Schoolwide Positive Behavior Support: Implementing with Integrity

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School-wide Positive Behavior Support
Implementing with Integrity for Sustainability

• George Sugai
• Center on Positive Behavioral Interventions
  Supports
• University of Connecticut
• September 16 2009
• www.pbis.org www.cber.org

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PURPOSE Review leadership considerations for
adopting implementing SWPBS with integrity
for sustainability

• What is SWPBS?
• What features define SWPBS?
• Whats SWPBS evidence base?

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www.PBIS.org
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Insert FL website
http//flpbs.fmhi.usf.edu
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SWPBS is
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SWPBS is framework for.
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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
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Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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SWPBS Implementation Features Matrix Draft Sugai
Horner, Aug 8 09
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Practice Policy
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Response-to-Intervention
RtI
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
80 of Students
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Responsiveness to Intervention
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ESTABLISHING CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

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• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• SECONDARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

• PRIMARY PREVENTION

80 of Students
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RTI Continuum of Support for ALL
Math
Science
Spanish
Reading
Soc skills
Soc Studies
Basketball
Label behaviornot people
Dec 7, 2007
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Sep 06
Feb 08
Sep 08
Feb 07
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Sep 06
Feb 08
Feb 07
Sep 08
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Sep 06
Feb 08
Feb 07
Sep 08
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Sep 06
Feb 08
Feb 07
Sep 08
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Elementary School Suspension Rate
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Elementary School
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NC Positive Behavior Support Initiative
Dr. Bob Algozzine
Schools w/ Low ODRs High Academic Outcomes
Proportion of Students Meeting State Academic
Standard
Office Discipline Referrals per 100 Students
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Effective Academic Instruction
Effective Behavioral Interventions
POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS)

Continuous Efficient Data-based Decision Making
Systems for Durable Accurate Implementation
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SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
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www.pbis.org

• Horner, R., Sugai, G. (2008). Is school-wide
  positive behavior support an evidence-based
  practice? OSEP Technical Assistance Center on
  Positive Behavioral Interventions and Support.
• www.pbis.org
• click Research Evidence Base

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Redesign learning teaching environments
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Saying doing it positively!
Keep off the grass!
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Employee Entrance at Tulsa Downtown Doubletree
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Welcome Rugs
It's The Westwood Way!
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It's The Westwood Way!
Magnets
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Few positive SW expectations defined, taught,
encouraged
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2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

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Expectations behavioral skills are taught
recognized in natural context

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gt10,000 Schools Implementing SWPBS (PBIS Center,
2009)
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In Florida, did you know.

• Tier 1 gt800 schools trained (gt300 last year)
• gt70 implementing w/ high fidelity (gt120 bronze,
  silver, gold)
• Tier 2 gt200 schools trained
• Tier 3 district level pilots
• 60 districts collaborating with FLPBSRtIB
  Project (active district leadership teams,
  district coordinators, superintendent
  participation)
• PBSES web-based evaluation system (ODR, ISS, OSS,
  acad.)
• Training TA events occur each year for
  coordinators, coaches, teams at all 3 tiers
• FLPBS project developing trainer-of-trainer pilot
• All products, training, TA, materials free
  http//flpbs.fmhi.usf.edu)

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• 60 districts collaborating with FLPBSRtIB
  Project
• Active district leadership teams
• District coordinators,
• Active superintendent participation

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(Schools Participating during 2008-2009 SY)
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Pre
Post
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Key-to-Success Project
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05
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11
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84
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FC, MD Trends in Suspension Rates for PBS Schools
Implementing w/ Fidelity Maturity
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FC, MD Trends in Black Hispanic Suspension
Rates for PBS Schools Implementing w/ Fidelity
Maturity
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National ODR/ISS/OSS July 2008
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July 2, 2008
ODR rates vary by level
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July 2, 2008
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Behavior Support Elements
Response class Routine analysis Hypothesis
statement Function
Alternative behaviors Competing behavior
analysis Contextual fit Strengths,
preferences, lifestyle outcomes Evidence-based
interventions
Problem Behavior
Functional Assessment
Implementation support Data plan

• Team-based
• Behavior competence

Intervention Support Plan
Continuous improvement Sustainability plan
Fidelity of Implementation
Impact on Behavior Lifestyle
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SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity
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Working Smarter
Invest in smallest evidence-based practice w/
biggest documented impact add 1, drop 2
Invest in prevention by responding early
positively to errors
Adapt to local culture/context
Establish local capacity for accurate fluent
implementation
Use data for decision making
Establish integrated continuum of SWPBS
Give equal priority to academic social behaviors
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• George.sugai_at_uconn.edu
• www.pbis.org
• http//flpbs.fmhi.usf.edu