School-wide Positive Behavior Support:
Integrated Systems for All StudentsOctober 30-31, 2008
Hyatt Regency O’HareRosemont, Illinois
2008 National Forum for Implementers of School-wide PBS
sponsored by the
OSEP Center on PBIS with
support from the Illinois PBIS
Network
Welcome
School-wide PBS Implementers!
This Year’s Forum…
930 Participants coming from:
•43 States
•4 Countries
(Australia, Canada, Norway, United States)
SWPBS Implementers Forum History
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October 2002 October 2004 October 2005 October 2006 October 2007 October 2008
Overview
• 3 Different Strands School-wide PBS Basic Specific Skill Fluency Systems Implementation
Don’t Forget…
Handouts from our presentations are on the web at www.pbis.org.
•On the left side of the home page,
look for the link just under this graphic:
Don’t Forget…
• Q&A Session with Presenters 3:45 – 4:30 pm, Grand Ballroom Breakouts
Presenters grouped in rooms by topic
Great opportunity to ask questions & engage in situation-specific discussions
Feel free to move about the rooms and talk to all of our presenters
Don’t Forget…
• Networking Reception with Poster Presentations
3:45 – 4:30 pm, Grand Ballroom Foyer
Mingle/Network with colleagues from the forum and the RtI Summit across the street
Learn about/discuss detailed examples of success!
Posters from 10 states highlighting what they have done and learned!
Don’t Forget…
• Food Provided• Box lunches will only be outside of Grand
Ballroom • PM cookie break today – on both levels• AM healthy break tomorrow – on both levels
• Early Start Tomorrow• 7:30 am Continental Breakfast• 8 am Plenary
Introducing…
Please give a warm
welcome to Scott Alfes!
By Scott Alfes
October 2008
I am Scott, an 8th grader I’ve been to schools that use
PBS and schools that don’t I have Bipolar Disorder and
Tourette’s syndrome I am 13 years old I love to cook, and I love animals
To inspire you to use PBS To tell you how great it was for me
So other kids don’t have to suffer
So I can be “famous”
Up to 5th grade, I went to schools that didn’t use PBS
For 6th grade, I went to a great PBS school
Easily depressed Easily frustrated by schoolwork Needed extra affection Easily annoyed by other kids Easily upset during games and
competitive activities Funny (not always in a good way)
Teachers thought I was a brat People thought I was “doing it on
purpose” I didn’t deserve to be in the
school I got kicked out of class for things
I didn’t mean to do I was a nincompoop
A new me Teachers understood me better I was happier [I was never blue when
I was with Mr. Green] I was learning I made friends I bonded with the teachers I wanted to try harder
Before Grades: C’s, D’s, & F’s (Z’s if they
had them I felt …After Grades: “A” Honor Roll I felt …
Before Reading: 4th grade level in 5th grade I felt …After Reading: almost 8th grade level in 6th
grade (3 grade levels!) I felt …
Before Trouble communicating with teachers I felt …After Very easy communicating with
teachers (Dodgeball story) I felt …
Before Behaviors: 2 suspensions & sent to
the office 5 times/week I felt …After Phone calls home (Dodgeball Story
Part 2) I felt …
Before I started at my new school, we had a meeting.
At the meeting…•I did the talking•I made a plan with the team•I met other kids•I agreed to go to school the next day
Mr. Green and his Red Hand (Being blue never happened)
Even if I did something wrong, I felt the adults were trying to help, not get me into trouble
I felt supported everywhere so I had a better mood
A better mood meant …
Group Fall Activity•Without PBS I felt like I would just fall with nobody standing there or maybe just 1 person to catch me
•With PBS it feels like there are 5 or 6 people there to catch you
FORUM PURPOSE
Opportunity for implementers
of SWPBS to exchange data,
practices, & systems that can
increase academic & social
behavior outcomes for ALL
students.
My job to give an organizer to maximize your
experience.
Forum Capacity Building
Student
Classroom
School
State
District
Forum Phases o’ Learning
• Acquisition – New skill w/ accuracy
• Fluency – Accuracy w/ consistency
• Maintenance – Sustained accurate use
• Generalization – Accurate use in new situations
• Adaptation – Modified accurate use in changed situations
Status ReportDoing
• PBIS I & II (1998-2008)
• Center >7500 schools
• 40 States
• Demonstration & Sustainability
• Three-tiered Prevention Logic
• Technical Assistance
• Positive Host Environments for All
• Evaluation & Training
Continuing
PBIS III (2008-2013)
100,000 public schools
Regional Coordination
Continuous Regeneration & Scaling
Responsiveness to Intervention
Capacity Building
Enhanced Outcomes for Individuals
Upgrades & Refinements
REVIEW OFBIG IDEAS
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Responsiveness to Intervention
Academic+
Social Behavior
RtI
Response to Intervention
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
~80% of Students
~15%
~5%
ESTABLISHING A CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Specialized, individualized intervention• Cognitive-behavioral supports•
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
Practice Selection
•Evidence-based
•Measurable outcome aligned with need & student
•Rules for data-based decisions
•Integrated with related practices based on outcomes, need, student
•Implementation fidelity
•Continuous monitoring
IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
LocalDemonstration
w/ Fidelity
Sustained Capacity,
Elaboration, &Replication
4. SystemsAdoption, Scaling,
& ContinuousRegeneration
2.
3.
1.
Leadership Team
Active Coordination
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
RelevancePriority Efficacy
Fidelity
CONTINUOUS REGNERATION FOR SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
Leadership Team Action Planning Worksheets: Steps
1. Self-Assessment: Accomplishments & Priorities
2. Session Assignments & Notes: High Priorities
3. Action Planning: Enhancements & Improvements
“Leadership Team Action Planning Worksheet”
“Team Member Note-Taking Worksheet”
“Leadership Team Action Planning Worksheet”
TEAM PLANNING TIME
Thursday: 9:40-9:55 & 1:30-2:00
Friday: 10:30-10:55
Action Planning: Suggestions• Work as team
• Invest in self-assessment
• Use data continuously for decision making
• Be outcome oriented
• Contextualize for your community/culture
• Sustain w/ efficiency…make it easy
• Give priority to doable
• Establish local capacities….own it
