Welcome

1. Welcome School-Wide Positive Behavioral Interventions and Supports

2. Introductions Today’s trainers Participants

3. Expectations Show Respect Cell phones off Work Together Include all team members in discussions Listen when others are speaking Participate Share your thoughts & ideas Be Responsible Return from breaks on time Invite ideas Communicate with team members & other teams Stay Focused Keep conversations on-topic

4. “Best School Experience” • Identify your best K-12 school experience or memory. • What made this a good experience? • What connection does this have with SW-PBIS?

5. Overview of School-wide Positive Behavioral Interventions and Supports Major portions of the following material were developed by: George Sugai and Rob Horner OSEP Funded Technical Assistance Center www.pbis.org

6. Goal • To understand the major principles of School-Wide Positive Behavioral Interventions and Supports

7. Challenge • Schools face a difficult challenge • Academic, social, safety • Children more different from each other than ever before • Do more with less

8. Exist in every school Vary in intensity Are associated w/ variety of contributing variables Are concern in every community Problem Behaviors

9. The Challenge • Teachers report that “uncivil” behavior is increasing and is a threat to effective learning • Skiba and Peterson, (2000) • There is a link between general level of disruptive behavior and more extreme acts of violence • Skiba and Peterson, (2000)

10. The Challenge • Exclusion and punishment are the most common responses to conduct disorders in schools. • Lane & Murakami, (1987) • Rose, (1988) • Nieto, (1999) • Sprick, Borgmeier, & Nolet, (2002)

11. The Challenge • Exclusion and punishment are ineffective at producing long-term reduction in problem behavior • Costenbader & Markson (1998)

12. The Challenge “We have no evidence that suspension and expulsion make a positive contribution to school safety or improved student behavior; they may in fact have significant unintended negative consequences for students and school climate.” • Russ Skiba, Testimony before U.S. House of Representatives, May, 2002

13. Research Findings • Reviews of over 600 studies on how to reduce school discipline problems indicate that the leasteffective response to school violence are: • Counseling (talking therapies) • Psychotherapy • Punishment • Gottfredson, 1997 • Lipsey, 1991; 1992 • Tolan & Guerra, 1994 • Elliott, Hamburg, Williams, 1998

14. Research Findings • The same research reviews indicate that the most effective responses to school violence are: • Social Skills Training • Academic Restructuring • Behavioral Interventions • Gottfredson, 1997 • Elliot, Hamburg, & Williams, 1998 • Tolan & Guerra, 1994 • Lipsey, 1991; 1992

15. Need for systemic change “We know a great deal about what can be done, but we have not yet translated our knowledge into widespread changes in the incidence of antisocial behavior or the proportion of children who engage in antisocial behaviors” Biglan, 1995, p. 480

16. Activity: Think About This…. • Discuss what you’ve heard • Does it ring true? • What questions do you have? • So what?

17. School-wide PBIS • School-wide positive behavioral interventions and supports: • a set of systemic and individualized strategies for achieving social and learning outcomes while preventing problem behavior.

18. Main Logic • Prevention • Teaching • Effective practices need nurturing systems

20. Define expectations Teach expectations Monitor expected behavior Acknowledgeexpected behavior Correctbehavioral errors (continuum of consequences) Use information for decision-making Practices for School-wide Behavior Support

21. Systems for School-wide Behavior Support • Admin Leadership • Team-based implementation • Defined commitment • Allocation of FTE • Budgeted support • Development of decision-driven information system • Formal policies

22. School-Wide Systems School-wide Positive Behavior Support Systems Non-Classroom Systems Classroom Systems Individual Student Support Systems

23. Data for School-wide Behavior Support • Student behavior data • Attendance • Office referrals • PBIS Implementation data • Team Implementation Checklist • Self-Assessment Survey • School Evaluation Tool • Benchmarks of Quality

24. Six Major Ideas 1. Build Multiple Systems of Behavior Support 2. Invest in Prevention 3. Start with Administrative Commitment

25. Six Major Ideas 4. Use Team-based Implementation 5. Adapt procedures to “fit” the context 6. Collect and use information for decision-making

26. 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

27. Team-based &Adapted to Fit Local School • Team established • Investment in team development • Active administrative support and involvement • Self-assessment to fit procedures to school • Never give up something that already works • Different paths to the same outcomes

28. Process of Implementation • School-teams • Establish Commitment • Self-Assessment and Action Planning • School-wide systems (primary prevention) • Targeted and Intensive (secondary and tertiary prevention) • On-going use of information for evaluation