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Keys to Sustaining School-wide PBIS 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
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Goals Provide update on emerging developments in school-wide PBIS Emphasize the need to continuously revisit classroom systems Focus on variables that affect sustainability
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Main Messages School-wide PBIS is continuing to expand in content and implementation. Use the planning guide or phases matrix to select your focus for the coming year. Give special attention to classroom systems Consider using classroom self-assessment as part of early orientation this coming year. Focus on sustainability (self-assess) From school, district, region, state perspectives.
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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)
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Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP
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It’s not just about behavior! Good TeachingBehavior Support STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems
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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 12736741345641286
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~6000 Schools/~40 States Illinois
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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 Skiba Doolittle Michigan
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Phases of Implementation Emerging; Implementing; Fully Implementing; Exemplar; Sustaining Phase IPhase IIPhase III Universal (Green) X Secondary (Yellow) X Tertiary (Red) X circles
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Phases of Implementation Emerging; Implementing; Fully Implementing; Exemplar; Sustaining Phase IPhase IIPhase III Universal (Green) X Secondary (Yellow) X Tertiary (Red) X circles
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Areas of Implementation Emphasis Universal (primary prevention) Classroom Secondary (Targeted) Tertiary (Intensive) Planning Annual Plan Classroom
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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
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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
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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
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Phases of Implementation Phase I: Emerging Phase II: Implementing Phase III: Sustaining Universal (Green) Secondary (Yellow) Tertiary (Red) circles
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Phases of Implementation Phase I: Emerging Phase II: Implementing Phase III: Sustaining Universal (Green) X Secondary (Yellow) X Tertiary (Red) X circles
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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
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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.
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Summary Tremendous progress in Illinois SWPBIS is becoming embedded in national educational reform agenda For 07-08 Self-assess and select a path Consider re-assessment of classroom systems Consider including at least ONE goal focusing on improving sustainability
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Make SW-PBS Easier to do Handbook Description of SW-PBS core ideas School-wide Behavioral Expectations Teaching matrix Teaching plans and teaching schedule Reward system Continuum of consequences for problem behavior Teaming System Regular meeting schedule and process Regular schedule for annual planning/training Annual Calendar of Activities On-going coaching support
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Make SW-PBS Effective for all: Implement to full criterion. School-wide Targeted Intensive Individual (wrap around) Build capacity for access to behavioral expertise _________________________________________ Document impact of SW-PBS on student outcomes Clarify expectations at district, AEA, state level. The schools are demonstrating what is possible.
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Make SW-PBS Accessible 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
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Make SW-PBS Adaptive to change Collection and use of data for decision-making Are we implementing SW-PBS? Team Checklist; EBS Survey; SET Are students benefiting behaviorally? SWIS (ODR, Suspensions, Referrals to SPED) Do students perceive the school as safe? School Safety Survey; Iowa Youth Survey Are students benefiting academically? Standardized tests Satisfaction Students Staff Families Student Satisfaction
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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
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Next Steps Self-Assess your current level of sustainability Identify the one or two items on the list that you believe would make the biggest difference in sustaining.
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