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Implementing School-wide Positive Behavior Support

Implementing 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 www.pbssurveys.org. Goals and Process. Review key activities in implementation of SWPBS

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Implementing School-wide Positive Behavior Support

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  1. Implementing 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 www.pbssurveys.org

  2. Goals and Process • Review key activities in implementation of SWPBS • Use SWPBS tools to move individual implementation forward • Materials • PowerPoint Slides • “Teaching School-wide Behavioral Expectations • Team Implementation Checklist/ Action Plan

  3. Build Commitment 1. Administrator Stated commitment Participation on team for training Participation at team meetings 2. Faculty 80% agree that social behavior is one of top three goals. Three year emphasis Implementing SWPBS

  4. 3, 4 & 5. Establish PBS Team Team membership Coach Administrator Schedule of meetings for year Procedures for team meetings defined Working Smarter Matrix developed Implementing SWPBS

  5. Invest in Sustainability Systems • It is not adequate to invest in practices that work, if those practices do not sustain • Glenn Latham

  6. Practices Define expectations Teach expectations Monitor expected behavior Acknowledge expected behavior Correctbehavioral errors (continuum of consequences) Use information for decision-making Systems Admin Leadership Team-based implementation Defined commitment Allocation of FTE Budgeted support Development of decision-driven information system Formal policies Practices and Systems for School-wide Behavior Support

  7. Efficient Systems of Support • Combine rather than add initiatives • Never stop doing what works • Look for smallest change that produces largest effect • Different systems for different challenges • The need for continuous self-assessment • Link behavioral and academic outcomes • No new resources required • for school-wide

  8. Efficient Systems of Support • “The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.” • Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000

  9. Integrating Competing Initiatives:Given one or more new initiatives • Always start with the outcomes • Combine initiatives focused on the same outcome. • Conduct component analysis of multiple initiatives • What do you already do? • What components are the same/similar? • What is the smallest change? • What measures apply to multiple initiatives.

  10. Working Smarter • Eliminate all initiatives that do NOT have a defined purpose and outcome measure. • 2. Combine initiatives that have the same outcome measure and same target group • 3. Combine initiatives that have 75% of the same staff • 4. Eliminate initiatives that are not tied to School Improvement Goals.

  11. Action Time: 7 Minutes • Review the Sample Team Matrix. Identify at least two recommendations you would have for improving the efficiency of staff time in this school. • Given the guidelines for team organization identify (a) the teams in your school, and (b) the extent to which you believe your school uses faculty/staff time efficiently.

  12. Sample Team Matrix

  13. 6 ,7 & 8. Self-Assessment Gather, summarize and report ODR patterns Collect EBS Survey or TIC data and report to staff Collect TIC data Action Plan Implementing SWPBS Data Action Plan

  14. TIC * 40% Total/ * 0% Define/Teach * 40% Total * 0% Define and Teach * 10% Commitment * 20% Team * 90% Define, * 90% Teach Self-Assessment Survey * 30% In place/ 50% High Priority * 60% In Place/20% High Priority or * 20% In Place/20% High Priority * 20% In place/ 10% High Priority Self-Assessment Patterns

  15. 9 ,10 ,11, & 12. Expectations Teaching Matrix 3-5 Expectations Specific Behaviors Teaching Schedule Teaching Plans Reward system Implementing SWPBS Norwegian

  16. 13,Recognition System An array of positive events defined Schedule for recognizing appropriate behavior (5:1); etc. Reward materials Budget Implementing SWPBS

  17. 14. Consequence System Rule for what is sent to office Definitions of problem behaviors Schedule of consequences (minor, major) Office Discipline Referral form Implementing SWPBS

  18. Implementing SWPBS • 15, 16, 17: Classroom Systems • Team assessment • School-wide action plan • Data reviewed at least twice per year.

  19. 18, 19: Data used for decision-making Computer application for summarizing and reporting ODRs Schedule for review by teams, admin, specialists Schedule for review by faculty FTE allocated for data management Implementing SWPBS

  20. Activity: Rate each cell as: In place, Partial, Not In place

  21. 20, 21, 22:Function-based support Functional behavioral assessment procedures defined Behavior Specialist time defined Action team process defined Data system in place for monitoring targeted and individual behavior plans. Implementing SWPBS

  22. Summary

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