SWPBS: A Foundation for School-wide Success Cynthia M. Anderson University of Oregon
Organizer • Why invest in a Universal intervention (SWPBS) • Benefits and pitfalls • Systems-change • Capacity building • Classrooms within SWPBS
SWPBS Emphasizes Schools that: • Work for and with all students • Prioritize empirically validated procedures and systems • Integrate academic and behavioral success • Emphasize prevention • Expand use of effective practices and systems to the district, county, region, and state • Increase collaboration among community support systems • Emphasize team-based problem solving • Explicitly teach and reinforce expected behavior
School-Wide Positive Behavior Support Universal Interventions School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
Why Focus on the Whole School? • What we need is stiffer consequences!
Common Response: Get Tough! • Re-re-re-re review rules • Counseling • “aversive” consequences security guards special schools/rooms video cameras expulsion zero tolerance
Why Focus on the Whole School? • Most kids are doing okay; why should I worry about school climate? • Kids should know how to behave • I am worried about my class; the rest of the school can take care of itself! • Shouldn’t we focus on the kids with problems?
3% 11% 10% 8% 16% 18% 89% 71% 74% (N = 1010) 6-9 (N = 312) 9-12 (N = 104)
3% 10% 11% 8% 16% 18% 70% 71% 85% 85% 89% 74%
Successful Schools • Provide proactive social supports AND evidence-based academics • Proactive social supports=school climate that is: • Focused on teaching • Consistent • Sustainable • Focused on maximizing success • Meets needs of all students • Supports teachers in their work
School-Wide Positive Behavior Support • Operationally defined values and outcomes • Based on science of behavior analysis • Research validated practices & data-based decision-making • Systems change to support implementation by SCHOOL PERSONNEL
Outcome: Social Competence & Academic Achievement Supporting Decision Making Supporting Staff Behavior Supporting Student Behavior
Key Components of Universal Level of SWPBS • Consistent approach to school discipline • Clear set of positive expectations & behaviors • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging inappropriate behavior • Procedures for on-going monitoring & evaluation
What Does Universal Component of SWPBS Look Like? • Team guides school-wide implementation • Data used to guide decision-making prior to implementation • Goals are defined in measurable terms and are measured! • Evidence-based interventions emphasized • Supports are in place to support initial and sustained implementation • Data used to monitor • Status of implementation • Outcomes • Modifications are based on data • 3-4 year commitment for systems change
What Does Universal Component of SWPBS Look Like? • >80% of students & adults can state expectations & give examples in context • >80% of students receive at least weekly acknowledgement • >80% of students received 0 or 1 major disciplinary referral per year • <10% received >2 major disciplinary referrals
4J School District Eugene, Oregon Grade 3
Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying
Getting “Paw’d” with “Paws-itives” Janney Jaguers Jan 06
Welcome Rugs It's The Westwood Way!
Invest in Universal Component • Build a strong universal intervention • Maintain intervention over time • Use data to guide decision-making • When to conduct boosters • Areas to focus on • Determine modifications
SWPBS • Universal systems • Non-classroom settings • Classrooms • Secondary interventions • Tertiary interventions
Efficacy Social Validity Fidelity