School-wide Positive Behavior Support February 24, 2004

School-wide Positive Behavior Support

February 24, 2004

Rachel Freeman, University of Kansas

Beth Robinett, Topeka 501

(www.pbis.org)

Technical Assistance Center on Positive Interventions and SupportsDirectors• George Sugai and Rob Horner, Directors (University of Oregon)

Partners• University of Kansas Illinois State Board of Education• University of Missouri Mtn. Plains Regional Resource Center

The May Institute• University of Kentucky Sheppard-Pratt Health System

• University of S. Florida• University of Florida

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

٭

School-wide PBS

• School-wide– Cafeteria– Hallways– Bus

• Classroom• Individual student

support– Student support team– General and special

education

Primary Prevention: Effective School and Classroom Behavior Support

• Create a common purpose and approach• Identify, teach, and reinforce expected

behaviors• Assess current procedures for addressing

inappropriate behavior• Continually assess progress

Secondary Prevention: Targeted Group Instruction

• Focus on settings that are problematic (hallway, cafeteria, bus)

• Teach smaller groups of students social skills and expected behaviors

• Provide additional services for students at risk for engaging in more serious problem behavior

• Provide additional services such as tutoring, remedial reading programs, and counseling

Tertiary Prevention: Individual Student Support

• Embed PBS within student support team process

• Identify the function a problem behavior serves

• Modify environment & teach new skills

• Consider all settings in which student needs support (home, school, community)

State & District-wide Examples• Alabama • British Columbia • Colorado • Hawaii • Illinois • Iowa • Maryland • New Hampshire • Orange County • Oregon • Arizona, Florida, Louisiana, Michigan, Missouri, Montana,

New Mexico, North Carolina, South Carolina

Reports from Schools Implementing PBS

• 20-60% decreases in problem behavior

• Increases in academic achievement

• Increases in school climate

• Increases in instructional time

Working Smarter, Not More

• Do less, better– Consolidate/integrate

• Think small– Small # data-based priorities

• Know where you want to go– Measurable/observable

Setting up School-Wide PBS

• Confirm commitment• Create a planning team• Conduct a self assessment• Build an action plan• Implement the action plan• Create a communication strategy • Use data to implement and evaluate

efforts

Confirm Consensus for PBS

• Active involvement of Administration

• Behavior support is adopted as an important unifying element of the school

• Support for PBS should be high among teachers

• 3 year commitment for effort

School Coaches

• A person working collaboratively within the school system who can facilitate the PBS process– General and Special Education Teachers– Counselors– Administration– Family members – School Psychologist– Social Worker

Data-based Decision Making

• Self-assessment• Clear & measurable outcomes & questions• Efficient data collection, storage, &

summarization• Data-decision rules & processes• Quarterly/annually reporting• Office referral summary system for schools

(www.swis.org)

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

Leadership Team

• Regular meeting• Consolidation & prioritization of related initiatives• Organization of district resources• DW action plan • Liaison with district administration• PBS visibility/priority

District-level Planning

• District-wide Coordinator• Superintendent and board support• Build behavioral expertise within school• Conduct self assessment• Create action plan• Assess progress

3-5 Year Action Plan

• Policy & approach• Link to academic outcomes• Activities for sustainability & enhanced

efficiency• Plan for on-going professional development• Personnel, resources, budget, etc.• School board blessing

Costs of School-wide PBS

• School planning team meetings • Coach time (up to .50 FTE)• System for data-based decision making

(SWIS=$200/year per school)• School-wide materials ($50-$100)• Student reinforcers • Access to school-wide PBS

Facilitators/Trainers

Considering District & State-wide Planning

• Create a state leadership team

• Seek funding for state-wide implementation

• Develop action plan

• Consolidate district and school resources

• Leverage existing state resources (TA Center, Kansas Institute for PBS, etc.)

Learn More About School-wide PBS

School-wide PBS Forum

March 30, 2004

• Introduction to school-wide PBS

• Action planning

• Alexa Pochowski, Invited Speaker

• KCK School District’s PBS Analyzer

• Sign up Sheet

Student Improvement Team Strategies

   All Students In School

Tertiary Prevention

(1%-7%)

Secondary Prevention (5%-15%)

Primary Prevention (80%-90%)

Adapted from Sugai, Horner, & Gresham, 2001

Academic Systems

Problem Systems

Tertiary Prevention (1%-7%)

Secondary Prevention (5%-15%)

Primary Prevention (80%-90%)

Information and Resources

• Technical Assistance Center on Positive Behavioral Interventions and Supports (www.pbis.org)

• School-wide Information System (SWIS)

(www.swis.org)

• Inclusive Network of Kansas

(www.ukans.edu/~inks/index.shtml)

For CEU Credits and Additional Handouts

• Kansas Institute for Positive Behavior Support

(www.kipbs.lsi.ku.edu)