Transcript Implementing EBS: Typical Steps

Implementing
School-wide Positive Behavior Support
Rob Horner, George Sugai and Anne Todd
University of Oregon
Center on Positive Behavior Interventions and Supports
www.pbis.org
Goals
Define steps for SWPBS implementation
 Clarify major barriers
 Provide planning and evaluation tools
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Implementation Schedules
◦ Team
◦ Coaches Training
Major Dangers: Things to Avoid
Begin implementation without staff commitment
 Begin implementation without resources.
 Implement without a coach.
 Rely on coach or lead person to “do it all”
 Implement insufficient elements, and obtain no effect.
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◦ E.g. Failure to teach behavioral expectations
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Implement so slowly that commitment is lost.
Implementation without on-going evaluation.
 Focus first on extent to which elements are implemented
 Focus second on impact on students
Six Steps to Implementing
School-Wide Positive Behavior Support
(Use the Team Implementation Checklist)
1. Establish Commitment
 2. Establish Team
 3. Self-Assessment
 4. Establish School-wide Discipline System
 5. Establish Information System for Decisionmaking
 6. Establish systems for Function-based
behavior support for students with intense
needs
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Step 1. Establish Commitment
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Establish Commitment
◦ Administrator supports PBS effort
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Personal commitment (public endorsement of social culture needs)
Attend training with team
Attend team meetings at school
Commit resources for team training and student training
◦ Behavior support is one of top 3 goals for school
◦ 80% of faculty support effort
◦ Commitment to at least three years of effort
◦ Actions:
 Self-assessment survey with team
 Faculty presentation and vote
 Written School Improvement Plan Goals
Establish Commitment for Need then
Action.
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Focus first on student behavior.
 “Are we satisfied with the behavior of students in our
school?”
 Summarize and share student behavior data
 ODR/100 students
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Focus on evidence-based practices
 “Are we doing what research indicates is most helpful and
effective for improving student behavior?”
 Collect staff self-assessment (team checklist, EBS Survey)
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Build priorities
 “Is development of a positive social culture one of the top
three priorities of our school?”
 Do not expect student behavior to change if adult behavior does not
change.
 Context matters.
Build commitment by emphasizing
efficiency
Don’t add new initiatives without identifying what you will stop
doing.
◦ Use faculty time strategically
 Focus the energy of your faculty
◦ No more than three major goals
◦ Do the job well
 Two mantras
◦ Never stop doing things that work
◦ Always look for the smallest change that will have the largest
impact.
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 Don’t do everything you can think of
Action Time: 10 Minutes
Building Commitment
Review the ODR data patterns. Do the
data indicate (a) intervention is needed?
(b) celebration is in order?
 Review the EBS Survey results from
different schools. Identify how faculty
feedback can be used to guide
development of “commitment.” How
would your faculty score the EBS Survey?
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Also at pbssurveys.org
3-A Data
3-B Data
3-C EBS
3-D EBS Survey data
Step 2: Establish and Maintain Team
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A team has a mission to improve behavior
support systems.(common vision, language,
experience)
The team is representative and includes an
administrator
The team has access to a district/or local coach
The team has a scheduled meeting time
 Every week, every other week?
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The team has efficient internal processes
Team has culture of care
Action:
 Audit of committees/initiatives… Access to coach
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
1. 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.
Action Time: 7 Minutes
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Review the Sample Team Matrix. Identify
at least two recommendations you would
have for improving the efficiency of staff
time in this school.
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Given the guidelines for team
organization identify (a) the teams in your
school, and (b) the extent to which you
believe your school uses faculty/staff time
efficiently.
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?
All
students
Marlee, J.S.,
Ellen
??
Safety
Committee
Improve
safety
All
students
Has not met
??
School Spirit
Committee
School spirit
All
students
Has not met
Discipline
Committee
Improve
behavior
All
students
Ellen, Eric,
Marlee, Otis
Goal #3
DARE
Committee
Decrease
drug use
All
students
Don
??
All
students
Eric, Ellen,
Marlee, Otis,
Emma
Goal #2
Goal #3
EBS Work Group Implement
3-tier model
Improve
discipline
Office
referrals,
Attendance,
Grades
Step 3. Self-Assessment of
Behavior Support Needs
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Focus behavior support efforts
◦ Retain strategies that are working
◦ Only adopt procedures that address needed
outcomes
◦ Work on achievable goals (one system at a time)
◦ Work from an action plan with clear outcomes.
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Actions:
◦ EBS Self-assessment (with team, with faculty)
◦ Build Action Plan using Team Checklist/EBS
Survey
4. Establish School-wide Discipline
System
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Define School-wide Behavioral Expectations
Teach School-wide Behavioral Expectation
Monitor and Acknowledge Appropriate
Behavior
Use a Continuum of Consequences for
Inappropriate Behavior
Actions:
 Develop Teaching Matrix with faculty
 Build Teaching Plans for school-wide expectations
 Clarify responses to problem behavior
4a. Defining and Teaching Schoolwide Behavioral Expectations
Define 3-5, positively stated, memorable
expectations.
 Build Curriculum Matrix (Expectations X
Locations)
 Build Teaching Plans
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◦ Teaching individual Expectations across
locations
◦ Teaching all Expectations within a location
CLASS
Be
Respectful
Be
Responsible
Be-There
Be-Ready
Follow
Directions
Hands and
Feet to self
HALL
GYM
COMMONS BUS
OFFICE
4b. Build Reward Systems
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Systems for Acknowledging Appropriate
Behavior.
◦ Students should be acknowledged regularly
(at least every 2 weeks)
◦ 5 to 1 ratio of positive to negative
◦ Always build toward independence
 move from “other” delivered to self-delivered
 move from frequent reward to infrequent
 move from concrete to natural
◦ Build on person-to-person relationships
Action Time: 5 Minutes
Define a desired behavior and current consequences in your school.
Context and
Desired Behavior
Natural Reward
Supplemental
Educational
Reward
In class/ Be
respectful of others
by raising hand
Class operates
efficiently.
Self-perception of
being respectful.
Verbal “thank you.”
Individual points
toward class event.
4c. Building Consequence Systems
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Systems for monitoring, interrupting and
discouraging inappropriate behavior.
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Consistency across staff and administration
Predictability but not rigidity
Clarity about what is handled in class vs office
Establish efficient record keeping system to
allow rapid response to behavioral error
patterns. (office referral form… clearly
defined problem behavior categories)
4d. Institutional Memory
Handbook of teaching plans
 Agenda for children
 Minutes from team meetings
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Action:
◦ Develop and maintain school-wide handbook
5. Establish Efficient and Valid
Information System
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Use Information for Problem Solving
◦ Gather information
◦ Summarize information
◦ Report information to the right people at the
right times
◦ Use the information to make decisions
◦ Report to faculty, board, community
◦ www.swis.org
Data need not be a four-letter word
Using data for decision-making versus
evaluation
 Decision-cycles
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◦ Weekly
◦ Monthly
◦ Annual
Plan
Compare
Perform
Measure
Action Time: 5 Minutes
What data sources do you and your team use for regular decision making?
Decisions
Data
Sources
Who?
6. Build capacity for
Function-based Behavior Support
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Build capacity for function-based
behavior support
◦ Personnel with knowledge of behavioral
theory
◦ Systems of assessment, plan development,
intervention
◦ Coordination of intervention time and
procedures.
Team Action Planning
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Review the Team Checklist responses.
◦ Come up with a single set of responses for
the whole team
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Identify an action step for each item
scored as “partial” or “not started”
Activity: 35 min
EBS Survey
Turn to EBS Survey
 Complete School-wide
 Identify process you would use to (a)
introduce material to faculty, and (b)
review system
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EBS Survey online: pbssurveys.org
Outcomes Needed to Implement
SW-PBS
Administrator endorses PBS effort
 Coach identified and supported by state
team
 School team established, operating
 Commitment from staff (80%)
 Behavior Support one of top three goals
 Self-Assessment Completed
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 By Team
 By All Staff
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Action Plan Developed