Introduction toSchool-wide Positive

Behavior Support

Agenda

• What is SWPBS?• How can SWPBS help?• How do we implement SWPBS?• Data collection?

Table Discussion• What do you think are the most important

variables influencing student achievement?

• Discuss the top three behaviors that disrupt instruction

• List the problems that occur in your school. Where do they happen? When do they happen?

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What the Research Has Taught Us

• Students are not born with ‘bad’ behaviors

(Katz & McClellan, 1997).

• To learn and retain new behaviors, students must be directly taught what to do, given opportunities to practice them, and reinforced for exhibiting them (Katz & McClellan, 1997).

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What Is School-Wide Positive Behavior Support?

SWPBS is a broad range of systemic and individualized strategies for achieving

important social and learning outcomes while preventing problem behavior (Lewis & Sugai, 1999; Sugai, Sprague, Horner & Walker, 2000)

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions• Individual Students• Assessment-based• High Intensity

Tertiary Interventions• Individual Students• Assessment-based• Intense, durable procedures

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

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SWPBS as an RTII Framework

• Shift the emphasis from being reactive to being proactive and prevention oriented in addressing behaviors and social skills

• Universal screening of all students for externalizing and internalizing social, emotional, or behavioral difficulties

• Increasingly intense intervention for at-risk students

• Progress-monitoring of student behavior to different interventions (http://www.pbis.org/school/default.aspx)

• A team-based process including a broad range of systemic & individualized strategies for achieving important social & learning outcomes.

• Relies on research-based behavioral and instructional principles.

• Recognizes and builds upon the strengths of your school.

What is SWPBS?

• Focuses on the critical link between instruction and desired student behavioral outcomes.

• Data-driven decision making is key to design and sustainability of behavior plan.

What is SWPBS?

What is SWPBS?• Emphasis on positive climate

• Comprehensive - uses a variety of supports

• Proactive and preventive

• Ultimate purpose of Positive Behavior Support is students achieving

What SWPBS is NOT

• Just about tangible reinforcers• Just about discipline• A special education program• Just for some of the students

How can SWPBS help?

• Schools implementing SWPBS with fidelity report• 20-60% reductions in office discipline

referrals• Improved faculty/staff satisfaction• Improved administrator perceptions of

school safety

“What the Worlds’ Greatest Managers Do Differently”

-- Buckingham & Coffman 2002, Gallup

1. Know what is expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work.4. Have a supervisor who cares, and pays attention5. Receive encouragement to contribute and improve6. Can identify a person at work who is a “best friend.”7. Feel the mission of the organization makes them feel like their

jobs are important8. See people around them committed to doing a good job9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well.

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The 7 Components of School-wide PBS Systems:

1. Agreed upon & common approach to discipline

2. Positive Statement of Purpose

3. 3-5 expectations for all students & staff

4. Procedures for teaching expectations

5. Continuum of procedures for encouraging expectations

6. Continuum of procedures for discouraging rule-violating behavior

7. Procedures for monitoring and evaluating effectiveness of the PBS system

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Key Elements of School-wide Positive Behavior Support

Guided by effective, research based, behavioral principles.• Behavioral science allows us to understand problem behavior.

• Behavior can be changed by modifying environmental factors.

• Understanding the situations that trigger problem behavior and the consequences that maintain it will help to create effective solutions to problem behavior.

• Our understanding allows us to teach more socially and appropriate behavior.

Key Elements of School-wide Positive Behavior Support

• Create change that is socially significant• Effect all parts of the students day

• Make changes that last a long time

• Focus not only on reducing problem behavior but also increasing pro-social behaviors in students. Create environments that foster success in students.

• Develop practical interventions• Based on the collection and analysis of

data.• fit the problem• fit the setting• fit the skills• fit the culture• fit the resources

• Develop a Positive Reinforcement Program

Key Elements of School-wide Positive Behavior Support

What must you do?

• Have strong district and administrative support

• Establish a Core Team

• Involve all faculty and staff

• Create a system of internal and external coaches

Strong Administrative Support

• Minimum of 3 year commitment to the project

• Provide support for team meetings

• Provide access building discipline data (office referrals)

Active Administrative Leadership is Essential

• To Implement SW-PBS:– Commit Time and Resources for Initial Training– Data Collection System is Available

• To Support SW-PBS:– Participate in All Team Meetings– Publicly Support Team Efforts and SW-PBS Process

• To Sustain SW-PBS:– Commit to 3-5 Year Implementation Plan– Commit to On-going Professional Development

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Begin by forming a core team:

• Administrator

• Grade / Department Representation

• Specialized Support

• Support Staff

• Parent

• Community

How do we implement SWPBS?

Role of the Core Team• Completes a quantitative and qualitative

assessment of the school

• Works with school staff to design and implement services and supports based upon needs identified in the assessment

• Meets regularly and communicates with all stakeholders

• Helps to deliver training components to staff

• Monitors on-going progress and adapts plan as needed

All Faculty and Staff are Involved

• Self-Assessment• Provide consensus• Define Classroom Expectations• Teach and Reinforce the Expectations • Participate in School-wide Events

Internal and External Coaches

• Necessary for large scale implementation

• Supports ongoing training for new schools

• Gets the District “To Scale”

• Support the Core Team with implementation

Tier 1: School-wide SupportComponents• Develop 3-5 positively stated school-wide

expectations• Teach the behaviors necessary to follow the rules.• School-wide reinforcement plan.• Core team meets regularly to monitor, plan, make

recommendations and update staff• Administrator support and involvement• Data drives decision-making

Tier 1: School-wide Interventions

• Target the whole student body

• Proactive, preventive approach

• Well designed rules, routines, and physical arrangements

• Clear expectations in all locations including non-instructional (playground, bus, halls, cafeteria)

• “Everyone knows the rules.”

• 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

Classroom Setting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Pre-corrections & reminders

• Positive reinforcement

Non-classroom Setting Systems

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot.Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Exp

ecta

tions

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom

Hallway/Commons

Cafeteria

Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – Athletics

RAH Practice Competitions

Eligibility Lettering Team Travel

Respect Listen to coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Tier 2: Targeted Interventions• For students at-risk

– Approx. 10-15• More adult intervention

• Intensified instruction and guided practice

• Increased cues and prompts

• Examples and non-examples of desired behaviors

• Self monitoring

Tier 3: Intensive Interventions

• For chronic, intense behavior problems– 3-5%

• Intensified assessments and interventions

• When school-wide and targeted interventions are effective, only a small percent need intensive interventions

• Functional Behavior Assessment and Positive Behavior Support Plan

DATA COLLECTION

What About Data Collection?Types of Data• Quantitative

– Office discipline reports– Attendance– Suspension/Detention

• Qualitative (EBS)– Policy and procedures– Reinforcement systems– Instructional environment– Non-classroom systems– Professional development– School climate

WHY COLLECT DATA?

• Understand how students are behaving

• Identify problem behaviors

• Identify routines that are not working

• Evaluate the effectiveness of improvement strategies

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

Referrals by Problem Behavior

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10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

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10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

0

5

10

15

20

25

30 N

um

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

What does a SWPBS School look like?

• 80% of students can state the school rules & give behavioral example

• Positive adult-to-student interactions exceed negative

• Ongoing data collection & team-based planning & implementation

• Administrators are active participants.• Continuum of behavior support is available to all

students

Sample Time Line Planning Stage - Year 1

• January – overview for core team

• February– Overview for staff– Core team full day training on Universal level & Staff

completes online surveys– Core team develops draft matrix- present draft to faculty for

feedback then revise • March

– Core team training on Teaching Expectations and Acknowledgement System

• April & May– Write lesson plans and design acknowledgment system

• June- rest• Summer organize for September Kick off

Sample Time Line Implementation Year

• September Kick-off event– teach expectations and implement

acknowledgment system– Parent information meeting

• October-December – Revise as needed (data review)– Booster sessions

• January 20xx- begin training and Plan Tier 2• September 20xx-Implement Tier 2• Plan and revise as needed• Begin developing Tier 3

Do we want this to work at our school?

…How will we know?

Reflection…

1. Do you agree with research that indicates that consistency in teaching and positively acknowledging student behavior is important in maintaining effective school discipline?

2. Do you agree with research that indicates investment in positive school climate supports positive behavior of students?

3. Do you feel that the behavior of students affects your level of satisfaction as a teacher?

4. Do you agree with research indicating classroom instructional design and climate of success in the classroom supports student behavior?

Reflection…

Given what I have heard today about the SWPBS initiative, I feel I can commit to a system that effectively educates all students, including students with challenging social behaviors in our school.

1. Yes2. No

Please turn your answer in as you leave.Thank you for your time!