SWPBS Overview

1. SWPBS Overview School-Wide Positive Behavior Supports

2. Mission Statement The mission of the Lincoln Intermediate Unit 12 is to provide quality education and services through leadership, expertise, and innovation.

3. IU TaCBehavior Support Consultants We will promote the use of Positive Behavior Support practices within all school settings of York, Adams and Franklin counties, by providing: • training to stakeholders in the full continuum of behavior support (universal, targeted and intensive); • consultative support to all school personnel (reg. ed. & sp. ed.) as they strive to maximize student growth and learning.

4. Purpose of Today’s Presentation • Provide introduction to school-wide positive behavior support (SWPBS) • Describe potential academic and behavioral outcomes • Present overview of this year’s SWPBS training

5. Clarifying Terms • SWEBS = PBIS = SWPBS = SWPBIS • National Center began at University of Oregon • Co-directors are Dr. Rob Horner and Dr. George Sugai (now at University of Connecticut) • National grant funded by OSEP • PA-PBS network in participation with Lucille Eber, Ed.D. – OSEP Partner

6. Whatis School-wide Positive Behavior Support? • SWPBS is a framework for school improvement. . . .

7. SW Positive Behavior Supports… • Aims to build effective environments in which positive behavior is more effective than problem behavior • Is a collaborative, assessment-based approach to developing effective interventions for problem behavior • Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

8. Supporting Social Competence & Academic Achievement 4 Essential Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

9. Why Implement SWPBS? Over 9000 schools across the country are implementing SWPBS because… • It can be adapted to fit your particular school • It can coexist with most other school-wide programs (bully prevention, character ed, etc.) • It is a Research-based Practice that is consistent with principles of behavior • Schools implementing SWPBS with fidelity report: • 20-60% reductions in office discipline referrals • Improved faculty/staff satisfaction • Improved administrator perceptions of school safety

10. The 7 Components of SWPBS: • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

11. Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003) • School-wide/Universal (Tier 1) – intended for all students and staff in all settings across campus • Classroom – school-wide expectations for student behavior coupled with pre-planned strategies for classroom settings • Targeted Group (Tier 2) – addresses behavioral issues of groups of students who have been unresponsive to Universal efforts (having similar problem behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) • Intensive, Individual (Tier 3)– to address problematic behaviors of individual students, to help them meet school-wide expectations of student behavior coupled with team-based strategies

12. 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… Conceptually consistent with Response to Intervention (RtI) 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

13. How will you implement in your building? • SWPBS requires a 3-5 year commitment to develop and implement a program with fidelity. • This year is focused on planning Universal Interventions (Tier 1). • Next school year the focus in on implementation of Tier 1 with fidelity.

14. Your SWPBS Team . . . • Approx. 6-8 participants form the PBS team • Representative of all faculty on campus • At least one administrator serves on the team • The team members will assist our school in implementing and maintaining SW efforts • The team will share plans with the staff and ask for staff input on SWPBS efforts

15. SWPBS Team TEAM MEETS AT LEAST MONTHLY TO: • Assess the current behavior management practices • Examine patterns of behavior • Obtain staff commitment • Develop a school-wide plan • Obtain parental participation and input • Oversee, monitor, and evaluate all plan objectives, procedures and activities

16. What will SWPBS look like in your school? • Data will be reviewed monthly to track progress and identify areas to target for intervention • Office Disciplinary Referrals (summarized by time, location, offense, student, & avg. per day per month) • Attendance, Suspension, Detention, Grades… • Discipline referral Processes & Procedures will be Consistent throughout the school • The school will develop and use school-wide Expectations/Rules in settings across campus to Teach students appropriate behavior • A Reward System will be used to encourage and model appropriate behavior • Effective Consequences will be developed and used to discourage inappropriate behavior.

17. What will improve in your school? • Reactive Proactive ☑ Focus on Prevention • Punitive Instructive ☑ Teach and recognize appropriate skills • Exclusionary Inclusionary ☑ Keep students in school and in class

18. Primary Outcomes Decrease in • office referrals • suspensions & detentions • disruptive classroom behavior Improvement in the school behavioral climate: Increase in • academic performance • on-task behavior • parent, student & staff satisfaction • staff retention

19. Review • School-wide PBS is an approach for investing in making the school a more effective social and educational setting. • When implemented with fidelity, it results in: • Improved school discipline systems • Reduction in problem behavior • Improved academic performance • Improved effectiveness of individual interventions • Improved perception of school safety, mental health

20. LIU Consultants Jeriesha A. Gilbert jagilbert@iu12.org 717-718-5812 Thomas Wysocki tawysocki@iu12.org 717-624-6529