Schoolwide Positive Behavior Support

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School-wide Positive Behavior Support

• 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 a logic for considering school-wide PBS
• Define core features school-wide PBS
• Define benefits to students, staff, families,
  district

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Logic for School-wide PBS

• Schools face a set of difficult challenges today
• Multiple expectations (Academic accomplishment,
  Social competence, Safety)
• Students arrive at school with widely differing
  understandings of what is socially acceptable.
• Traditional get tough and zero tolerance
  approaches are insufficient.
• Individual student interventions
• Effective, but cant meet need
• School-wide discipline systems
• Establish a social culture within which both
  social and academic success is more likely

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What is School-wide Positive Behavior Support?

• School-wide PBS is
• A systems approach for establishing the social
  culture and behavioral supports needed for a
  school to be an effective learning environment
  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 intervention
  supports.
• Implementation of the systems that support
  effective practices

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Core Features of School-wide PBS

• The Approach
• Invest in Prevention
• Build a Predictable, Positive and Safe Social
  Culture
• Define, teach, monitor, reward positive behavior.
• Consistent Correction system
• No ONE strategy Three-tiered systems approach
• Primary, Secondary, Tertiary
• Use of data for active decision-making
• Sustainability established right from the
  beginning

• The Implementation Process
• Administrative leadership
• Team-based implementation
• Repeated self-assessment and action planning for
  high fidelity implementation
• Adapt procedures to fit the local school,
  community, values
• Build on existing strengths
• Never stop doing what works
• Always look for the smallest change that produces
  the largest effect

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
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80 of Students
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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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School-wide Systems(All students all settings
all times)

• Create a positive school culture
• School environment is predictable
• 1. common language
• 2. common vision (understanding of expectations)
• 3. common experience (everyone knows)
• School environment is positive
• regular recognition for positive behavior
• School environment is safe
• violent and disruptive behavior is not
  tolerated
• School environment is consistent
• adults use similar expectations.

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Why should we be committed to implementation of
SW-PBIS?

• SW-PBS benefits children
• Reduction in problem behavior
• Office discipline referrals
• Suspensions
• Expulsions
• Improved effectiveness for intensive
  interventions
• Increased student engagement
• Risk and protective factors improve
• Students perceive school as a safer, more
  supportive environment
• Improved academic performance
• When coupled with effective instruction
• Improved family involvement

IL
90
summary
Illinois ISAT
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Why should we be committed to implementation of
SW-PBS?

• Benefits to faculty and staff
• Improved consistency across faculty
• Better collaboration in support of individual
  students
• Improved classroom management
• Classroom routines
• Strategies for preventing and pre-empting problem
  behavior
• Reduced faculty absenteeism
• Increased faculty retention
• Improved substitute performance/perception
• Increased ratings of faculty effectiveness
• Staff perceive themselves as more effective due
  to coherent planning, improved student behavior,
  effective strategies for addressing problems.

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Why should we be committed to implementation of
SW-PBS?

• Benefits to District/Community
• Improved cost effectiveness
• 1 ODR 15 min staff time 45 min student time
• Sustained effects across administrator, faculty,
  staff, student change.
• Avoids cost of continually re-creating systems
  that draw resources away from effective
  education.
• Administrative benefits of scale
• Cost savings for data systems
• Effective transitions among faculty when they
  shift from one school to another.
• Effective innovation
• Data systems promote innovation.
• Focus on research-based practices

Kennedy
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What do you see in schools using SW-PBS?

• Teams meeting regularly to
• Review their data
• Determine if PBS practices are being used
• Determine if PBS practices are being effective
• Identify the smallest changes that are likely to
  produce the largest effects
• But focusing on the use of evidence-based
  practices

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What do you see in schools using SW-PBS?

• Clearly defined behavioral expectations that have
  been defined, posted, taught and acknowledged.

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Phoenix Experience
A few positive SW Expectations
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No Gum No Hats No Backpacks No Running No
Violence No Disruption
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What do you see in schools using SW-PBS?

• Students who are able to tell you the
  expectations of the school.
• Students who identify the school as safe,
  predictable and fair.
• Students who identify adults in the school as
  actively concerned about their success.

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What do you see in schools using SW-PBS?

• Team-based systems for Targeted, and Intensive
  behavior support for children with more
  significant needs.

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What do you see in schools using SW-PBS?

• Faculty and staff who are active problem solvers.
• They have the right information
• They have efficient organizational structures
• They have effective outcome measures
• They have support for high-fidelity
  implementation and active innovation.

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Measurable Benefits for Children

• Positive, supportive social culture
• Active engagement in school/learning
• Reductions in problem behavior
• Increases in academic outcomes
• Active participation of families/community

SWIS
NYC SWIS
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Examples
Video link
FRMS
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An effective implementation process

• Commitment
• Administrator
• Faculty
• Team
• Team-based
• Coaches
• Contextual Fit (Adapt to specific context)
• 2-3 Year process

Team Schedule
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Going to Scale

• Build Efficiency
• Invest in local capacity
• Coaches, Trainers, Evaluation Systems
• Dissemination/Visibility

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Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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Main Messages

• Invest in Prevention
• Include Intensive Support for Students with Most
  Severe Needs
• SW-PBIS builds from general education
• Going to Scale
• Central Role of Evaluation
• Coaches and Trainers (build local capacity)
• Invest in sustainable systems
• Core outcomes of schools
• On-going measurement
• Continuous regeneration