Implementing Implementing School-wide Positive Behavior School-wide Positive Behavior SupportSupport

Rob Horner, George Sugai and Anne ToddUniversity of Oregon

Center on Positive Behavior Interventions and Supportswww.pbis.org

GoalsGoalsDefine steps for SWPBS

implementationClarify major barriersProvide planning and evaluation

tools

Implementation Schedules◦Team◦Coaches Training

Major Dangers: Things to Major Dangers: Things to AvoidAvoid

Begin implementation without staff commitmentBegin implementation without resources. Implement without a coach.Rely on coach or lead person to “do it all” 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

Six Steps to Implementing Six Steps to Implementing School-Wide Positive Behavior SupportSchool-Wide Positive Behavior Support(Use the Team Implementation Checklist)(Use the Team Implementation Checklist)

1. Establish Commitment2. Establish Team3. Self-Assessment4. Establish School-wide Discipline System5. Establish Information System for Decision-

making6. Establish systems for Function-based

behavior support for students with intense needs

Step 1. Establish Step 1. Establish CommitmentCommitment

Establish Commitment◦ Administrator supports PBS effort

Personal commitment (public endorsement of social culture needs) Attend training with team Attend team meetings at school Commit resources for team training and student training

◦ Behavior support is one of top 3 goals for school◦ 80% of faculty support effort◦ Commitment to at least three years of effort

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

Establish Commitment for Need Establish Commitment for Need then Action.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

Focus on evidence-based practices “Are we doing what research indicates is most

helpful and effective for improving student behavior?” Collect staff self-assessment (team checklist, EBS Survey)

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.

Build commitment by Build commitment by emphasizing efficiencyemphasizing efficiency

Don’t 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

Two mantras◦ Never stop doing things that work◦ Always look for the smallest change that will

have the largest impact. Don’t do everything you can think of

Action Time: 10 MinutesAction Time: 10 MinutesBuilding CommitmentBuilding CommitmentReview the ODR data patterns.

Do the data indicate (a) intervention is needed? (b) celebration is in order?

Review the EBS Survey results from different schools. Identify how faculty feedback can be used to guide development of “commitment.” How would your faculty score the EBS Survey?

3-A Data3-B Data

3-C EBS Survey

3-D EBS Survey data

Also at pbssurveys.org

Step 2: Establish and Step 2: Establish and Maintain TeamMaintain Team

A team has a mission to improve behavior support systems.(common vision, language, experience)

The team is representative and includes an administrator

The team has access to a district/or local coachThe team has a scheduled meeting time

Every week, every other week? The team has efficient internal processesTeam has culture of careAction:

Audit of committees/initiatives… Access to coach

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/

etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure.

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Improvement Goals.

Action Time: 7 MinutesAction Time: 7 MinutesReview the Sample Team Matrix.

Identify at least two recommendations you would have for improving the efficiency of staff time in this school.

Given the guidelines for team organization identify (a) the teams in your school, and (b) the extent to which you believe your school uses faculty/staff time efficiently.

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/

etc

Attendance Committee

Increase attendance

% of students attending

All students

Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Student behavior?

All students

Marlee, J.S., Ellen

??

Safety Committee

Improve safety

All students

Has not met ??

School Spirit Committee

School spirit All students

Has not met

Discipline Committee

Improve behavior

Improve discipline

All students

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Decrease drug use

All students

Don ??

EBS Work Group Implement 3-tier model

Office referrals,

Attendance, Grades

All students

Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Team Matrix

Step 3. Self-Assessment of Step 3. Self-Assessment of Behavior Support Needs 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.

Actions:◦EBS Self-assessment (with team, with faculty)◦Build Action Plan using Team Checklist/EBS

Survey

4. Establish School-wide 4. Establish School-wide Discipline SystemDiscipline System

Define School-wide Behavioral ExpectationsTeach School-wide Behavioral ExpectationMonitor and Acknowledge Appropriate

BehaviorUse a Continuum of Consequences for

Inappropriate BehaviorActions:

Develop Teaching Matrix with faculty Build Teaching Plans for school-wide expectations Clarify responses to problem behavior

4a. Defining and Teaching 4a. Defining and Teaching School-wide Behavioral School-wide Behavioral ExpectationsExpectationsDefine 3-5, positively stated, memorable

expectations.Build Curriculum Matrix (Expectations X

Locations)Build Teaching Plans

◦Teaching individual Expectations across locations

◦Teaching all Expectations within a location

CLASS HALL GYM COMMONS BUS OFFICE

BeRespectful

BeResponsible

Be-ThereBe-Ready

FollowDirections

Hands andFeet to self

4b. Build Reward Systems4b. Build Reward 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

Action Time: 5 MinutesAction Time: 5 MinutesDefine a desired behavior and current consequences in Define a desired behavior and current consequences in your school.your school.

Context and

Desired Behavior

Natural Reward Supplemental

Educational Reward

In class/ Be respectful of others by raising hand

Class operates efficiently.

Self-perception of being respectful.

Verbal “thank you.”

Individual points toward class event.

4c. Building Consequence 4c. Building Consequence SystemsSystemsSystems 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)

4d. Institutional Memory4d. Institutional MemoryHandbook of teaching plansAgenda for childrenMinutes from team meetings

Action:◦Develop and maintain school-wide handbook

5. Establish Efficient and 5. Establish Efficient and Valid Information SystemValid 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

Data need not be a four-Data need not be a four-letter wordletter word

Using data for decision-making versus evaluation

Decision-cycles◦Weekly◦Monthly◦Annual

Plan

Perform

Measure

Compare

Action Time: 5 MinutesAction Time: 5 MinutesWhat data sources do you and your team use for regular decision What data sources do you and your team use for regular decision making?making?

Decisions Data

Sources

Who?

6. Build capacity for 6. Build capacity for Function-based Behavior Function-based Behavior SupportSupportBuild capacity for function-based

behavior support◦Personnel with knowledge of behavioral

theory◦Systems of assessment, plan development,

intervention◦Coordination of intervention time and

procedures.

Team Action PlanningTeam Action PlanningReview the Team Checklist

responses.◦Come up with a single set of

responses for the whole teamIdentify an action step for each

item scored as “partial” or “not started”

Activity: 35 minActivity: 35 minEBS SurveyEBS SurveyTurn to EBS SurveyComplete School-wideIdentify process you would use to

(a) introduce material to faculty, and (b) review system

EBS Survey online: pbssurveys.org

Outcomes Needed to Outcomes Needed to Implement SW-PBSImplement SW-PBS

Administrator endorses PBS effortCoach identified and supported by state

teamSchool team established, operatingCommitment from staff (80%)Behavior Support one of top three goalsSelf-Assessment Completed

By Team By All Staff

Action Plan Developed