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.
Download ReportTranscript 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.
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 Goals Provide update on emerging developments in school-wide PBIS Emphasize the need to continuously revisit classroom systems Focus on variables that affect sustainability 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. 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) Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Support Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Current Status Implementation of School-wide PBS as of July 1, 2007 : 6073 Schools across 38 states Pre-K K-6 Preschool 127 6-9 9-12 Alt/JJ Elementary Middle High School Alternative 3674 641 286 1345 Number of schools Growth in Schools Adopting PBIS 2004-2007 6500 6000 5500 5000 4500 4000 3500 3000 2500 2000 1500 1000 500 0 Aug 04 Aug 05 Aug 06 Aug 07 Pre Elem Mid High Alt/JJ Total PBIS Center Schools by State July 2007 700 600 Number 500 400 300 200 100 0 ~6000 Schools/~40 States States Illinois Illinois 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 Michigan Skiba Doolittle Areas of Implementation Emphasis Universal (primary prevention) Planning Classroom Secondary (Targeted) Tertiary (Intensive) Annual Plan Classroom 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-Assess Classroom Systems– build into school-wide score Selfassessment Sustain SW-PBS by making it Effective for all students Efficient practices with supporting systems SWPBS should “work” for all Continuously Regenerating Easier to do each year. Available to everyone in the school High fidelity of implementation at all levels/phases Adaptive to change over time Checklist Publicly accountable Jennifer Doolittle Administrative/ Staff Support Fidelity of SWPBS Implementation Team-based Action Planning Collection and use of data for Decision-making Sustained Use of SW-PBS Policies Handbook Mission SIP Job Descrip Expectations Lesson Plans Schedule BSP tools Consequence Letters to Families Horner & Sugai, 2005 District Investment Coach Trainers Beh Spec Data System Family Collaboration Budget Visibility Cultural Core Link to comm Home link Planning Stud Train Team Devel Reward Sys Newsletter Newspaper Posters Etc 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. 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 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 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. 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 Make SW-PBS Adaptive to change Collection and use of data for decision-making Are we implementing SW-PBS? Are students benefiting behaviorally? School Safety Survey; Iowa Youth Survey Are students benefiting academically? SWIS (ODR, Suspensions, Referrals to SPED) Do students perceive the school as safe? Team Checklist; EBS Survey; SET Standardized tests Satisfaction Students Staff Families Student Satisfaction 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 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.