1. Cynthia M. Anderson, PhD University of Oregon
Keeping the Momentum
Cynthia M. Anderson, PhD
University of Oregon

2. Organizer Why SWPBS? Characteristics of all effective practices
SWPBS as an endurance event

3. Why Focus on the Whole School?
What we need is stiffer consequences!

4. Common Response: Get Tough!
Re-re-re-re review rules
Counseling
“aversive” consequences
security guards
special schools/rooms
video cameras
expulsion
zero tolerance

5. Why Focus on the Whole School?
Most kids are doing okay; why should I worry about school climate?
Kids should know how to behave
I am worried about my class; the rest of the school can take care of itself!

6. “Darlya” What would you do?
Assessments indicate that Darlya performs in average to above average range in all academic areas. However, her teacher has noticed that Darlya’s frequent talking to peers during instruction, and asking and answering questions without raising her hand has become an annoying problem to other students and to the teacher.
What would you do?

7. “Charlotte” What would you do?
Charlotte dresses in black every day, rarely interacts with teachers or other students, and writes and distributes poems about witchcraft. When approached or confronted by teachers, she pulls hood of her sweatshirt or coat over her head and walks away. Mystified by Charlotte’ behavior, teachers usually shake their heads and let her walk away. Recently, Charlotte carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
What would you do?

8. Fortunately, we have a science that guides us to…
Assess these situations
Develop behavior intervention plans based on our assessment
Monitor student progress & make enhancements
All in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
But….Context Matters!

9. Darlya is in this school!
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Darlya is in this school!

10. 5,100 referrals =
76,500 min =
1,275 hrs =
159 8 hrs

11. Messages:
1. Successful student behavior support requires SCHOOL CLIMATE that is
Focused on teaching
Consistent
Sustainable
Focused on maximizing success

12. Charlotte is in this school!
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to four corners.
Charlotte is in this school!

13. Messages: 2. Prevention is the best intervention
Decrease development of new problem behaviors
Prevent existing behaviors from worsening
Redesign learning environments to eliminate things that trigger and maintain problem behavior
Teach, monitor, and acknowledge pro-social behavior

14. Systems for Students with High-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~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

15. Elements of PBS Supporting Social Competence & Academic Achievement
OUTCOMES
Not new…its based on
long history of
behavioral practices &
effective instructional
design & strategies
Not specific practice or
curriculum…it’s a
general approach
to preventing
problem behavior
Not limited to any
particular group of
students…it’s
for all students
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

16. Key Components of SWPBS
Consistent approach to school discipline
Clear set of positive expectations & behaviors
Procedures for teaching expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going monitoring & evaluation 2

17. What Does SWPBS Look Like?
Team- & data-based school-wide implementation
3-4 year commitment for systems change
Small number of positively stated expectations and rules that are visible, defined, taught, & encouraged
>80% of students & adults can state expectations & give examples in context
>80% of students receive at least weekly acknowledgement
>80% of students received 0 or 1 major disciplinary referral per year
<10% received >2 major disciplinary referrals

18. Systems for Student Success
Social Behavioral Systems
Academic Systems
Individual Interventions
Individual Students
Assessment-based
High Intensity
Individual Interventions
Individual Students
Function-based
Targeted Interventions
Some students
Directed assistance
More frequent monitoring
Some students (at-risk)
Some routines and areas
Efficient & effective
Universal Interventions
All students
Evidence-based curricula
Formative evaluation
All routines and areas
Periodic monitoring

19. Organizer Why SWPBS? Characteristics of all effective practices
SWPBS as an endurance event

20. Effective Practices Evidence-based Produce “significant” outcomes
Effects maintain over time
Potential to be Sustainable

21. Sustainability Is…. Continuous Improvement! Continuing to do
what we do?

22. Efforts will Sustain IF it is:
Easier to do each year
Available for everyone
Effective for ALL students
Adaptive
Public accountability

23. Organizer Why SWPBS? Characteristics of all effective practices
SWPBS as an endurance event

24. SWPBS Gets Easier With Time
Handbook
Describes core features
Expectations and teaching matrix (rules for settings)
Teaching plans and teaching schedule
Acknowledgement system
Continuum of consequences for problem behavior
SWPBS Teams—Leadership Team
Regular meeting schedule and process
Regular schedule for annual planning and training
Annual Calendar of Activities
On-going coaching support for teachers
On-going district support for coaches
Meetings

25. 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.

26. 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
SWPBS Work Group
Implement 3-tier model
Office referrals,
Attendance, Grades
Eric, Ellen, Marlee, Otis, Emma

27. Make SW-PBS Available to all
New students
Students who enter mid-year
Families
New adults joining faculty/staff
New administrators
Substitute teachers
Bus Drivers
Playground, Cafeteria, Custodial staff.
___________________________________
Different materials for different audiences

28. Efforts will Sustain IF it is:
Easier to do each year
Available for everyone
Effective for ALL students

29. School-Wide Positive Behavior Support Intensive Intervention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
Targeted Interventions
Specialized Group
Systems for Students with At-Risk Behavior
Universal Intervention
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~15%
~80% of Students

30. Classroom Systems for Student Success
Social Behavioral Systems
Academic Systems
Individual Interventions
Individual Students
Assessment-based
High Intensity
Individual Interventions
Individual Students
Function-based
Targeted Interventions
Some students
Directed assistance
More frequent monitoring
Some students (at-risk)
Some routines and areas
Efficient & effective
Universal Interventions
All students
Evidence-based curricula
Formative evaluation
All routines and areas
Periodic monitoring

31. Make SWPBS Adaptive to change
Collection and use of data for decision-making
Are we implementing SWPBS?
Team Checklist; EBS Survey; SET; Benchmarks of Quality
Are students benefiting behaviorally?
SWIS (ODR, Suspensions, Referrals to SPED)
Observations in school
Opinions of others
Do students perceive the school as safe?
School Safety Survey; Iowa Youth Survey
Are students benefiting academically?
Standardized tests
CBM
Satisfaction

32. Make SW-PBS efforts Public
Newsletter to families
Regular reports to faculty/staff
Formal system for reporting to school board or district
Information to community at large
Websites

33. Sustained Use of SW-PBS
Administrative
Support
Team-based
Action Planning
Collection and use
of data for
Decision-making
Sustained Use of SW-PBS
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
Policies
Mission
SIP
Job-
Description
Horner & Sugai, 2005

34. Actions 1. Complete Self-Assessment 2. Identify Sustainability Factors
What do we have in place?
What would be the one addition that would make the biggest difference?
2. Identify Sustainability Factors
What do we need from State, Alliance, District, AEA, School?
School-Un.
School-T/I.
District-U.
District-T/I.