Transcript Implementing 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 www.pbssurveys.org.

Implementing 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
www.pbssurveys.org
Goals and Process
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Review key activities in implementation of SWPBS
Use SWPBS tools to move individual
implementation forward
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Materials
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PowerPoint Slides
“Teaching School-wide Behavioral Expectations
Team Implementation Checklist/ Action Plan
Team Implementation Checklist
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22 Items
Used by Team (with coach)
Used monthly or every other month
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Purpose:
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Self-assessment
Action-planning
Implementation fidelity and sustainabilty
Implementing SWPBS
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Build Commitment
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1. Administrator
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Stated commitment
Participation on team
for training
Participation at team
meetings
2. Faculty
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80% agree that social
behavior is one of top
three goals.
Three year emphasis
Implementing SWPBS
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Establish PBS Team
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3. Team membership
Coach
Administrator
4. Schedule of
meetings for year
Procedures for team
meetings defined
5. Working Smarter
audit developed
Invest in Sustainability Systems
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It is not adequate to invest in practices that
work, if those practices do not sustain
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Glenn Latham
Efficient Systems of Support
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“The typical school operates 14 different
prevention activities concurrently, and the
typical activity is implemented with poor
quality.”
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Gottfredson, Gottfredson, Czeh, Cantor, Crosse &
Hantman, 2000
Integrating Competing Initiatives:
Given one or more new initiatives
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Always start with the outcomes
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Combine initiatives focused on the same
outcome.
Conduct component analysis of multiple
initiatives
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What do you already do?
What components are the same/similar?
What is the smallest change?
What measures apply to multiple initiatives.
Working Smarter
Initiative,
Project,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/
etc
Attendance
Committee
Character
Education
1. Eliminate all initiatives that do NOT have a defined
purpose and outcome measure.
Safety
Committee
2. Combine initiatives that have the same outcome
measure and same target group
School Spirit
Committee
3. Combine initiatives that have 75% of the same staff
Discipline
Committee
4. Eliminate initiatives that are not tied to School
Improvement Goals.
DARE
Committee
EBS Work
Group
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
??
EBS Work Group
Implement 3tier model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Goal #2
Goal #3
Improve
discipline
Office
referrals,
Attendance,
Grades
Implementing SWPBS
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Self-Assessment
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6. Collect TIC data and
report to staff
7. Gather, summarize
and report ODR
patterns
8. Action Plan
Data
Action
Plan
Implementing SWPBS
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Establish Expectations
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9. Expectations defined
10. Teaching Matrix
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3-5 Expectations
Specific Behaviors
Norwegian
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11. Teaching plans
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Teaching Schedule
12. Expectations taught
Implementing SWPBS
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13. Recognition
System
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An array of positive
events defined
Schedule for
recognizing appropriate
behavior (5:1); etc.
Reward materials
Budget
Implementing SWPBS
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14. Consequence
System
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Rule for what is sent to
office
Definitions of problem
behaviors
Schedule of
consequences (minor,
major)
Office Discipline
Referral form
Implementing SWPBS
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Classroom Systems
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15. Team assessment
16. School-wide action
plan
17. Data reviewed at
least twice per year.
Implementing SWPBS
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Data used for decisionmaking
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Computer application
for summarizing and
reporting ODRs
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FTE allocated for data
management
18. Data are gathered
and reported to faculty
at least quarterly.
19. Data are used by
PBS Team at least
monthly
Activity: Rate each cell as:
In place,
Information about our
implementation of
discipline practices
Information about
office discipline
referrals
Information about
students with more
significant problem
behaviors
Partial,
Not In place
Data are
collected
Data are shared
with Admin and/or
team ~ weekly
Data are shared at
least quarterly
with whole faculty
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
Implementing SWPBS
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Function-based support
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20. Behavior Specialist time
defined
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21. Functional behavioral
assessment procedures
defined
 Two people with skills to
conduct basic FBA
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22. Team structure in place
for individual behavior
support
 Data system in place for
monitoring targeted and
individual behavior plans.
Video
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SET evaluation