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MN School-wide Positive Behavior Support: Transforming Student Success

Discover the MN SWPBS initiative with implementation examples, outcomes, and ways to get involved. Learn how successful individual student behavior support is linked to effective, efficient, and durable school climates. Explore the 4 PBS elements supporting social competence and academic achievement, with a focus on decision-making, staff behavior, and student behavior support. Get insights into the continuum of school-wide instructional and positive behavior support, from primary prevention for all students to tertiary prevention for high-risk behaviors. See how designing school-wide systems for student success can benefit 80-90% of students through a responsive intervention framework. Join us in creating a positive and proactive school environment for every student.

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MN School-wide Positive Behavior Support: Transforming Student Success

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  1. MN SW Positive Behavior Support Initiative DAVID BRANCH, Lucy Laney, Minneapolis P.S. CHARLIE EISENREICH, Apollo H.S., St Cloud P. S. CHAR RYAN, MN Department of Education GEORGE SUGAI, Center on PBIS at UConn Nov 8, 2007 www.pbis.org

  2. Purpose • Overview of SWPBS in MN • Implementation examples & outcomes • Procedures for getting involved

  3. Agenda • Intro to SWPBS – George • Elem. SWPBS Experience – David • Sec. SWPBS Experience – Charlie • MN SWPBS - Ruth

  4. pbis.org

  5. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

  6. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  8. Responsiveness to Intervention:Achievement + Social Behavior

  9. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  10. Response to Intervention

  11. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • Secondary Prevention • Check in/out • Primary Prevention • SWPBS ~80% of Students

  12. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

  13. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  14. School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

  15. Classroom Setting Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

  16. Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  17. Individual Student Systems • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

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