School-Wide Positive Behavior Support: Defining

Features & Outcomes

George SugaiCenter on Positive Behavioral Interventions & Supports

University of ConnecticutJuly 28, 2005

www.pbis.org

www.swis.org

Purpose

Provide brief overview of SWPBS implementation

• Why?

• Features?

• Outcomes?

Why support SWPBS implementation?

• Increase effectiveness of academic programming

• Reduce incidence & prevalence of problem behavior

• Increase effectiveness & efficiency of existing behavioral interventions & supports

• Improve school, family, & community relations & functioning

Good Intentions:Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.

• Make schools safe, caring, & focused on teaching & learning

• Improve student character & citizenship

• Eliminate bullying

• Prevent drug use

• Prepare for postsecondary education

• Provide a free & appropriate education for all

• Prepare viable workforce

• Affect rates of high risk, antisocial behavior

• Leave no child behind

• Etc….

What do we worry about?

• Overuse of “Get Tough” disciplinary practices

• Disconnect between academic & behavior instruction

• Low/non-data based decision making

• Too many competing initiative

• Overuse of outside expertise

• Overuse of “train-n-hope” professional development

• Short-term implementation & investment

• Adoption of non-evidence-based practices

• Inaccurate/incomplete implementation of best-practices

• Inequitable access to supports

Main Message!

Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

• Lead w/ a team

• Emphasize prevention

• Adopt evidence-based practices

• Give high priority to 3-4 year commitment

• Decide w/ data

• Increase local capacity & expertise

• Implement with natural implementers

• Embed staff development w/in on-going routines

• Lead w/ a team

• Emphasize prevention

• Adopt evidence-based practices

• Give high priority to 3-4 year commitment

• Decide w/ data

• Increase local capacity & expertise

• Implement with natural implementers

• Embed staff development w/in on-going routines

Adopt Systems PerspectiveAdopt Systems Perspective

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

What is SWPBS: 4 PBS?

Implementation Levels

Student

Classroom

School

State

District

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Organizational Features

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

Representation

Team

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Enhanced PBS Implementation

Logic

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Start here

Concluding “Big Ideas”

1. Link effective practices to host environment

2. Invest in intensifying continuum of behavior support

3. Teach & encourage expected behavior to reduce problem behavior

4. Link individual to school-wide behavior support

5. Use data to guide behavior support decisions

Have a great summer & school year!

George.sugai@uconn.edu

www.pbis.org www.swis.org