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

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

~80% of Students ~15% ~5% CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

~80% of Students ~15% ~5% CONTINUUM of SWPBS SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION Page 89

Team Implementation Checklist  22 Items  Used by Team (with coach)  Used monthly or every other month  Purpose: Self-assessment Action-planning Implementation fidelity and sustainabilty

Implementing SWPBS  Build Commitment  1. Administrator  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  Establish PBS Team  3. Team membership  Coach  Administrator  4. Schedule of meetings for year  Procedures for team meetings defined  5. Working Smarter audit 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  Practices 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 PurposeOutcomeTarget Group Staff Involved SIP/SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter 1.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.

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/ etc Attendance Committee Increase attendance % of students attending All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? All studentsMarlee, J.S., Ellen ?? Safety CommitteeImprove safety All studentsHas not met?? School Spirit Committee School spiritAll studentsHas not met Discipline Committee Improve behavior Improve discipline All studentsEllen, Eric, Marlee, Otis Goal #3 DARE CommitteeDecrease drug use All studentsDon?? EBS Work GroupImplement 3- tier model Office referrals, Attendance, Grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Team Matrix

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

Implementing SWPBS  Establish Expectations  9. Expectations defined  10. Teaching Matrix 3-5 Expectations Specific Behaviors  11. Teaching plans Teaching Schedule  12. Expectations taught 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  Classroom Systems 15. Team assessment 16. School-wide action plan 17. Data reviewed at least twice per year.

Implementing SWPBS  Data used for decision- making  Computer application for summarizing and reporting ODRs FTE allocated for data management  18. Data are gathered and reported to faculty at least quarterly.  19. Data are used by PBS Team at least monthly

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

Implementing SWPBS  Function-based support  20. Behavior Specialist time defined  21. Functional behavioral assessment procedures defined Two people with skills to conduct basic FBA  22. Team structure in place for individual behavior support Data system in place for monitoring targeted and individual behavior plans.

Video  SET evaluation