School-Wide Positive Behavior Support (SWPBIS) – Implementers’ Blueprint Michael Mahoney, M.S., NCSP Safe & Healthy School Coordinator Oregon Department of Education

OSEP Center on PBIS Using the Blueprint: to improve the efficiency & success o Designed to improve the efficiency & success of large scale implementation. feasible and valued approach to improving social climate of schools & supporting intervention o PBIS feasible and valued approach to improving social climate of schools & supporting intervention programs fro students. conceptual theory, organizational models & specific practices more accessible o Makes conceptual theory, organizational models & specific practices more accessible to those involved in changing how schools effectiveness. dynamic & iterative guidelines o Blueprint content is dynamic & iterative guidelines.

Goals/Mission of Schools Academic Skill Competence Social skill Competence, and Life Style Competence

Current School Struggles Studentsdiverse & different Students are diverse & different. Multiple initiatives Multiple initiatives compete & overlap. School climates are reactive & controlling School climates are reactive & controlling. School organizations structures & processes are inefficient & ineffective. School organizations structures & processes are inefficient & ineffective. demand is high for greater academic accountability & achievemen t Public demand is high for greater academic accountability & achievemen t.

What’s needed to Address Challenges Work with all students Work with all students ; every student needs behavior support. priority to evidence based and validated procedures & systems Give priority to evidence based and validated procedures & systems that are relevant, efficient and effective. Integrate academic & behavioral success Integrate academic & behavioral success for all students. Emphasize prevention, establish &maintain safe & supportive school climates Emphasize prevention, establish & maintain safe & supportive school climates. effective practices Expand use of effective practices. Increase collaboration Increase collaboration with community support systems (school, mental health, juvenile justice, family, medical, DHS…).

What PBIS Offers/Why the Blueprint Operationally defined & valued outcomes academic & social behavior outcomes school improvement objectives Operationally defined & valued outcomes ; specific academic & social behavior outcomes are linked to annual school improvement objectives. behavior is learned taught, is predictableaffected by environmental factors data driven Behavioral & biomedical science; behavior is learned, can be taught, is predictable, and is affected by environmental factors interacting with biophysical characteristics; it is data driven and supports the whole student. Research-Validated Research-Validated practices; Data guides which practices are best to use. Systems change data-based decision making Systems change to enhance the broad quality of all students living and learning, as well as reduce problem behavior. Internal behavioral expertise & capacity are developed and data-based decision making is emphasized.

Blueprint – a Systems Approach Outcomes Outcomes – academic & behavior targets endorsed by students, families and educators. Practices Practices – interventions & strategies that are evidence-based Data Data – information that is used to identify status, need for change & effects interventions. Systemssupports implementation of PBIS practices resourcestraining & policiessupports student behavior, staff behavior, decision making, and social & academic competence. Systems – supports to enable the accurate & durable implementation of PBIS practices ; supported by resources, training & policies ; supports student behavior, staff behavior, decision making, and social & academic competence.

Levels of Support Individual Student intensive, function-based Individual Student: intensive, function-based, individualized approach. Classroom: expectations Classroom: expectations, routines, structures, practices, designing instruction, managing climate & environment. School expectations across all school settings School: Behavioral expectations & supports across all school settings. District Organizational leadership District: Organizational leadership, supports & effective implementation. Community Collaborative intervention Community: Collaborative intervention involving all community resources and agencies. State policy leadership & management. State: Behavior support policy, organizational leadership & management.

Three-tiered Approach to Prevention Primary preventing development of new cases of problem behaviors Primary – prevention focuses on preventing development of new cases of problem behaviors (School-wide, classroom, individual). Secondary focuses on reducing number of existing problem behaviors Secondary – prevention focuses on reducing number of existing problem behaviors with efficient & rapid responses to address it. Tertiary reducing the intensity or complexity of problem behavior Tertiary – prevention focuses on reducing the intensity or complexity of problem behavior resistant to primary & secondary interventions.

Instructional Emphasis School-wide defining, teaching & encouraging school-wide expectations. School-wide: focus on defining, teaching & encouraging school-wide expectations. Instruction with at-risk students is active & focused on ‘core’ skills Instruction with at-risk students is active & focused on ‘core’ skills, with pre-defined curricula. Specific social skills are taught FBA high risk Specific social skills are taught based on FBA for students who are high risk.

Functional Perspective Function-based approach Function-based approach : behavioral theory, applied behavior analysis (ABA) & positive behavior suppor t o Foundation in behavioral theory, applied behavior analysis (ABA) & positive behavior suppor t. environmental context o Attention to environmental context. ‘purpose’ or function of behavior o Emphasis on ‘purpose’ or function of behavior. o Focus on teaching behaviors o Focus on teaching behaviors. o Attention to implementers (adult behavior) re- designing teaching, learning environments o Attention to implementers (adult behavior) & re- designing teaching, learning environments.

Sustainability Priority Practical applications Practical applications ; the smallest change that will result in the largest impact. Multiple approaches Multiple approaches to ensure the correct approach for defined problem. On-going collection & use of data On-going collection & use of data because conditions continuously change.

Ultimately Creating …. ACommon Vision A Common Vision A Common Language A Common Language A Common Experience A Common Experience

Enhanced PBIS Logic visible, effective, efficient, proactive & functional leadership team Establishes a visible, effective, efficient, proactive & functional leadership team. Reviews existing data Reviews existing data. Analyzes, describes & prioritizes issue within context. Analyzes, describes & prioritizes issue within context. Specify measurable outcomes Specify measurable outcomes. evidence-based practices Selects evidence-based practices to achieve outcomes. Provides supports for sustainability & continued implementation. Monitor practices & progress Monitor practices & progress. Modifies practices & implementation based on data. Modifies practices & implementation based on data.

Contextual Considerations School-wide School-wide District-Wide District-Wide State-Wide State-Wide SizeNumber Size of School/ Number of students Location Location (rural, urban, suburban) Community or Neighborhood Community or Neighborhood

Capacity (funding, visibility, political support) Training Capacity – staff development needs … Coaching capacity initial and ongoing implementation support Coaching capacity – for initial and ongoing implementation support. Evaluation Capacity ability to measure outcomes evaluate progress, modify and adapt action plans Evaluation Capacity – system’s ability to measure outcomes, evaluate progress, modify and adapt action plans as needed. Coordination Capacity ability to establish operational organization Coordination Capacity – system’s ability to establish operational organization (materials, time, personnel in the implementation of action plan).

Self-Assessment for PBIS Implementation &Planning Incorporates & assesses Incorporates & assesses for the following: Leadership Team, Coordination, Coordination, Funding, Funding, Visibility, Visibility, Political Support, Political Support, Training Capacity, Training Capacity, Coaching Capacity, Coaching Capacity, Demonstrations, Demonstrations, Evaluation Evaluation

Leadership Team 1.Comprised of special and general education, families, administrator, community agency… 2.Team determines how many schools are to be involved in effort. 3.Team completes S elf-Assessment. 4.Team completes 3-5 years prevention plan. 5.Team defines regular meeting schedule & processes. 6.Identifies adequate FTE to manage. 7.Identifies funding sources for at least 3 years. 8. Disseminates strategies to ensure stakeholders kept aware. 9.Ensures student social behavior is one of top five goals politically. 10. Reports to political unit at least annually. 11. PBIS policy statement developed & endorsed. 12.Participation & support by administrators. 13.Establishes trainers to build & sustain SWPBIS practices. 14.Develops a coaching network. 15. Coaching support available at least monthly for emerging team, and quarterly for established teams. 16.At least 10 schools have adopted SWPBIS to use as local demonstrations of processes & outcomes. 17.Develops evaluation processes for assessing teams are using SWPBIS, the impact of PBIS, and extent that team’s action plan is being implemented. 18.School-based information systems are in place to collect data (i.e. SWIS). 19.At least quarterly dissemination, celebration & acknowledgement of outcomes.

Resources PBIS Self-Assessment Checklist Sample Template for State/District Action Planning School Team Implementation Checklist SET_Manual_ pdf SET_Manual_ pdf