Implementing Implementing School-wide Positive Behavior School-wide Positive Behavior SupportSupport
Rob Horner, George Sugai and Anne ToddUniversity of Oregon
Center on Positive Behavior Interventions and Supportswww.pbis.org
GoalsGoalsDefine steps for SWPBS
implementationClarify major barriersProvide planning and evaluation
tools
Implementation Schedules◦Team◦Coaches Training
Major Dangers: Things to Major Dangers: Things to AvoidAvoid
Begin implementation without staff commitmentBegin implementation without resources. Implement without a coach.Rely on coach or lead person to “do it all” Implement insufficient elements, and obtain no
effect.◦ E.g. Failure to teach behavioral expectations
Implement so slowly that commitment is lost. Implementation without on-going evaluation.
Focus first on extent to which elements are implemented
Focus second on impact on students
Six Steps to Implementing Six Steps to Implementing School-Wide Positive Behavior SupportSchool-Wide Positive Behavior Support(Use the Team Implementation Checklist)(Use the Team Implementation Checklist)
1. Establish Commitment2. Establish Team3. Self-Assessment4. Establish School-wide Discipline System5. Establish Information System for Decision-
making6. Establish systems for Function-based
behavior support for students with intense needs
Step 1. Establish Step 1. Establish CommitmentCommitment
Establish Commitment◦ Administrator supports PBS effort
Personal commitment (public endorsement of social culture needs) Attend training with team Attend team meetings at school Commit resources for team training and student training
◦ Behavior support is one of top 3 goals for school◦ 80% of faculty support effort◦ Commitment to at least three years of effort
◦ Actions: Self-assessment survey with team Faculty presentation and vote Written School Improvement Plan Goals
Establish Commitment for Need Establish Commitment for Need then Action.then Action.
Focus first on student behavior. “Are we satisfied with the behavior of students in
our school?” Summarize and share student behavior data ODR/100 students
Focus on evidence-based practices “Are we doing what research indicates is most
helpful and effective for improving student behavior?” Collect staff self-assessment (team checklist, EBS Survey)
Build priorities “Is development of a positive social culture one of
the top three priorities of our school?” Do not expect student behavior to change if adult
behavior does not change. Context matters.
Build commitment by Build commitment by emphasizing efficiencyemphasizing efficiency
Don’t add new initiatives without identifying what you will stop doing.◦ Use faculty time strategically
Focus the energy of your faculty ◦ No more than three major goals◦ Do the job well
Two mantras◦ Never stop doing things that work◦ Always look for the smallest change that will
have the largest impact. Don’t do everything you can think of
Action Time: 10 MinutesAction Time: 10 MinutesBuilding CommitmentBuilding CommitmentReview the ODR data patterns.
Do the data indicate (a) intervention is needed? (b) celebration is in order?
Review the EBS Survey results from different schools. Identify how faculty feedback can be used to guide development of “commitment.” How would your faculty score the EBS Survey?
3-A Data3-B Data
3-C EBS Survey
3-D EBS Survey data
Also at pbssurveys.org
Step 2: Establish and Step 2: Establish and Maintain TeamMaintain Team
A team has a mission to improve behavior support systems.(common vision, language, experience)
The team is representative and includes an administrator
The team has access to a district/or local coachThe team has a scheduled meeting time
Every week, every other week? The team has efficient internal processesTeam has culture of careAction:
Audit of committees/initiatives… Access to coach
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/
etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
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.
Action Time: 7 MinutesAction Time: 7 MinutesReview the Sample Team Matrix.
Identify at least two recommendations you would have for improving the efficiency of staff time in this school.
Given the guidelines for team organization identify (a) the teams in your school, and (b) the extent to which you believe your school uses faculty/staff time efficiently.
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/
etc
Attendance Committee
Increase attendance
% of students attending
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Student behavior?
All students
Marlee, J.S., Ellen
??
Safety Committee
Improve safety
All students
Has not met ??
School Spirit Committee
School spirit All students
Has not met
Discipline Committee
Improve behavior
Improve discipline
All students
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Decrease drug use
All students
Don ??
EBS Work Group Implement 3-tier model
Office referrals,
Attendance, Grades
All students
Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Team Matrix
Step 3. Self-Assessment of Step 3. Self-Assessment of Behavior Support Needs Behavior Support Needs
Focus behavior support efforts◦Retain strategies that are working◦Only adopt procedures that address needed
outcomes◦Work on achievable goals (one system at a time)◦Work from an action plan with clear outcomes.
Actions:◦EBS Self-assessment (with team, with faculty)◦Build Action Plan using Team Checklist/EBS
Survey
4. Establish School-wide 4. Establish School-wide Discipline SystemDiscipline System
Define School-wide Behavioral ExpectationsTeach School-wide Behavioral ExpectationMonitor and Acknowledge Appropriate
BehaviorUse a Continuum of Consequences for
Inappropriate BehaviorActions:
Develop Teaching Matrix with faculty Build Teaching Plans for school-wide expectations Clarify responses to problem behavior
4a. Defining and Teaching 4a. Defining and Teaching School-wide Behavioral School-wide Behavioral ExpectationsExpectationsDefine 3-5, positively stated, memorable
expectations.Build Curriculum Matrix (Expectations X
Locations)Build Teaching Plans
◦Teaching individual Expectations across locations
◦Teaching all Expectations within a location
CLASS HALL GYM COMMONS BUS OFFICE
BeRespectful
BeResponsible
Be-ThereBe-Ready
FollowDirections
Hands andFeet to self
4b. Build Reward Systems4b. Build Reward Systems
Systems for Acknowledging Appropriate Behavior.◦Students should be acknowledged regularly
(at least every 2 weeks)◦5 to 1 ratio of positive to negative◦Always build toward independence
move from “other” delivered to self-delivered move from frequent reward to infrequent move from concrete to natural
◦Build on person-to-person relationships
Action Time: 5 MinutesAction Time: 5 MinutesDefine a desired behavior and current consequences in Define a desired behavior and current consequences in your school.your school.
Context and
Desired Behavior
Natural Reward Supplemental
Educational Reward
In class/ Be respectful of others by raising hand
Class operates efficiently.
Self-perception of being respectful.
Verbal “thank you.”
Individual points toward class event.
4c. Building Consequence 4c. Building Consequence SystemsSystemsSystems for monitoring, interrupting and
discouraging inappropriate behavior.◦Consistency across staff and administration◦Predictability but not rigidity◦Clarity about what is handled in class vs office◦Establish efficient record keeping system to
allow rapid response to behavioral error patterns. (office referral form… clearly defined problem behavior categories)
4d. Institutional Memory4d. Institutional MemoryHandbook of teaching plansAgenda for childrenMinutes from team meetings
Action:◦Develop and maintain school-wide handbook
5. Establish Efficient and 5. Establish Efficient and Valid Information SystemValid Information System Use Information for Problem Solving
◦Gather information◦Summarize information◦Report information to the right people at the
right times◦Use the information to make decisions◦Report to faculty, board, community
◦www.swis.org
Data need not be a four-Data need not be a four-letter wordletter word
Using data for decision-making versus evaluation
Decision-cycles◦Weekly◦Monthly◦Annual
Plan
Perform
Measure
Compare
Action Time: 5 MinutesAction Time: 5 MinutesWhat data sources do you and your team use for regular decision What data sources do you and your team use for regular decision making?making?
Decisions Data
Sources
Who?
6. Build capacity for 6. Build capacity for Function-based Behavior Function-based Behavior SupportSupportBuild capacity for function-based
behavior support◦Personnel with knowledge of behavioral
theory◦Systems of assessment, plan development,
intervention◦Coordination of intervention time and
procedures.
Team Action PlanningTeam Action PlanningReview the Team Checklist
responses.◦Come up with a single set of
responses for the whole teamIdentify an action step for each
item scored as “partial” or “not started”
Activity: 35 minActivity: 35 minEBS SurveyEBS SurveyTurn to EBS SurveyComplete School-wideIdentify process you would use to
(a) introduce material to faculty, and (b) review system
EBS Survey online: pbssurveys.org
Outcomes Needed to Outcomes Needed to Implement SW-PBSImplement SW-PBS
Administrator endorses PBS effortCoach identified and supported by state
teamSchool team established, operatingCommitment from staff (80%)Behavior Support one of top three goalsSelf-Assessment Completed
By Team By All Staff
Action Plan Developed
Top Related