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.