Implementing Schoolwide Positive Behavior Support

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Implementing School-wide Positive Behavior
Support

• Major portions of the following material were
  developed by George Sugai and Rob Horner
• www.pbis.org
• Revised by Paula Baumann
• Iowa PBS Trainer

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SW-Positive Behavior Support
Social Competence, Academic Achievement, and
Safety
OUTCOMES
Supporting Decision Making
Information
Supporting Staff Behavior
SYSTEMS
PRACTICES
Systems are important!
Supporting Student Behavior
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Before Team Training

• Review Coaching Implementation Checklist
• Review coaching role with Principal
• Review status of team principal, grade level
  representatives, special educator, counselor,
  parent, classified staff members (Committee
  Review)
• Ask team to bring discipline data, behavior
  incident reports, ODR forms, school discipline
  policy, procedures for teaching SW behavior
  expectations, procedures for encouraging SW
  expectations, etc.
• Review tools Team Implementation Checklist, EBS
  Self-Assessment Survey, Committee Review, Action
  Planning

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During Team Training

• Remind team of coaching role
• Let team lead process
• Document agreements Keep Notes
• Keep team on task reinforce progress
• Remind team of big ideas (refrigerator magnets)
  from presentations
• Remind team to include all staff
• Prompt outcomes Team Implementation Checklist,
  Team Action Plan, Committee Review, EBS
  Self-assessment Survey

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After Team Training

• Acknowledge/reinforce principal team for
  progress at training
• Prompt team to
• Meet review PBS purpose action plan with
  staff
• Collect school data
• Meet w/in 1 month
• Complete Team Implementation Checklist 1 month
  later
• Contact team leader 2x in first month ask
• What is planned
• if assistance needed
• Set schedule to attend team meeting 1x month
• Monitor assist in development completion of
  team action plan
• Review/complete Coaches Implementation Checklist
• Document team coaching accomplishments, speed
  bumps, challenges, solutions

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Goals

• Identify major errors to avoid
• Define six areas to implementing SW-PBS (Team
  Implementation Checklist)
• Clarify use of data for action planning

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Goals

• Build fluency with use of
• Self-Assessment Survey
• Team Checklist
• Behavioral Expectations Matrix
• Teaching Plan Format
• Team Matrix (efficiency)

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Major Dangers

• Begin implementation without staff commitment
• Begin implementation without resources
• Rely on coach or lead person to do it all

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Managing Change

• If no vision.confusion
• If no skillsanxiety
• If no incentivesgradual change
• If no resourcesfrustration
• If no planning.false starts.

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Major Dangers

• 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

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Six Areas to Implementing School-Wide Positive
Behavior Support(Team Implementation Checklist)

• 1. Establish Commitment
• 2. Establish Team (administrator, non-staff
  parent, youth community members, and coach)
• 3. Self-Assessment
• 4. Establish School-wide Discipline System

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Six Areas to Implementing SW-PBS (Team
Implementation Checklist)

• Establish Information System for Decision-making
• Establish systems for Function-based behavior
  support for students with intense needs

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Team Implementation Checklist

• Input online at
• http//www.pbssurveys.org
• Use the same school account number used for
  Self-Assessment Survey

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When to do

• Input minimum of 2 weeks prior to training and at
  the end of the year

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Establish Commitment

• Establish Commitment
• Administrator supports PBS effort
• Behavior support is one of top 3 goals for school
• 80 of faculty support effort
• Commitment to at least three years of effort
• Faculty/Staff Support

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Establish Commitment - Actions

• Actions
• Self-assessment survey with team
• Faculty presentation and vote
• Written School Improvement Plan Goals

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Establish Commitment for Need 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 (Elem. Mean .34 Middle Mean
  .98 or 1/100/day)
• Anecdotal reports

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Establish Commitment for Need then Action.

• Focus on evidence-based practices
• Are we doing what research indicates is most
  helpful and effective for improving student
  behavior?
• Collect staff self-assessment (Self-Assessment
  Survey)

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Establish Commitment for Need then Action.

• 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.

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Build commitment by emphasizing efficiency

• Dont 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.
• Spend energy on doing the right things.
  Sometimes we are working very hard on the wrong
  things.

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Build commitment by emphasizing efficiency

• Two mantras
• Never stop doing things that work
• Always look for the smallest change that will
  have the largest impact.
• Dont do everything you can think of.

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Activity Discuss TIC

• Allow 3-4 Minutes for discussion on the Team
  Checklist.
• Any questions?

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Establish and Maintain TeamGoals of This Section

• Discuss characteristics of teams
• Identify ways to effectively work as a team
• Identify tips and strategies for conducting
  meetings

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Teams(Friend Cook, 2003)

• Shared Goals
• Direct Communication
• Interdependence
• Coordination
• Clear Procedures
• Type of social group or work group

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Teamwork in SW-PBS

• One of the central strategies of SW-PBS is the
  use of school teams - often referred to as
  leadership teams - to build an effective school
  wide system.

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Definition of Team

• There are a range of definitions and purposes.
• For our discussion
• Team refers to interdependent individuals
• with unique skills and perspectives who interact
  directly to achieve their mutual goal.

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School-wide PBS Team representation and purpose

• The team is representative
• Administrator
• Representatives of staff
• Non-staff family member(s)
• Consider youth leadership teams or community
  members
• Coach

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PBS Systems Implementation Logic
Visibility
Political Support
Funding
Why Coaching?
Active Leadership Team Coordination
Training
Coaching
Evaluation
Local School Teams Demonstrations
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Internal and External Coaches

• Internal coaches are members of the staff at the
  school where they serve as coach.
• External coaches are not members of the staff,
  but work to support the PBS team in a leadership
  capacity.

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Coach Attributes

• Credibility with majority of staff
• Accepted by principal, given authority
• Involved in PBS training, knows content
• Accesses data
• Organized, follows through

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Guiding Principles (Requirements)

• Coaching linked w/ school team
• Coaching training linked w/ team training
• Coaches participate in team training
• Coaching capacity integrated into existing
  personnel
• Supervisor approval given
• District agreements support given
• Coaches experienced w/ school team implementation
• District/state coordination provided
• Coaches meet regularly for prompting,
  celebrating, problem solving, etc.

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Coach ensures assessment tools are being used.

• PBS systems use the ongoing collection of data
  regarding implementation and student behavior to
  facilitate planning.

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Another job

• Someone needs to be the schools PBS historian-
  saving documents, data, masters, team minutes,
  etc.
• Often this is the coach.

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Getting Focused

• List the teams you currently serve on or have
  served on in the past. Discuss the following in
  your groups
• Why was the team effective?
• What are the characteristics of an effective
  team?
• When a team is not effective, what is the most
  common types of concerns or issues that arise?

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Developmental Stages of Teams

• Forming need for clear instructions
• Storming- resolving issues of leadership
• Norming building trust and establishing role
  relationships culture develops, patterns of
  functioning develop
• Performing development has leveled off and the
  primary focus is accomplishing goals
• Adjourning team progresses to this when tasks
  are complete

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How Teams Become Effective

• Team goals are clear.
• Members needs are met.
• Members have individual accountability.
• Group processes maintain the team.
• Team members have leadership skills.

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Conducting meetings

• During the meeting
• Review the agenda and timelines
• Participate effectively
• After the meeting
• Be sure to follow-up as agreed upon

• Prior to the meeting
• Clearly define the purpose
• Articulate desired outcomes
• Delineate a realistic agenda and time frame
• Arrange a setting

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Effective Teams

• Create an agenda.
• Take notes.
• Prompt members about meetings, and about tasks
  agreed upon.
• Start each meeting with updated data.

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Efficient Organization Systems of Support

• Combine rather than add initiatives
• Different systems for different challenges
• The need for continuous self-assessment
• Link behavioral and academic outcomes
• No new resources required for school-wide

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Self-Assessment of 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.

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Self-Assessment of Behavior Support Needs

• Actions
• PBS Self-assessment (with team, with faculty)
• Build Action Plan using Team Checklist and
  Self-Assessment Survey.

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Establish School-wide Discipline System

• Define School-wide Behavioral Expectations.
• Teach School-wide Behavioral Expectation.
• Monitor and Acknowledge Appropriate Behavior.
• Use a Continuum of Consequences for Inappropriate
  Behavior.

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Establish School-wide Discipline System

• Actions
• Develop Expectations by Settings Matrix with
  faculty.
• Build Teaching Expectations in Settings Plans for
  school-wide expectations
• Clarify responses to problem behavior.

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Defining and Teaching School-wide Behavioral
Expectations

• Define 3-5, positively stated, memorable
  expectations.
• Build Curriculum Matrix (Expectations X
  Locations).

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Build Acknowledgement/ Recognition 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

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Building Consequence Systems

• Systems 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)

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Institutional Memory

• Handbook of teaching plans
• Agenda for children
• Minutes from team meetings
• Action
• Develop and maintain school-wide handbook.

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Establish Efficient and Valid 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

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Data need not be a four-letter word

• Using data for decision-making versus evaluation
• Decision-cycles
• Weekly
• Monthly
• Annual

Plan
Perform
Compare
Measure