1. Introduction to PBIS Forum George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 9 2009 www.pbis.org www.cber.org www.swis.org

2. FORUM PURPOSE Opportunity for implementers of SWPBS to exchange data, practices, & systems that can increase academic & social behavior outcomes for ALL students. My job to give an organizer to maximize your team’s experience.

3. Forum Phases o’ Learning Acquisition – New skill w/ accuracy Fluency – Accuracy w/ consistency Maintenance – Sustained accurate use Generalization – Accurate use in new situations Adaptation – Modified accurate use in changed situations

4. Forum Capacity Building Student Classroom School State District

6. www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research” “Evidence Base”

7. Some “BIG IDEAS”

8. SWPBS is Framework Continuum Academically All

9. SWPBS is about….

10. RtI

11. Responsiveness to Intervention

12. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

13. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

14. ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

15. Integrated Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

16. Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

17. Monograph: SWPBS Implementation in High Schools: Current Practice & Future Directions

18. Practice & Policy

19. Policy Practice Feedback Loops Policy (Plan) Practice (Do) Structure Procedure Policy Practice Policy Enabled Practices (PEP) Practice Informed Policy (PIP) Fixsen et al. (2005) NIRN. www.scalingup.org

20. Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity CONTINUOUS REGNERATION FOR SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS

21. PBS I to II to III 14 to >10,000 schools School to district to state to region Demo to replication to sustainability to scaling three to multi-tiered prevention continuum Tech support to capacity building Training to tech briefs to blueprints Universal to specialized behavior support Elem/middle to pre- & high school Non-classroom to classroom Research to practice to policy Technology to culture/context

22. PBIS – Respect & Responsibility

23. Leadership Team Action Planning Worksheets: Steps 1.Self-Assessment: Accomplishments & Priorities 2.Session Assignments & Notes: High Priorities 3.Action Planning: Enhancements & Improvements “Leadership Team Action Planning Worksheet” “Team Member Note-Taking Worksheet” “Leadership Team Action Planning Worksheet” TEAM PLANNING TIME Thursday: 9:40-10:00 & 1:30-2:00 Friday: 10:30-10:45

24. Action Planning: Suggestions Work as team Invest in self-assessment Use data continuously for decision making Be outcome oriented Contextualize for your community/culture Sustain w/ efficiency…make it easy Give priority to doable Establish local capacities….own it