Introduction to School-wide Positive Behavior Support

1. Introduction to School-wide Positive Behavior Support Major portions of the following material were developed by: George Sugai and Rob Horner OSEP Funded Technical Assistance Center www.pbis.org In conjunction with The Iowa Behavioral Alliance (An Initiative of the Iowa Dept. of Education) www.rc4alliance.org

2. SW PBS Introduction Organization Problem behavior = challenge for schools Traditional efforts: to �get tough� or �train and hope� ineffective. School-wide PBS: three-tiered prevention model efficient and effective Problem behavior poses a challenge for schools Traditional efforts to �get tough� or �train and hope� have proven ineffective. School-wide PBS offers a three-tiered prevention model that is efficient and effective. Following are the core features and logic of school-wide PBS And examples of SW-PBSProblem behavior poses a challenge for schools Traditional efforts to �get tough� or �train and hope� have proven ineffective. School-wide PBS offers a three-tiered prevention model that is efficient and effective. Following are the core features and logic of school-wide PBS And examples of SW-PBS

3. SW PBS Introduction Main Logic for School-wide PBS Schools face a difficult challenge Academic, social, safety Children more different from each other than ever before Do more with less Schools face a difficult challenge Academic gains, social competence, safety Children enter school more different from each other than ever before Need to do more with less Individual behavior support Functional assessment Commitment to all students School-wide behavior support. Behavior support in schools begins by investing in building a positive social culture School-wide intervention Schools face a difficult challenge Academic gains, social competence, safety Children enter school more different from each other than ever before Need to do more with less Individual behavior support Functional assessment Commitment to all students School-wide behavior support. Behavior support in schools begins by investing in building a positive social culture School-wide intervention

4. SW PBS Introduction Main Logic for School-wide PBS Individual behavior support Functional assessment Commitment to all students Wraparound Individual behavior support Functional assessment Commitment to all students, including those with chronic & intense needsIndividual behavior support Functional assessment Commitment to all students, including those with chronic & intense needs

5. SW PBS Introduction Main Logic for School-wide PBS School-wide behavior support. Behavior support in schools begins by investing in building a positive social culture School-wide intervention School-wide behavior support. Behavior support in schools begins by investing in building a positive social culture School-wide intervention School-wide behavior support. Behavior support in schools begins by investing in building a positive social culture School-wide intervention

6. SW PBS Introduction Main Logic Prevention Teaching Effective practices need nurturing systems Prevention All children need behavior support The most efficient approach to improving behavioral climate of schools is through prevention Teaching Teaching and supporting appropriate behavior is the most powerful behavior support intervention Combine effective teaching with clear continuum of consequences for problem behavior. Effective practices need nurturing systems Information gathering and use for decision-makingPrevention All children need behavior support The most efficient approach to improving behavioral climate of schools is through prevention Teaching Teaching and supporting appropriate behavior is the most powerful behavior support intervention Combine effective teaching with clear continuum of consequences for problem behavior. Effective practices need nurturing systems Information gathering and use for decision-making

7. SW PBS Introduction Message! Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable (Safran & Howard, 2003; Zins & Ponti, 1990) Key slideKey slide

8. SW PBS Introduction Problem Behaviors Exist in every school Vary in intensity Are associated w/ variety of contributing variables Are concern in every community Ask audience to brainstorm problem behaviors that exist in every school. Here are some examples: Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc. Summarize by making the following point:The focus typically is on individual student behaviors, without attending to the systemic variables that (a) are easier to change, and (b) have a larger effect. Ask audience to brainstorm problem behaviors that exist in every school. Here are some examples: Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.

9. SW PBS Introduction Kappan/Gallup Poll In 2000, general public rated fighting/violence/gangs, lack of discipline, & lack of funding, & and overcrowded schools as top 4 biggest problems facing local schools. This is from the 2000 report (Kappan/Gallup). Lack of discipline has been has been one of the top four for the last 20 years. This is from the 2000 report (Kappan/Gallup). Lack of discipline has been has been one of the top four for the last 20 years.

10. SW PBS Introduction 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)

11. SW PBS Introduction When behavior doesn�t improve, we �Get Tougher!� Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming Anti-bullying initiatives Increased number of harassment policies ..Predictable systems response!

12. SW PBS Introduction Immediate & seductive solution� �Get Tough!� Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish �bottom line� Exclude student �not ready to learn� ...Predictable individual response

13. SW PBS Introduction 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)

14. SW PBS Introduction The Challenge Exclusion and punishment are ineffective at producing long-term reduction in problem behavior Costenbader & Markson (1998)

15. SW PBS Introduction The Challenge �Exposure to exclusionary discipline has been shown, not to improve school outcomes, but in fact to be associated with higher rates of school dropout.� Skiba, Peterson and Williams, 1997 Ekstrom, Goertz, Pollack, & Rock, 1986 Wehlage & Rutter, 1986 Sprick, Borgmeier, Nolet, (2002)

16. SW PBS Introduction The Challenge �We have the knowledge and the skill to make our schools effective instructional environments with a minimal use of suspension and expulsion.� Russ Skiba, Testimony before U.S. House of Representatives, May 2002

17. SW PBS Introduction 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

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

19. SW PBS Introduction 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

20. SW PBS Introduction Activity: Think About This�. Discuss what you�ve heard Does it ring true? What questions do you have? So what? Take 3 to 5 minutes and ask each table or team to think about these three questions (monitor time). Ask a few to report back. The purpose of this is to direct the focus on ineffectiveness of how things have been done in the past. And, there are data and research to support a different way. Take 3 to 5 minutes and ask each table or team to think about these three questions (monitor time). Ask a few to report back. The purpose of this is to direct the focus on ineffectiveness of how things have been done in the past. And, there are data and research to support a different way.

21. SW PBS Introduction 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

22. SW PBS Introduction School-wide Positive Behavior Support School-wide positive behavior support is set of systemic and individualized strategies for achieving social and learning outcomes while preventing problem behavior. KEY slide Emphasize and memorize (say several times)KEY slide Emphasize and memorize (say several times)

23. SW PBS Introduction School-wide Positive Behavior Support Four core elements are emphasized. Clearly defined outcomes Research-validated practices Supportive administrative systems Use of information for problem solving

25. SW PBS Introduction Current Implementation School-wide Positive Behavior Support 2,800 schools in 32 states Current as of July 15, 2005 from Rob Horner This means we have 2,800 coaches and teams implementing curriculum emphasizing prevention, teaching, behavioral function, on-going data collection, and databased decision making. Current as of July 15, 2005 from Rob Horner This means we have 2,800 coaches and teams implementing curriculum emphasizing prevention, teaching, behavioral function, on-going data collection, and databased decision making.

26. SW PBS Introduction Iowa PBS Schools 8 teams completed 3 7 teams starting 3rd year 27 teams starting 2nd year 25 teams starting 1st year 1 of training TOTAL 67 Teams 8 teams completed 3 yrs training 7 teams (Des Moines) starting 3rd year 27 teams (including Des Moines) starting 2nd year of training 25 teams (including Des Moines) starting 1st year 1 of training TOTAL 67 Teams have completed training or are in the process of training. 8 teams completed 3 yrs training 7 teams (Des Moines) starting 3rd year 27 teams (including Des Moines) starting 2nd year of training 25 teams (including Des Moines) starting 1st year 1 of training TOTAL 67 Teams have completed training or are in the process of training.

27. SW PBS Introduction Six Major Ideas 1. Build Multiple Systems of Behavior Support 2. Invest in Prevention 3. Start with Administrative Commitment 1. Build Multiple Systems of Behavior Support Different systems for different challenges 2. Invest in Prevention Build a culture of social competence Define, teach, monitor, and reward appropriate behavior Define, monitor and correct inappropriate behavior 3. Start with Administrative Commitment Top 3 Goals, Administrator on team, 80% commitment 1. Build Multiple Systems of Behavior Support Different systems for different challenges 2. Invest in Prevention Build a culture of social competence Define, teach, monitor, and reward appropriate behavior Define, monitor and correct inappropriate behavior 3. Start with Administrative Commitment Top 3 Goals, Administrator on team, 80% commitment

28. SW PBS Introduction Six Major Ideas 4. Use Team-based Implementation 5. Adapt procedures to �fit� the context 6. Collect and use information for decision-making 4. Use Team-based Implementation No new resources (working smarter) 5. Adapt procedures to �fit� the context Implement sustainable practices and systems 6. Collect and use information for decision-making Data based decision making Give examples of these ideas from your schools. 4. Use Team-based Implementation No new resources (working smarter) 5. Adapt procedures to �fit� the context Implement sustainable practices and systems 6. Collect and use information for decision-making Data based decision making Give examples of these ideas from your schools.

29. SW PBS Introduction KEY slide: Typically schools pay attention to the student(s) who are the most challenging. However, when these students improve, they find themselves right back in the same environment that may have contributed to the challenging behaviors in the first place. The SW-PBS model begins with first addressing the entire school context (universal). After clear expectations are established for all students, a positive predictable environment is established. Then the needs of at-risk and high-risk students can be more successfully addressed. KEY slide: Typically schools pay attention to the student(s) who are the most challenging. However, when these students improve, they find themselves right back in the same environment that may have contributed to the challenging behaviors in the first place. The SW-PBS model begins with first addressing the entire school context (universal). After clear expectations are established for all students, a positive predictable environment is established. Then the needs of at-risk and high-risk students can be more successfully addressed.

30. SW PBS Introduction Invest in Prevention:Build a Culture of Competence Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for behavioral errors. Information-based problem solving

31. SW PBS Introduction Building Culture Do not expect school-wide efforts to affect students with chronic problem behavior. While school-wide efforts don�t affect students with chronic problems, these efforts do establish a host environment which will support these students after individualized interventions. While initially it may not help the neediest (high flyers) students, in the long run it does. While school-wide efforts don�t affect students with chronic problems, these efforts do establish a host environment which will support these students after individualized interventions. While initially it may not help the neediest (high flyers) students, in the long run it does.

32. SW PBS Introduction Practices for School-wide Behavior Support Practices Define expectations Teach expectations Monitor expected behavior Acknowledge expected behavior Correct behavioral errors (continuum of consequences) Use information for decision-making

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

34. SW PBS Introduction Define School-wide Expectationsfor Social Behavior Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable The first step in implementing SW-PBS is to define the expectations. You should have 3-5 expectations, they should be short, memorable statements and they should be positive. The first step in implementing SW-PBS is to define the expectations. You should have 3-5 expectations, they should be short, memorable statements and they should be positive.

35. SW PBS Introduction Some Examples Be responsible, be respectful, be safe Respect self, others, property 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.Trainers: Feel free to share what other Iowa schools are using. Trainers: Please share expectations from other PBS schools that you work with. 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.Trainers: Feel free to share what other Iowa schools are using. Trainers: Please share expectations from other PBS schools that you work with.

36. SW PBS Introduction Activity: Define Expectations Team Action Time: 20 Instructions: Take a little bit of time to consider what was on the previous two slides (Be responsible, be respectful, etc.). Have the team members each take a note card. Give them some quiet time to come up with one expectation. One way to start the process is to think of the behaviors they don�t want to see. Have them share with the rest of the team through round robin until all ideas are exhausted. Have one person identified as a recorder to document all of them. The goal would be to have the team decide on one expectation and they can finish them at their team meetings. Break here. Instructions: Take a little bit of time to consider what was on the previous two slides (Be responsible, be respectful, etc.). Have the team members each take a note card. Give them some quiet time to come up with one expectation. One way to start the process is to think of the behaviors they don�t want to see. Have them share with the rest of the team through round robin until all ideas are exhausted. Have one person identified as a recorder to document all of them. The goal would be to have the team decide on one expectation and they can finish them at their team meetings. Break here.

37. After break - here are some example. Following are several slides with posters, some are Iowa. Choose one or two. These posters will give them ideas on how to �graphically� relate their expectations. Poster from Central City After break - here are some example. Following are several slides with posters, some are Iowa. Choose one or two. These posters will give them ideas on how to �graphically� relate their expectations. Poster from Central City

39. SW PBS Introduction

40. SW PBS Introduction

41. SW PBS Introduction Iowa Valley, MarengoIowa Valley, Marengo

42. SW PBS Introduction Douds/Stockport Would anyone like to share theirs? Get a couple of teams to volunteer. Douds/Stockport Would anyone like to share theirs? Get a couple of teams to volunteer.

43. SW PBS Introduction Teach Behavioral Expectations Transform into specific, observable behaviors. Teach in the actual settings Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and focused The next step is to transform broad school-wide Expectations into specific, observable behaviors in different locations (lunch room, on the bus, in the classroom, in the library, etc. The next two slides show the form and a sample completed. In the Forms and Additional Materials section of your binder you will find the Expectations by Settings Matrix and a sample of a completed Expectations by Settings Matrix Teach in the actual settings where behaviors are to occur Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and focused on student success. The next step is to transform broad school-wide Expectations into specific, observable behaviors in different locations (lunch room, on the bus, in the classroom, in the library, etc. The next two slides show the form and a sample completed. In the Forms and Additional Materials section of your binder you will find the Expectations by Settings Matrix and a sample of a completed Expectations by Settings Matrix Teach in the actual settings where behaviors are to occur Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and focused on student success.

44. Expectations by Settings They are looking for a form similar to this. They are looking for a form similar to this.

45. Here is a sample of a completed one. You will find this in your Forms and Additional Materials section. Caution them not to be tied to the headings, they should adjust these to fit their school situation. Here is a sample of a completed one. You will find this in your Forms and Additional Materials section. Caution them not to be tied to the headings, they should adjust these to fit their school situation.

46. SW PBS Introduction Activity: Expectations by Settings Matrix Take 20 minutes to start the filling out the form. You will want to keep working on this during your monthly meetings and report on your progress at the next training. We will take 20 minutes right now to start working on this. Their goal would be to complete one expectation across the locations. We will take 20 minutes right now to start working on this. Their goal would be to complete one expectation across the locations.

47. SW PBS Introduction Teaching Behavioral Expectations Define the expectation Provide a rationale Teach the critical discrimination Demonstrate appropriate behavior Demonstrate unacceptable behavior Practice telling the difference with multiple examples Before you can teach the expectations and appropriate behavior, you will want to identify the key components for each location in relation to each expectation. In the Forms section, take out Sample Lesson Plan Format for Teaching a School-Wide Expectation in a Specific Setting. Trainers: Go through the document with them. . anecdotal story, if possibleBefore you can teach the expectations and appropriate behavior, you will want to identify the key components for each location in relation to each expectation. In the Forms section, take out Sample Lesson Plan Format for Teaching a School-Wide Expectation in a Specific Setting. Trainers: Go through the document with them. . anecdotal story, if possible

48. SW PBS Introduction Teaching Plan Presentation: Ways to demonstrate and have fun! Practice: At least twice Reinforcement: How will you positively reinforce or celebrate their success Follow-up Plan: ensure a 5-1 ratio of positive

49. SW PBS Introduction Teaching students proper behavior when lining up for the school bus. Teaching students proper behavior when lining up for the school bus.

50. SW PBS Introduction Activity: Teaching Expectations in a Specific Setting 20 Minutes for Team Time to start the process of developing these forms. Have them start on this. Since they have not developed their recognition/acknowledgements yet, they may not be able to fill out that part of the form. Have them start on this. Since they have not developed their recognition/acknowledgements yet, they may not be able to fill out that part of the form.

51. SW PBS Introduction On-going Recognition of Appropriate Behavior Every faculty and staff member acknowledges appropriate behavior. 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff. This slide is a KEY slide. Every faculty and staff member acknowledges appropriate behavior. 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff. This slide is a KEY slide. Every faculty and staff member acknowledges appropriate behavior. 5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff.

52. SW PBS Introduction On-going Recognition of Appropriate Behavior Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) Celebration of success (annually, quarterly, etc) Beginning of class recognition Raffles Open gym Social acknowledgement

53. SW PBS Introduction To build staff morale we began recognizing the positive things we were seeing among the adults in our building. To build staff morale we began recognizing the positive things we were seeing among the adults in our building.

54. SW PBS Introduction Are Incentives/Rewards Dangerous? ��our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.� Judy Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001 Trainers use this as a point of discussion. Trainers use this as a point of discussion.

55. SW PBS Introduction Recognition of Success For other ideas on techniques for recognition used in Iowa: http://www.educ.drake.edu/rc/elemrewards.html http://www.educ.drake.edu/rc/middlehighrewards.html One link is for recognition at elementary, the other recognition at middle/high schoolOne link is for recognition at elementary, the other recognition at middle/high school

56. SW PBS Introduction Discourage and Interrupt Problem Behaviors Do not ignore problem behavior Provide clear guidelines for what is handled in class versus sent to the office Remember the PURPOSES of neg. consequences Do not ignore problem behavior Office Discipline Referral Forms (SWIS.org) Provide clear guidelines for what is handled in class versus sent to the office Remember the PURPOSES of neg. consequences Prevent escalation of problem behaviors Prevent/minimize reward for problem behaviors Deliver punisher as a consequence for problem beh. Minor versus majorDo not ignore problem behavior Office Discipline Referral Forms (SWIS.org) Provide clear guidelines for what is handled in class versus sent to the office Remember the PURPOSES of neg. consequences Prevent escalation of problem behaviors Prevent/minimize reward for problem behaviors Deliver punisher as a consequence for problem beh. Minor versus major

57. SW PBS Introduction Discourage and Interrupt Problem Behaviors Do not expect negative consequences to change behavior patterns. Negative consequences are a way to �keep the lid on.� Teaching changes behavior.

58. SW PBS Introduction Activity: Celebration of Success 15 minutes Team Time to start identifying how you will celebrate student success or give recognition/acknowledgement

59. SW PBS Introduction Determining if a Culture of Competence Exists You can identify the behavioral expectations within 5 min of entering the school. Students state the behavioral expectations Students are recognized for appropriate behavior You can identify the behavioral expectations within 5 min of entering the school, posted on walls, doors, etc. Students state the behavioral expectations Ask 10 randomly selected students Students are recognized for appropriate behavior Ask 10 randomly selected students if they have been acknowledge for appropriate behavior in past 2 months. Share anecdotal information. When I walked into (blank) school, I saw�You can identify the behavioral expectations within 5 min of entering the school, posted on walls, doors, etc. Students state the behavioral expectations Ask 10 randomly selected students Students are recognized for appropriate behavior Ask 10 randomly selected students if they have been acknowledge for appropriate behavior in past 2 months. Share anecdotal information. When I walked into (blank) school, I saw�

60. SW PBS Introduction Determining if a Culture of Competence Exists  Faculty, staff and families know behavioral expectations Student to Student interactions reflect expectations Physical environment is cared for Students approach adults Faculty, staff and families know behavioral expectations Faculty and staff know expectations Substitute teachers know expectations Families know expectations Student to Student interactions reflect expectations Students prompt and support behavioral expectations Physical environment is cared for Students approach adults Faculty, staff and families know behavioral expectations Faculty and staff know expectations Substitute teachers know expectations Families know expectations Student to Student interactions reflect expectations Students prompt and support behavioral expectations Physical environment is cared for Students approach adults

61. SW PBS Introduction 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.

62. SW PBS Introduction 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 School-teams Administrator Coaches Establish Commitment One of top three goals 80% of faculty support Active administrator support Three year process Self-Assessment and Action Planning School-wide systems (primary prevention) Targeted and Intensive (secondary and tertiary prevention) On-going use of information for evaluation School-teams Administrator Coaches Establish Commitment One of top three goals 80% of faculty support Active administrator support Three year process Self-Assessment and Action Planning School-wide systems (primary prevention) Targeted and Intensive (secondary and tertiary prevention) On-going use of information for evaluation

63. SW PBS Introduction School-Wide Systems: Fern Ridge Middle School 1994-95 Total Enrollment = 530 (grades 6, 7 and 8) Total Office Discipline Referrals = 2628 4.95 office referrals per student. 304 students (57%) with 1 or more referrals 34 students (6%) with 20 or more referrals Students with 20+ referrals accounted for 52% of all referrals. Deb: We have the sample Fern Ridge info that I can show you. Then decide if you want to leave in. Since we took out the working smarter matrix, maybe this doesn�t even belong here any more Ask Charlene for this type of information about Iowa. What have we currently collected that we can share in place of this information?Deb: We have the sample Fern Ridge info that I can show you. Then decide if you want to leave in. Since we took out the working smarter matrix, maybe this doesn�t even belong here any more Ask Charlene for this type of information about Iowa. What have we currently collected that we can share in place of this information?

64. SW PBS Introduction Main Messages Invest in prevention Create an effective environment Use different systems for different problems Build a culture of competence Build sustainable systems Invest in gathering and using information for decision making/problem solving. Invest in prevention Create an effective environment Leadership, teams, host for effective practices Use different systems for different problems Individual student level alone will be insufficient Collaboration with Mental Health Build a culture of competence Define, teach, monitor and reward appropriate behavior Build sustainable systems Invest in gathering and using information for decision making/problem solving. Invest in prevention Create an effective environment Leadership, teams, host for effective practices Use different systems for different problems Individual student level alone will be insufficient Collaboration with Mental Health Build a culture of competence Define, teach, monitor and reward appropriate behavior Build sustainable systems Invest in gathering and using information for decision making/problem solving.