Self-Assessment Gather, summarize and report ODR patterns Collect EBS Survey or TIC data and report to staff Collect TIC data Action Plan Data Action Plan

Self-Assessment Patterns TIC * 40% Total/ * 0% Define/Teach * 40% Total * 0% Define and Teach * 10% Commitment * 20% Team * 90% Define, * 90% Teach Self-Assessment Survey * 30% In place/ 50% High Priority * 60% In Place/20% High Priority or * 20% In Place/20% High Priority * 20% In place/ 10% High Priority

Implementing SWPBS 9 ,10 ,11, & 12. Expectations Teaching Matrix Specific Behaviors Teaching Schedule Teaching Plans Reward system Norwegian

Implementing SWPBS 13,Recognition System An array of positive events defined Schedule for recognizing appropriate behavior (5:1); etc. Reward materials Budget

Implementing SWPBS 14. Consequence System Rule for what is sent to office Definitions of problem behaviors Schedule of consequences (minor, major) Office Discipline Referral form

Implementing SWPBS 15, 16, 17: Classroom Systems Team assessment School-wide action plan Data reviewed at least twice per year.

Implementing SWPBS 18, 19: Data used for decision-making Computer application for summarizing and reporting ODRs Schedule for review by teams, admin, specialists Schedule for review by faculty FTE allocated for data management

Activity: Rate each cell as: In place, Partial, Not In place Data are collected Data are shared with Admin and/or team Data are shared at least quarterly with whole faculty Information about our implementation of discipline practices In Place Partially In Place Not In place Information about office discipline referrals Information about students with more significant problem behaviors

Implementing SWPBS 20, 21, 22:Function-based support Functional behavioral assessment procedures defined Behavior Specialist time defined Action team process defined Data system in place for monitoring targeted and individual behavior plans.

Summary