Cynthia M. Anderson, PhD University of Oregon Keeping the Momentum Cynthia M. Anderson, PhD University of Oregon

Organizer Why SWPBS? Characteristics of all effective practices SWPBS as an endurance event

Why Focus on the Whole School? What we need is stiffer consequences!

Common Response: Get Tough! Re-re-re-re review rules Counseling “aversive” consequences security guards special schools/rooms video cameras expulsion zero tolerance

Why Focus on the Whole School? Most kids are doing okay; why should I worry about school climate? Kids should know how to behave I am worried about my class; the rest of the school can take care of itself!

“Darlya” What would you do? Assessments indicate that Darlya performs in average to above average range in all academic areas. However, her teacher has noticed that Darlya’s frequent talking to peers during instruction, and asking and answering questions without raising her hand has become an annoying problem to other students and to the teacher. What would you do?

“Charlotte” What would you do? Charlotte dresses in black every day, rarely interacts with teachers or other students, and writes and distributes poems about witchcraft. When approached or confronted by teachers, she pulls hood of her sweatshirt or coat over her head and walks away. Mystified by Charlotte’ behavior, teachers usually shake their heads and let her walk away. Recently, Charlotte carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

Fortunately, we have a science that guides us to… Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003 But….Context Matters!

Darlya is in this school! Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Darlya is in this school!

5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

Messages: 1. Successful student behavior support requires SCHOOL CLIMATE that is Focused on teaching Consistent Sustainable Focused on maximizing success

Charlotte is in this school! Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to four corners. Charlotte is in this school!

Messages: 2. Prevention is the best intervention Decrease development of new problem behaviors Prevent existing behaviors from worsening Redesign learning environments to eliminate things that trigger and maintain problem behavior Teach, monitor, and acknowledge pro-social behavior

Systems for Students with High-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

Elements of PBS Supporting Social Competence & Academic Achievement OUTCOMES Not new…its based on long history of behavioral practices & effective instructional design & strategies Not specific practice or curriculum…it’s a general approach to preventing problem behavior Not limited to any particular group of students…it’s for all students Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Key Components of SWPBS Consistent approach to school discipline Clear set of positive expectations & behaviors Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging inappropriate behavior Procedures for on-going monitoring & evaluation 2

What Does SWPBS Look Like? Team- & data-based school-wide implementation 3-4 year commitment for systems change Small number of positively stated expectations and rules that are visible, defined, taught, & encouraged >80% of students & adults can state expectations & give examples in context >80% of students receive at least weekly acknowledgement >80% of students received 0 or 1 major disciplinary referral per year <10% received >2 major disciplinary referrals

Systems for Student Success Social Behavioral Systems Academic Systems Individual Interventions Individual Students Assessment-based High Intensity Individual Interventions Individual Students Function-based Targeted Interventions Some students Directed assistance More frequent monitoring Some students (at-risk) Some routines and areas Efficient & effective Universal Interventions All students Evidence-based curricula Formative evaluation All routines and areas Periodic monitoring

Organizer Why SWPBS? Characteristics of all effective practices SWPBS as an endurance event

Effective Practices Evidence-based Produce “significant” outcomes Effects maintain over time Potential to be Sustainable

Sustainability Is…. Continuous Improvement! Continuing to do what we do?

Efforts will Sustain IF it is: Easier to do each year Available for everyone Effective for ALL students Adaptive Public accountability

Organizer Why SWPBS? Characteristics of all effective practices SWPBS as an endurance event

SWPBS Gets Easier With Time Handbook Describes core features Expectations and teaching matrix (rules for settings) Teaching plans and teaching schedule Acknowledgement system Continuum of consequences for problem behavior SWPBS Teams—Leadership Team Regular meeting schedule and process Regular schedule for annual planning and training Annual Calendar of Activities On-going coaching support for teachers On-going district support for coaches Meetings

Initiative, Project, Committee Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Eliminate all initiatives that do NOT have a defined purpose and outcome measure. 2. Combine initiatives that have the same outcome measure and same target group 3. Combine initiatives that have 75% of the same staff 4. Eliminate initiatives that are not tied to School Improvement Goals.

Sample Team Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID/ etc Attendance Committee Increase attendance % of students attending All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? Marlee, J.S., Ellen ?? Safety Committee Improve safety Has not met School Spirit Committee School spirit Discipline Committee Improve behavior Improve discipline Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Decrease drug use Don SWPBS Work Group Implement 3-tier model Office referrals, Attendance, Grades Eric, Ellen, Marlee, Otis, Emma

Make SW-PBS Available 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

Efforts will Sustain IF it is: Easier to do each year Available for everyone Effective for ALL students

School-Wide Positive Behavior Support Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

Classroom Systems for Student Success Social Behavioral Systems Academic Systems Individual Interventions Individual Students Assessment-based High Intensity Individual Interventions Individual Students Function-based Targeted Interventions Some students Directed assistance More frequent monitoring Some students (at-risk) Some routines and areas Efficient & effective Universal Interventions All students Evidence-based curricula Formative evaluation All routines and areas Periodic monitoring

Make SWPBS Adaptive to change Collection and use of data for decision-making Are we implementing SWPBS? Team Checklist; EBS Survey; SET; Benchmarks of Quality Are students benefiting behaviorally? SWIS (ODR, Suspensions, Referrals to SPED) Observations in school Opinions of others Do students perceive the school as safe? School Safety Survey; Iowa Youth Survey Are students benefiting academically? Standardized tests CBM 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

Sustained Use of SW-PBS Administrative Support Team-based Action Planning Collection and use of data for Decision-making Sustained Use of SW-PBS Handbook Expectations Lesson Plans Schedule BSP tools Consequence Letters to Families District Investment Coach Trainers Beh Spec Data System Family Collaboration Cultural Core Link to comm Home link Budget Planning Stud Train Team Devel Reward Sys Visibility Newsletter Newspaper Posters Etc Policies Mission SIP Job- Description Horner & Sugai, 2005

Actions 1. Complete Self-Assessment 2. Identify Sustainability Factors What do we have in place? What would be the one addition that would make the biggest difference? 2. Identify Sustainability Factors What do we need from State, Alliance, District, AEA, School? School-Un. School-T/I. District-U. District-T/I.