School-wide Positive Behavior Support

1. 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

2. Assumptions and Goals School teams are on the path to implementation of school-wide PBS. Goals Review core features of School-wide PBS Update on current status of SWPBS nationally Update on SWPBS in Iowa New Developments and Findings.

3. 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)

4. Establishing a Social Culture

5. 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.

7. 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

8. Three Important Themes Create systems, not just programs, to support each and all students Earlier rather than later Evidence, not opinion Evidence, not opinion -- Prevention and early intervention pedagogy, programs, instruction and materials should be based on trustworthy scientific evidence.Evidence, not opinion -- Prevention and early intervention pedagogy, programs, instruction and materials should be based on trustworthy scientific evidence.

9. National Trends School-wide PBS is becoming the norm. 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

10. Improving Schools

11. The Far Side by Gary Larson

12. School-wide PBS in Iowa:Current Cohort Approximately 60% have taught expectations Approximately 50% have data systems in place. Nearly all have defined behavioral expectations.

13. Messages from Iowa Schools 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.�

14. Messages from Iowa Schools 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.�

15. Messages from Iowa Schools 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.�

16. Messages from Iowa Schools Roadblocks 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)

17. Challenges you will face Avoiding the rush to solutions. We are working to develop a process for solving all problems. Hurry! I�m overwhelmed! Bridging the gap between teams trained and the rest of the staff Supporting implementation on a daily basis Investing in change rather than punishing problems.

18. What�s Key? Ongoing commitment of all staff A school-wide approach: a three tiered process improving student behavior and reading competencies for all students Strong leadership and coaching support throughout the process No �One Size Fits All� school improvement process Use data continuously Lessons Learned In closing, we�d like to share Lessons Learned from our most successful schools. We have learned that it is important for schools to establish an ongoing commitment. What are YOU committed to? Let the schoolwide model help you and your leadership team use student information to guide instructional decision making. The model will help you create SYSTEMS, not just PROGRAMS, that support EVERY student, EARLIER rather than later, with EVIDENCE, not opinion. In closing, we�d like to share Lessons Learned from our most successful schools. We have learned that it is important for schools to establish an ongoing commitment. What are YOU committed to? Let the schoolwide model help you and your leadership team use student information to guide instructional decision making. The model will help you create SYSTEMS, not just PROGRAMS, that support EVERY student, EARLIER rather than later, with EVIDENCE, not opinion.

19. Next Steps Annual Calendar Teaching Matrix Teaching Plans/ Schedule Reward System Correction System Data System Regular reporting to faculty