The document discusses school-wide positive behavior support (SWPBS). It defines SWPBS as a systems approach for establishing a positive social culture and behavioral supports in a school. The core features of SWPBS include prevention, teaching expectations, acknowledging positive behavior, consistent consequences, and data-based decision making. Implementing SWPBS requires commitment, an implementation team, self-assessment, defining and teaching expectations, recognizing behavior, and using data for decisions.

1. School-wide Positive Behavior Support:What, Why, How Rob Horner University of Oregon www.pbis.org

2. Goals What: Define the core features of SWPBS Why: Define if SWPBS is appropriate for your school How: Define the process for implementing SWPBS

3. Main Messages Supporting social behavior is central to achieving academic gains. Invest in building a positive school-wide social culture School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success. Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

4. Six Basic Recommendations for Implementing PBIS Never stop doing what already works Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible.

5. Six Basic Recommendations for Implementing PBIS Collect and use data for decision-making Adapt any initiative to make it “fit” your school community, culture, context. Families Students Faculty Fiscal-political structure Establish policy clarity before investing in implementation

6. WHAT IS SWPBS Logic Core Features

8. Multiple expectations (Academic accomplishment, Social competence, Safety)

9. Students arrive at school with widely differing understandings of what is socially acceptable.

10. Traditional “get tough” and “zero tolerance” approaches are insufficient.

11. Faculty come with divergent visions of effective discipline

12. Individual student interventions

13. Effective, but can’t meet need

14. School-wide discipline systems

16. Problem Behaviors 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. Vary in intensity Exist in every school, home and community context Place individuals at risk physically, emotionally, academically and socially

17. School-wide PBS Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

18. What is School-wide Positive Behavior Support? School-wide PBS is: A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

19. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

20. Assess the social culture in your school

21. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE 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

22. Supporting Social Competence, Academic Achievement and Safety School-wide PBS OUTCOMES Supporting Student Behavior Supporting Decision Making PRACTICES DATA SYSTEMS Supporting Staff Behavior

23. School-wide PBS Braiding proven practices with practical systems: Policies, Team meetings, Data Systems

24. Predictable Consistent Positive Safe Create Effective Learning Environments

25. Define School-wide Expectationsfor Social Behavior Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable 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

26. Teach Behavioral Expectations Transform broad school-wide Expectations into specific, observable behaviors. Use the 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.

28. 5 to 1 ratio of positive to negative contacts

29. System that makes acknowledgement easy and simple for students and staff.

30. Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)

31. Beginning of class recognition

32. Raffles

33. Open gym

35. To build staff moral we began recognizing the positive things we were seeing among the adults in our building.

37. Judy Cameron, 2002

38. Cameron, 2002

39. Cameron & Pierce, 1994, 2002

40. Cameron, Banko & Pierce, 2001

41. “The undermining effect of extrinsic reward on intrinsic motivation remains unproven”

42. Steven Reiss, 2005

43. Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33, 344-362 Use of rewards in Education

45. 1. Know what is expected

46. 2. Have the materials and equipment to do the job correctly

47. 3. Receive recognition each week for good work.

48. 4. Have a supervisor who cares, and pays attention

49. 5. Receive encouragement to contribute and improve

50. 6. Can identify a person at work who is a “best friend.”

51. 7. Feel the mission of the organization makes them feel like their jobs are important

52. 8. See the people around them committed to doing a good job

53. 9. Feel like they are learning new things (getting better)

55. 1. Know what is expected

56. 2. Have the materials and equipment to do the job correctly

57. 3. Receive recognition each week for good work.

58. 4. Have a supervisor who cares, and pays attention

59. 5. Receive encouragement to contribute and improve

60. 6. Can identify a person at work who is a “best friend.”

61. 7. Feel the mission of the organization makes them feel like their jobs are important

62. 8. See the people around them committed to doing a good job

63. 9. Feel like they are learning new things (getting better)

65. 1. Know what is expected

66. 2. Have the materials and equipment to do the job correctly

67. 3. Receive recognition each week for good work.

68. 4. Have a supervisor who cares, and pays attention

69. 5. Receive encouragement to contribute and improve

70. 6. Can identify a person at work who is a “best friend.”

71. 7. Feel the mission of the organization makes them feel like their jobs are important

72. 8. See the people around them committed to doing a good job

73. 9. Feel like they are learning new things (getting better)

75. States Implementing SWPBS10,000+ schools in 48 states California Illinois Number of Schools States

76. Scott Spaulding, Claudia Vincent Pbis.org/evaluation/evaluation briefs California Hawaii

77. Current Research School-wide PBS is “evidence-based” Reduction in problem behavior Increases in academic outcomes Horner et al., 2009 Bradshaw et al., 2006; in press Behavioral and Academic gains are linked Amanda Sanford, 2006 Jorge Preciado, 2006 Kent McIntosh School-wide PBS has benefits for teachers and staff as well as students. Scott Ross, 2006 Sustaining School-wide PBS efforts Jennifer Doolittle, 2006

78. North CarolinaPositive Behavior Support Initiative February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/

79. North CarolinaPositive Behavior Support Initiative State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine

80. North CarolinaPositive Behavior Support Initiative Dr. Bob Algozzine Non-PBS Comparison Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

81. Dr. Bob Algozzine North CarolinaPositive Behavior Support Initiative Schools with Low ODRs and High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students

82. Steve Goodman sgoodman@oaisd.org www.cenmi.org/miblsi

83. 2000 Model Demonstration Schools (5) 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2007 Schools (165) Participating Schools The strategies and organization for initial implementation need to change to meet the needs of larger scale implementation. 2008 Schools (95) 2009 Schools (150*) Total of 512 schools in collaboration with 45 of 57 ISDs (79%)

84. Average Major Discipline Referral per 100 Students by Cohort

85. Percent of Students meeting DIBELS Spring Benchmark for Cohorts 1 - 4 (Combined Grades) Spring ’09: 62,608 students assessed in cohorts 1 - 4 5,943 students assessed 32,257 students assessed 8,330 students assessed 16,078 students assessed

86. Percent of Students at DIBELS Intensive Level across year by Cohort

87. Participating School Example: Fourth Grade Reading MEAP Results Began MiBLSi Implementation

88. I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began…. Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar. Without further ado, I would like to state that nine years later I still remember your kindness, your positivity, and most of all the three R's: Respect yourself, Respect others, and Respect property.Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being. In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution.Thank you very much for giving me the opportunity to live my life to its fullest.Sincerely, High School Student writing to her grade school principal

89. HOW IS SWPBS Implemented? Nine Implementation Steps Build commitment Establish implementation team Self-Assess for local adaptation of SWPBS Define and teach expectations Establish system for recognizing positive behavior Establish consequences for problem behavior Establish classroom management structure Collect and use data for decision-making Establish function-based support for students with more severe support needs.

90. Visibility Political Support Funding Policy Leadership Team Active Coordination Training Coaching Evaluation Behavioral Expertise Local School/District Teams/Demonstrations

91. 2 – 4 Years Implementation Stages Implementation occurs in stages: Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

92. Two Major Messages Work smarter not harder Provide the organizational systems to support effective practices Training Coaching Collaboration (meeting time) Data

93. 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.

94. Sample Team Matrix

95. Organizational Systems Policy and commitment Administrative Leadership Team-based implementation Team training Team time to meet and plan Access to data systems that are useful for decision-making(office discipline referrals) Universal screening Progress monitoring Coaching

96. Coaching After initial training, a majority of participants (211 of 213) demonstrated knowledge of practices, but poor implementation. Decision-makers should pair training prior to implementation with on-going rehearsal and performance feedback (coaching) Test, et al 2008 © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

97. Coaching Defined Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior. Coaching is done by someone with credibility and experience with the target skill(s) Coaching is done on-site, in real time Coaching is done after initial training Coaching is done repeatedly (e.g. monthly) Coaching intensity is adjusted to need

98. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

99. Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month Coach returns from leave Coach goes on leave

100. Summary School-wide PBIS is an approach for investing in making the school a more effective social and educational setting for all students. Core features of RTI are an effective framework for improving Behavior and Academic Support