Keys to Sustaining School-wide PBIS

Rob Horner and George SugaiUniversity of Oregon and University of Connecticut

OSEP TA Center on Positive Behavior Supportwww.pbis.orgwww.swis.org

Goals Provide update on emerging developments in

school-wide PBIS Emphasize the need to continuously revisit

classroom systems Focus on variables that affect sustainability

Main Messages School-wide PBIS is continuing to expand in

content and implementation. Use the planning guide or phases matrix to

select your focus for the coming year. Give special attention to classroom systems

Consider using classroom self-assessment as part of early orientation this coming year.

Focus on sustainability (self-assess) From school, district, region, state perspectives.

What is School-wide Positive Behavior Support?

School-wide PBS is: A systems approach for establishing the social culture and

individualized behavioral supports needed for schools to be effective learning environments for all students.

Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that

support effective practices)

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

It’s not just about behavior!

Good Teaching Behavior Support

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Current Status Implementation of School-wide PBS as of

July 1, 2007 : 6073 Schools across 38 states

Pre-KPreschool

K-6Elementary

6-9Middle

9-12High School

Alt/JJAlternative

127 3674 1345 641 286

Growth in Schools Adopting PBIS 2004-2007

0500

100015002000250030003500400045005000550060006500

Pre Elem Mid High Alt/JJ Total

Num

ber

of s

choo

ls Aug 04

Aug 05

Aug 06

Aug 07

~6000 Schools/~40 States

Illinois

Illinois

Active Developments/ Findings School-wide PBIS as an Evidence-based practice Linking School-wide PBIS to academic gains Building depth in School-wide PBIS implementation

(Secondary/Tertiary) (wrap around) Greater emphasis on classroom practices High Schools Disproportionality Sustainability

rct

Kent

Skiba

Doolittle

Michigan

Areas of Implementation Emphasis Universal (primary prevention)

Classroom Secondary (Targeted) Tertiary (Intensive)

Planning

Annual Plan

Classroom

Focusing on Classroom Systems Classroom behavioral expectations Classroom routines Self-management Positive environment Physical layout Maximize academic engagement Promote academic success Hierarchy of responses to problem behavior Vary modes of instruction Systems to request additional behavior support

Self-assessment

Self-Assess Classroom Systems– build into school-wide score

Sustain SW-PBS by making it Effective for all students

High fidelity of implementation at all levels/phases Efficient practices with supporting systems

Easier to do each year. Available to everyone in the school

SWPBS should “work” for all Continuously Regenerating

Adaptive to change over time Publicly accountable

Checklist

Jennifer Doolittle

Administrative/Staff Support

Team-basedAction Planning

Collection and use of data for

Decision-making

Sustained Use of SW-PBS

Policies

MissionSIPJob Descrip

Handbook

ExpectationsLesson PlansSchedule

BSP toolsConsequence

Letters toFamilies

DistrictInvestment

CoachTrainersBeh SpecData System

FamilyCollaboration

Cultural CoreLink to commHome link

Budget

PlanningStud TrainTeam DevelReward Sys

Visibility

NewsletterNewspaperPostersEtc

Horner & Sugai, 2005

Fidelity of SWPBSImplementation

Activity Identify status of sustainability features in

your school

Identify the two features that would be most effective for improving sustainability for the next 3 years.

Summary Tremendous progress in Illinois SWPBIS is becoming embedded in national

educational reform agenda For 07-08

Self-assess and select a path Consider re-assessment of classroom systems Consider including at least ONE goal focusing on

improving sustainability

Make SW-PBS Easier to do Handbook

Description of SW-PBS core ideas School-wide Behavioral Expectations Teaching matrix Teaching plans and teaching schedule Reward system Continuum of consequences for problem behavior

Teaming System Regular meeting schedule and process Regular schedule for annual planning/training

Annual Calendar of Activities On-going coaching support

Make SW-PBS Effective for all:Implement to full criterion. School-wide Targeted Intensive Individual (wrap around)

Build capacity for access to behavioral expertise

_________________________________________

Document impact of SW-PBS on student outcomes

Clarify expectations at district, AEA, state level. The schools are demonstrating what is possible.

Make SW-PBS Accessible to all New students Students who enter mid-year Families New adults joining faculty/staff New administrators Substitute teachers Bus Drivers Playground, Cafeteria, Custodial staff. ___________________________________ Different materials for different audiences

Make SW-PBS Adaptive to change Collection and use of data for decision-making

Are we implementing SW-PBS? Team Checklist; EBS Survey; SET

Are students benefiting behaviorally? SWIS (ODR, Suspensions, Referrals to SPED)

Do students perceive the school as safe? School Safety Survey; Iowa Youth Survey

Are students benefiting academically? Standardized tests

Satisfaction Students Staff Families

Student Satisfaction

Make SW-PBS efforts Public Newsletter to families Regular reports to faculty/staff Formal system for reporting to school board or

district Information to community at large

Websites

Next Steps Self-Assess your current level of sustainability Identify the one or two items on the list that

you believe would make the biggest difference in sustaining.