School-wide Positive Behavior Support. PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students…...

School-wide Positive Behavior Support

PURPOSEEnhance capacity of

school teams to provide the best

behavioral supports for all students…...

The Challenge• Students with the most challenging behaviors in

school need pro-active comprehensive and consistent systems of support

• School-wide discipline systems are typically unclear and inconsistently implemented

• Educators often lack specialized skills to address severe problem behavior

• Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying efforts, and Safe Schools. Many often have clear defined outcomes but fail to provide structures to reach outcomes or a framework for deciding what should be implemented when, for whom, and to what degree

Typical responses to students

Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Improve consistency of use of punishments Establish “bottom line” Zero tolerance policies Security guards, student uniforms, metal detectors, video

cameras Suspension/expulsion Exclusionary options (e.g., alternative programs)

The Danger….

“Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-

Azaroff, 1991, Skiba & Peterson, 1999)

The Good News…

Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994):

• Social Skills Training• Academic Restructuring• Behavioral Interventions

Toward a SolutionThe answer is not the invention of new solutions, but the

enhancement of the school’s organizational capacity to:• Accurately adopt and efficiently sustain their use of

research-validated practices• Provide a Seamless continuum of behavioral and

academic support for all students• Be part of a district wide system of behavior support• Increased focus, teacher training, community

training, and funding for early intervention

School-wide Positive Behavior Support

PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

OSEP Center on PBIS

What is SWPBS?

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

• SWPBS is a proactive approach to teach, monitor, and support appropriate school behavior for ALL students

• A focus on preventing problem behavior of all students at the school-wide, classroom, non-classroom & individual levels.

• Relies on research-based behavioral and instructional principles.

• Recognizes and builds upon the strengths of your school.

• 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

• A packaged curriculum

• A quick fix

• Newest, flashiest behavior program

• Just about tangible reinforcers

• Just about discipline

• A special education program

• Just for some of the students Not new…its based on long history of behavioral

practices & effective instructional design & strategies

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

How can SWPBS help?

• Reducing discipline incidents and office discipline referrals promotes safe, productive school environments

• Proactive school environments increase the likelihood of academic success

Effective Instruction

Behavior SupportBehavior Support Plan &Plan & ProceduresProcedures

Classroom Classroom ManagementManagement

How do we implement SWPBS?

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

3 Levels of SWPBSTier 3

3-7% of Students

Tier 25-15%

Tier 185-100%

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

School-wide Positive Behavioral Support

Incorporate best practice in professional development and system change (teams)

Emphasizes the use of assessment information to guide intervention and management decisions

Focus on the use of a continuum of behavioral supports Focus on increasing the contextual fit between problem

context and what we know works Focus on establishing school environments that support

long term success of effective practices {3-5 years}

School-wide Positive Behavioral Support

Expectations for student behavior are defined by a building based team with all staff input

Effective behavioral support is implemented consistently by staff and administration

Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback Effective Behavioral Support strategies are implemented at the

school-wide, specific setting, classroom, and individual student level

Effective Behavioral Support strategies are designed to meet the needs of all students

ThemesFocus on positive proactive

programmingEmphasis on clearly defined working

structuresTeacher/school takes ownership of

student learning & behavioral challenges

Problem behavior = learning error

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

Tier 1: School-wide Support

Essential Features• Statement of purpose

• Clearly define expected behaviors (Rules)

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors

• Procedures for discouraging problem behaviors

• Procedures for record-keeping and decision making

Tier 1: School-wide Support

Components• Limited number of school rules 3-5• 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• Individualized behavioral interventions • Data drives decision-making

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respect-ful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Upper-Tupper Tech

Tier 1: School-wide Support : Non- Classroom Settings

• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and

Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies

Tier 1: School-wide Support :Classroom

Needed at the classroom level...• Use of school-wide expectations/rules• Effective Classroom Management

– Behavior management– Instructional management– Environmental management

• Support for teachers who deal with students who display high rates of problem behavior

Tier 2: Targeted Support

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

Tier 2: Targeted Support

• For students at-risk • More adult intervention• Intensified instruction and

guided practice• Increased cues and prompts• Self monitoring

Tier 2: Targeted Support

• Part of a continuum: Must link to school-wide PBS system

• Efficient and effective way to identify students

• Assessment = simple sort

• Intervention matched to presenting problem but not highly individualized

Tier 2: Targeted Support Practices

Social Skill TrainingSelf-ManagementMentors/Check-inPeer tutoring / Peer NetworkAcademic support

Individual Students

Tier 3: Intensive Support

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

Tier 3: Intensive Support

• For chronic, intense behavior problems

• Intensified assessments and interventions

• Mandated by IDEA for any student whose behavior impedes his/her learning or that of others

• Functional Behavior Assessment and Behavior Intervention Plan

Tier 3: Intensive Support

• Part of a continuum: Must link to school-wide PBS system

• Quick supportive response to teacher• Plans based on a Functional Behavior

Assessment– Clear process in place– Behavioral expertise available– All in school understand basic logic of

FBA and PBS

Begin by forming a core team:

• Administrator

• Grade / Department Representation

• Specialized Support

• Support Staff

• Parent

• Community

How do we implement SWPBS?

• 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

Role of the Core Team

SCHOOL-WIDE ASSESSMENT

DESIGN OF SERVICES

& SUPPORTS

IMPLEMENTATION

MONITORING/ONGOING

ASSESSMENT

How do we implement SWPBS?

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?

Create Points of Comparison•Comparisons between pre-intervention (baseline) data and data collected during the intervention phases

Create Direct Measures of Behavior•Clearly observable and measurable behaviors

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

SummaryInvesting in SW-PBS results in:1. Change in school discipline systems creates an

environment that promotes appropriate behavior2. Reduction in problem behavior resulting in less staff

time dealing with problems, more student time in the classroom

3. Improved perception of school safety, mental health4. Improved academic performance5. Improved social behavior performance6. Less recidivism to more restrictive placements7. Improved effectiveness and acceptability of

individual interventions

To do this will take courage