Transcript 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.

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
Assumptions and Goals
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School teams are on the path to
implementation of school-wide PBS.
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Goals
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Review core features of School-wide PBS
Update on current status of SWPBS nationally
Update on SWPBS in Iowa
New Developments and Findings.
What is
School-wide Positive Behavior Support?
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School-wide PBS is:
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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
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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
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.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings

~80% of Students
27
Four Basic Recommendations:
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Never stop doing what is already working
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Always look for the smallest change that will produce
the largest effect
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Avoid defining a large number of goals
Do a small number of things well
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Do not add something new without also defining
what you will stop doing to make the addition
possible.
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Collect and use data for decision-making
Three Important Themes
 Create
systems, not just programs, to
support each and all students
 Earlier
rather than later
 Evidence,
not opinion
National Trends
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School-wide PBS is becoming the norm.
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5300 schools across the nation
Achieving academic outcomes requires
attention to the social culture and behavior
supports available in schools.
High school
Intensive behavior support
Academic/Behavior support integration
Learning how to go to scale
Improving Schools
Curriculum Instruction Admin/ Physical
Systems Setting
Behavior
Supports
-Scaffold
content
-Defined prerequisites
-Mastery
learning
-Schoolwide social
culture
-Classroom
systems
-Targeted
supports
-Individual
student
supports
-Precision
-Pacing
-Prompting
-Feedback
-Opportunity to
respond
-Intensity
(time
teaching)
-Admin
support
-Team
systems
-Data
systems
-District
Support
-Safe
-Valued
-Matched to
enrollment
The Far Side
by Gary Larson
High above the
hushed crowd,
Rex tried to
remain focused.
Still, he couldn’t
shake one
nagging thought:
He was an old
dog and this was
a new trick.
School-wide PBS in Iowa:
Current Cohort
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Approximately 60% have taught expectations
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Approximately 50% have data systems in
place.
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Nearly all have defined behavioral
expectations.
Messages from Iowa Schools
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Middle School: “Students have been heard to
comment to each other about correct behavior”
Elementary School: “The staff saw a real
benefit to teaching the expectations.”
Elementary School: “This takes time”
Middle School: “We need to find the right way
to implement PBS and honor Character Counts
programming that is already going strong.”
Messages from Iowa Schools
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Elementary School: “Our students feel like
one big community more than just individual
classrooms.”
Elementary School: “This (reward system) is
not only for the kids, it is making the staff be
more verbal and supervising in the hallway.”
Elementary School: “The most meaningful
acknowledgements are often the least
complicated.”
Messages from Iowa Schools
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Middle School: “When we slack on the PBS bucks,
the students begin to slack on behavior.”
Alt Program: “A few students are not responding to
PBS as expected. I am still observing that there are
outrageous behaviors.”
Elementary School: “Our data indicate that
implementing PBS has made a huge difference in the
number of behavior issues at the beginning of the
day.
Elementary School: “This is not as easy as it
sounds on paper.”
Messages from Iowa Schools
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Roadblocks
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Getting Staff “Buy In”
(6)
Administrative Support
(3)
Combining with other initiatives
(2)
Lack of time and money (meeting time) (3)
Changing existing ways of thinking and doing
things.
(2)
Building commitment to rewards.
(3)
Lessons Learned
What’s Key?
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Ongoing commitment of all staff
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A school-wide approach: a three tiered process
improving student behavior and reading
competencies for all students
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Strong leadership and coaching support throughout
the process
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No “One Size Fits All” school improvement process
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Use data continuously
Next Steps
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Annual Calendar
Teaching Matrix
Teaching Plans/ Schedule
Reward System
Correction System
Data System
Regular reporting to faculty