SchoolWide Positive Behavior Support: Getting Started

1
School-Wide Positive Behavior Support Getting
Started

• George Sugai
• OSEP Center on PBIS
• University of Connecticut
• April 6, 2006
• www.pbis.org
• www.swis.org
• George.sugai_at_uconn.edu

2
PURPOSE Provide overview of rationale, features,
outcomes of school-wide approach to positive
behavior supports
3
OUTCOME OBJECTIVES

• Rationale for adopting proactive systems approach
  to improving school climate
• Features of School-wide Positive Behavior Support
• Examples of SWPBS implementation
• Understanding of prerequisites for participation
  in training support activities

4
SW-PBS Logic!

• Successful individual student behavior support
  is linked to host environments or school
  climates that are effective, efficient, relevant,
  durable
• (Zins Ponti, 1990)

5
Context Matters Examples

• Individual Student
• vs.
• School-wide

6
Messages Repeated!

• Successful Individual student behavior support is
  linked to host environments or schools that are
  effective, efficient, relevant, durable
• Learning teaching environments must be
  redesigned to increase the likelihood of
  behavioral academic success

7
2001 Surgeon Generals Report on Youth Violence
Recommendations

• Establish intolerant attitude toward deviance
• Break up antisocial networkschange social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach encourage individual skills competence

8
Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
9
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
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
10
Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
11
Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
12
GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
13
Team-led Process
Non-Teaching
Family
Behavioral Capacity
Priority Status
Representation
Specialized Support
Administrator
Team
Community
Data-based Decision Making
Administrator
Student
Communications
Teaching
Start with Team that Works.
14
Working Smarter
15
Sample Teaming Matrix
16
3-4 Year Commitment
Top 3 School- Wide Initiatives
3-Tiered Prevention Logic
Agreements Supports
Coaching Facilitation
Administrative Participation
Dedicated Resources Time
17
Self-Assessment
Efficient Systems of Data Management
Existing Discipline Data
Data-based Action Plan
Team-based Decision Making
Multiple Systems
Evidence- Based Practices
18
(No Transcript)
19
(No Transcript)
20
Referrals by Problem Behavior
21
Referrals per Location
22
Referrals per Student
23
Referrals by Time of Day
24
School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
25
SW PBS Practices

• SCHOOLWIDE
• Common purpose approach to 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

• CLASSROOM-WIDE
• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

• SECONDARY/TERTIARY INDIVIDUAL
• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

• NONCLASSROOM SETTINGS
• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

26
Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
27
Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
28
Sample websites (www.)

• pbis.org
• swis.org
• pbismaryland.org
• bethel.k12.or.us
• cde.state.co.us/pbs
• flpbs.fmhi.usf.edu
• ebdnetwork-il.org

29
To Conclude

• Create systems-based preventive continuum of
  behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach acknowledge behavioral expectations
• Work from a person-centered, function-based
  approach
• Arrange to work smarter