This document discusses school-wide positive behavior support (SWPBS) and the key factors that contribute to its effective and sustainable implementation. It describes SWPBS as a multi-tiered framework involving universal supports for all students as well as targeted and individualized interventions. The document emphasizes that SWPBS implementation requires long-term commitment, team-based data-driven decision making, and continuous adaptation to ensure supports are available to all students and staff. It also stresses the importance of administrative support, resource allocation, and collaboration with families and the community to sustain positive outcomes over time.

1. Keeping theKeeping the
MomentumMomentum
Cynthia M. Anderson, PhDCynthia M. Anderson, PhD
University of OregonUniversity of Oregon

2. OrganizerOrganizer
 Why SWPBS?Why SWPBS?
 Characteristics of all effective practicesCharacteristics of all effective practices
 SWPBS as an endurance eventSWPBS as an endurance event

3. Why Focus on the Whole School?Why Focus on the Whole School?
 What we need is stiffer consequences!What we need is stiffer consequences!

4. Common Response: Get Tough!Common Response: Get Tough!
 Re-re-re-re review rulesRe-re-re-re review rules
 CounselingCounseling
 ““aversive” consequencesaversive” consequences

5. Why Focus on the Whole School?Why Focus on the Whole School?
 Most kids are doing okay; why should I worryMost kids are doing okay; why should I worry
about school climate?about school climate?
 Kids should know how to behaveKids should know how to behave
 I am worried about my class; the rest of theI am worried about my class; the rest of the
school can take care of itself!school can take care of itself!

6. ““Darlya”Darlya”
Assessments indicate that Darlya performs in
average to above average range in all academic
areas. However, her teacher has noticed that
Darlya’s frequent talking to peers during
instruction, and asking and answering questions
without raising her hand has become an
annoying problem to other students and to the
teacher.
What would you do?

7. ““Charlotte”Charlotte”
Charlotte dresses in black every day, rarely interacts with
teachers or other students, and writes and distributes poems
about witchcraft. When approached or confronted by
teachers, she pulls hood of her sweatshirt or coat over her
head and walks away. Mystified by Charlotte’ behavior,
teachers usually shake their heads and let her walk away.
Recently, Charlotte carefully wrapped a dead squirrel in
black cloth & placed it on her desk. Other students
became frightened when she began talking to it.
What would you do?

8. Fortunately, we have a science thatFortunately, we have a science that
guides us to…guides us to…
 Assess these situationsAssess these situations
 Develop behavior intervention plans basedDevelop behavior intervention plans based
on our assessmenton our assessment
 Monitor student progress & makeMonitor student progress & make
enhancementsenhancements
All in ways that can be culturally & contextuallyAll in ways that can be culturally & contextually
appropriateappropriate
Crone & Horner, 2003Crone & Horner, 2003
But….Context Matters!

9. Intermediate/senior high school with 880 students
reported over 5,100 office discipline referrals in one
academic year. Nearly 2/3 of students have
received at least one office discipline referral.
Darlya is in this
school!

10. 5,100 referrals =5,100 referrals =
76,50076,500 min @15 minmin @15 min ==
1,275 hrs1,275 hrs ==
159 days159 days@ 8 hrs@ 8 hrs

11. Messages:Messages:
1. Successful student behavior support requires1. Successful student behavior support requires
SCHOOL CLIMATE that isSCHOOL CLIMATE that is
 Focused on teachingFocused on teaching
 ConsistentConsistent
 SustainableSustainable
 Focused on maximizing successFocused on maximizing success

12. Three rival gangs are competing for “four corners.”
Teachers actively avoid the area. Because of daily
conflicts, the vice principal has moved her desk to
four corners.
Charlotte is in this
school!

13. Messages:Messages:
2. Prevention is the best intervention2. Prevention is the best intervention
 Decrease development of new problem behaviorsDecrease development of new problem behaviors
 Prevent existing behaviors from worseningPrevent existing behaviors from worsening
 Redesign learning environments to eliminateRedesign learning environments to eliminate
things that trigger and maintain problem behaviorthings that trigger and maintain problem behavior
 Teach, monitor, and acknowledge pro-socialTeach, monitor, and acknowledge pro-social
behaviorbehavior

14. Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%

15. SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Supporting
Student Behavior
OUTCOMES
Supporting Social Competence &
Academic Achievement
Supporting
Decision
Making
Elements of
PBS
Not limited to any
particular group of
students…it’s
for all students
Not specific practice or
curriculum…it’s a
general approach
to preventing
problem behavior
Not new…its based on
long history of
behavioral practices &
effective instructional
design & strategies

16. Key Components of SWPBSKey Components of SWPBS
1. Consistent approach to school discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation

17. What Does SWPBS Look Like?What Does SWPBS Look Like?
 Team- & data-based school-wide implementation
 3-4 year commitment for systems change
 Small number of positively stated expectations
and rules that are visible, defined, taught, &
encouraged
 >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

18. Systems for Student Success
Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Individual Interventions
•Individual Students
•Function-based
Targeted Interventions
•Some students
•Directed assistance
•More frequent monitoring
Targeted Interventions
•Some students (at-risk)
•Some routines and areas
•Efficient & effective
Universal Interventions
•All students
•Evidence-based curricula
•Formative evaluation
Universal Interventions
•All students
•All routines and areas
•Periodic monitoring
Academic Systems Social Behavioral Systems

19. OrganizerOrganizer
 Why SWPBS?Why SWPBS?
 Characteristics of all effective practicesCharacteristics of all effective practices
 SWPBS as an endurance eventSWPBS as an endurance event

20. Effective PracticesEffective Practices
 Evidence-basedEvidence-based
 Produce “significant” outcomesProduce “significant” outcomes
 Effects maintain over timeEffects maintain over time
 Potential to be SustainablePotential to be Sustainable

21. Sustainability Is….Sustainability Is….
Continuing to do
what we do?
Continuous
Improvement!

22. Efforts will Sustain IF it is:Efforts will Sustain IF it is:
 Easier to do each yearEasier to do each year
 Available for everyoneAvailable for everyone
 Effective for ALL studentsEffective for ALL students
 AdaptiveAdaptive
 Public accountabilityPublic accountability

23. OrganizerOrganizer
 Why SWPBS?Why SWPBS?
 Characteristics of all effective practicesCharacteristics of all effective practices
 SWPBS as an endurance eventSWPBS as an endurance event

24. SWPBS Gets Easier With TimeSWPBS Gets Easier With Time
 HandbookHandbook
 Describes core featuresDescribes core features
 Expectations and teaching matrix (rules for settings)Expectations and teaching matrix (rules for settings)
 Teaching plans and teaching scheduleTeaching plans and teaching schedule
 Acknowledgement systemAcknowledgement system
 Continuum of consequences for problem behaviorContinuum of consequences for problem behavior
 SWPBS Teams—Leadership TeamSWPBS Teams—Leadership Team
 Regular meeting schedule and processRegular meeting schedule and process
 Regular schedule for annual planning and trainingRegular schedule for annual planning and training
 Annual Calendar of ActivitiesAnnual Calendar of Activities
 On-going coaching support for teachersOn-going coaching support for teachers
 On-going district support for coachesOn-going district support for coaches
Meetings

25. Initiative,Initiative,
Project,Project,
CommitteeCommittee
PurposePurpose OutcomeOutcome TargetTarget
GroupGroup
StaffStaff
InvolvedInvolved
SIP/SID/SIP/SID/
etcetc
AttendanceAttendance
CommitteeCommittee
CharacterCharacter
EducationEducation
SafetySafety
CommitteeCommittee
School SpiritSchool Spirit
CommitteeCommittee
DisciplineDiscipline
CommitteeCommittee
DAREDARE
CommitteeCommittee
EBS WorkEBS Work
GroupGroup
Working Smarter
1. 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.

26. Initiative,Initiative,
CommitteeCommittee
PurposePurpose OutcomeOutcome TargetTarget
GroupGroup
StaffStaff
InvolvedInvolved
SIP/SIDSIP/SID
//
etcetc
AttendanceAttendance
CommitteeCommittee
IncreaseIncrease
attendanceattendance
% of students% of students
attendingattending
AllAll
studentsstudents
Eric, Ellen,Eric, Ellen,
MarleeMarlee
Goal #2Goal #2
CharacterCharacter
EducationEducation
ImproveImprove
charactercharacter
StudentStudent
behavior?behavior?
AllAll
studentsstudents
Marlee, J.S.,Marlee, J.S.,
EllenEllen
????
SafetySafety
CommitteeCommittee
ImproveImprove
safetysafety
AllAll
studentsstudents
Has not metHas not met ????
School SpiritSchool Spirit
CommitteeCommittee
School spiritSchool spirit AllAll
studentsstudents
Has not metHas not met
DisciplineDiscipline
CommitteeCommittee
ImproveImprove
behaviorbehavior
ImproveImprove
disciplinediscipline
AllAll
studentsstudents
Ellen, Eric,Ellen, Eric,
Marlee, OtisMarlee, Otis
Goal #3Goal #3
DAREDARE
CommitteeCommittee
DecreaseDecrease
drug usedrug use
AllAll
studentsstudents
DonDon ????
SWPBS WorkSWPBS Work
GroupGroup
ImplementImplement
3-tier model3-tier model
OfficeOffice
referrals,referrals,
Attendance,Attendance,
GradesGrades
AllAll
studentsstudents
Eric, Ellen,Eric, Ellen,
Marlee, Otis,Marlee, Otis,
EmmaEmma
Goal #2Goal #2
Goal #3Goal #3
Sample Team Matrix

27. Make SW-PBSMake SW-PBS AvailableAvailable to allto all
 New studentsNew students
 Students who enter mid-yearStudents who enter mid-year
 FamiliesFamilies
 New adults joining faculty/staffNew adults joining faculty/staff
 New administratorsNew administrators
 Substitute teachersSubstitute teachers
 Bus DriversBus Drivers
 Playground, Cafeteria, Custodial staff.Playground, Cafeteria, Custodial staff.
 ______________________________________________________________________
 Different materials for different audiencesDifferent materials for different audiences

28. Efforts will Sustain IF it is:Efforts will Sustain IF it is:
 Easier to do each yearEasier to do each year
 Available for everyoneAvailable for everyone
 Effective for ALL studentsEffective for ALL students

29. Intensive Intervention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Targeted Interventions
Specialized Group
Systems for Students with
At-Risk BehaviorUniversal Intervention
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students
~15%
~5%
School-Wide
Positive Behavior
Support

30. Classroom Systems for Student Success
Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Individual Interventions
•Individual Students
•Function-based
Targeted Interventions
•Some students
•Directed assistance
•More frequent monitoring
Targeted Interventions
•Some students (at-risk)
•Some routines and areas
•Efficient & effective
Universal Interventions
•All students
•Evidence-based curricula
•Formative evaluation
Universal Interventions
•All students
•All routines and areas
•Periodic monitoring
Academic Systems Social Behavioral Systems

31. Make SWPBSMake SWPBS AdaptiveAdaptive to changeto change
 Collection and use of data for decision-makingCollection and use of data for decision-making
 Are we implementing SWPBS?Are we implementing SWPBS?
 Team Checklist; EBS Survey; SET; Benchmarks of QualityTeam Checklist; EBS Survey; SET; Benchmarks of Quality
 Are students benefiting behaviorally?Are students benefiting behaviorally?
 SWIS (ODR, Suspensions, Referrals to SPED)SWIS (ODR, Suspensions, Referrals to SPED)
 Observations in schoolObservations in school
 Opinions of othersOpinions of others
 Do students perceive the school as safe?Do students perceive the school as safe?
 School Safety Survey; Iowa Youth SurveySchool Safety Survey; Iowa Youth Survey
 Are students benefiting academically?Are students benefiting academically?
 Standardized testsStandardized tests
 CBMCBM
 SatisfactionSatisfaction

32. Make SW-PBS effortsMake SW-PBS efforts PublicPublic
 Newsletter to familiesNewsletter to families
 Regular reports to faculty/staffRegular reports to faculty/staff
 Formal system for reporting to school board orFormal system for reporting to school board or
districtdistrict
 Information to community at largeInformation to community at large
 WebsitesWebsites

33. Administrative
Support
Team-based
Action Planning
Collection and use
of data for
Decision-making
Sustained Use of SW-PBS
Policies
Mission
SIP
Job-
Description
Handbook
Expectations
Lesson Plans
Schedule
BSP tools
Consequence
Letters to
Families
District
Investment
Coach
Trainers
Beh Spec
Data System
Family
Collaboration
Cultural Core
Link to comm
Home link
Budget
Planning
Stud Train
Team Devel
Reward Sys
Visibility
Newsletter
Newspaper
Posters
Etc
Horner & Sugai, 2005

34. ActionsActions
1. Complete Self-Assessment1. Complete Self-Assessment
 What do we have in place?What do we have in place?
 What would be the one addition that would makeWhat would be the one addition that would make
the biggest difference?the biggest difference?
2. Identify Sustainability Factors2. Identify Sustainability Factors
What do we need from State, Alliance, District,What do we need from State, Alliance, District,
AEA, School?AEA, School?
School-Un. School-T/I. District-U. District-T/I.