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, HowRob HornerUniversity of Oregon www.pbis.org

2. GoalsWhat: Define the core features of SWPBSWhy: Define if SWPBS is appropriate for your schoolHow: Define the process for implementing SWPBS

3. Main MessagesSupporting social behavior is central to achieving academic gains.Invest in building a positive school-wide social cultureSchool-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 PBISNever stop doing what already worksAlways look for the smallest change that will produce the largest effectAvoid defining a large number of goals Do a small number of things wellDo not add something new without also defining what you will stop doing to make the addition possible.

5. Six Basic Recommendations for Implementing PBISCollect and use data for decision-makingAdapt any initiative to make it “fit” your school community, culture, context.FamiliesStudentsFacultyFiscal-political structureEstablish policy clarity before investing in implementation

6. WHAT IS SWPBSLogicCore Features

7. Logic for School-wide PBSSchools face a set of difficult challenges today

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

15. Establish a social culture within which both social and academic success is more likelyContextProblem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

16. Problem BehaviorsInsubordination, 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 intensityExist in every school, home and community contextPlace individuals at risk physically, emotionally, academically and socially

17. School-wide PBSBuild 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-PBSPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

19. Establishing a Social CultureCommon LanguageMEMBERSHIPCommon ExperienceCommon Vision/Values

20. Assess the social culture in your school

21. Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk BehaviorSCHOOL-WIDE POSITIVE BEHAVIORSUPPORT~5% Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior~15% Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings~80% of Students27

22. Supporting Social Competence, Academic Achievement and SafetySchool-wide PBS OUTCOMESSupportingStudent BehaviorSupportingDecisionMakingPRACTICESDATASYSTEMSSupportingStaff Behavior

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

24. PredictableConsistentPositiveSafeCreate Effective Learning Environments

25. Define School-wide Expectationsfor Social BehaviorIdentify 3-5 ExpectationsShort statementsPositive Statements (what to do, not what to avoid doing)MemorableExamples: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 ExpectationsTransform broad school-wide Expectations into specific, observable behaviors.Use the Expectations by Settings MatrixTeach in the actual settings where behaviors are to occurTeach (a) the words, and (b) the actions.Build a social culture that is predictable, and focused on student success.

27. On-going Reward of Appropriate BehaviorEvery faculty and staff member acknowledges appropriate behavior.

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

34. Social acknowledgement Cougar Traits in the Community Student Name __________________________________Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship(Circle the trait you observed)Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

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

36. Are 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.”

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

44. “What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies.Create working environments where employees:

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