Sustaining School-wide Positive Behavior Support Rob Horner University of Oregon OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org
Goals • Current status of SWPBS • What we are learning about sustaining SWPBS over time • Linking Behavior Support and Academic Supports. • ** Updates on current research**
What isSchool-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 • Continuum of 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.
Four Basic Recommendations: • Never stop doing what is already working • Always look for the smallest change that will produce the largest effect • Avoid defining a large number of goals • Do a small number of things well • Do not add something new without also defining what you will stop doing to make the addition possible. • 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
Define School-wide Expectationsfor Social Behavior • Identify 3-5 Expectations • Short statements • Positive Statements (what to do, not what to avoid doing) • Memorable • Examples: • Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE 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 27
Current Status • Nationally • 5800 schools implementing SWPBS • Evidence-based practice • Behavior support linked to academic gains • In North Carolina • 500+ schools rct
Sustain SWPBS by making it • Easier to do each year. • Effective for all students • Available to everyone in the school • Adaptive to change over time • Publicly accountable • Invest in continuous regeneration Jennifer Doolittle
Administrative Support Team-based Action Planning Collection and use of data for Decision-making Sustained Use of SW-PBS Policies Mission SIP Job Descrip Handbook Expectations Lesson Plans Schedule BSP tools Consequence Letters to Families District Investment Coach Trainers Beh Spec Data System Family Collaboration Cultural Core Link to comm Home link Budget Planning Stud Train Team Devel Reward Sys Visibility Newsletter Newspaper Posters Etc Horner & Sugai, 2005..32
Make SW-PBSEasier 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, regional, state level. Leah
Make SW-PBS Adaptive to change • Collection and use of data for decision-making • Are we implementing SW-PBS? • Team Checklist; EBS Survey; SET; Benchmarks of Quality • Are students benefiting behaviorally? • SWIS (ODR, Suspensions, Referrals to SPED) • Do students perceive the school as safe? • School Safety Survey • Are students benefiting academically? • Standardized tests • Satisfaction • Students • Staff • Families Student Satisfaction Stress
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 video
Some Lessons • Plan for sustained implementation & expansion early & formally • Invest in & adapt evidence-based practices to local context • Give priority to relevant, measurable outcomes • Treatschool as basic unit for change, & districts/states as main organizational units providing support. • Establish demonstrations & data to enhance understanding • Invest early in local implementation capacity • Emphasizecontinuous regeneration for efficacy, relevance, priority, & fidelity • Positively reinforce successive approximations of implementer behavior
Next Steps • Take 10 min as a team… • Identify ONE action that may be most helpful in improving the sustainability of your SWPBS efforts.
Moving SWPBS Forward • Linking Behavioral and Academic outcomes • Attending to whole-school culture • Improving support for students with most intense needs.
Summary • SWPBS is growing in North Carolina • When implemented at criterion • Reductions in problem behavior • Reductions in out of school suspensions • Increases in academic gains • (when delivered in combination with effective literacy instruction) • Current needs: • Improve/expand • Sustainability