1. Oregon Coaches’ Training School-wide PBIS
Rob Horner
University of Oregon
OSEP TA Center on Positive Behavior Support

2. Goals Provide update on emerging developments in school-wide PBIS
Emphasize the role of coaching
Update on current developments

3. 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)

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

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

6. Current Status
Implementation of School-wide PBS as of July 1, 2007 : 6073 Schools across 38 states
Pre-K
Preschool
K-6
Elementary
6-9
Middle
9-12
High School
Alt/JJ
Alternative
127
3674
1345
641
286

8. Oregon
~6000 Schools/~38 States

9. Key Role of Coaching Local support Guide and support Build capacity
Team systems
Functional Behavioral Assessment
Help teams use their data

10. Oregon

11. 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
rct
Kent
Michigan
Skiba
Doolittle

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

13. 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

14. Summary Tremendous progress in Oregon
SWPBIS is becoming embedded in national educational reform agenda
For 07-08
Consider re-assessment of classroom systems
Consider including at least ONE goal focusing on improving sustainability