Sustaining School-wide Positive Behavior Support Rob Horner University of Oregon OSEP TA Center on Positive Behavior Support

Goals  Current status of SWPBS  What we are learning about sustaining SWPBS over time  Defining what it takes to implement intensive individual supports.  Linking Behavior Support and Academic Supports.  ** Updates on current research**  ** Integrating Mental Health and PBS**

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  Continuum of 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

School-wide Systems (All students all settings all times) Create a positive school culture : School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

Four Basic Recommendations:  Never stop doing what is already working  Always look for the smallest change that will produce the largest effect  Avoid defining a large number of goals  Do a small number of things well  Do not add something new without also defining what you will stop doing to make the addition possible.  Collect and use data for decision-making

Braiding Mental Health and School-wide Positive Behavior Supports.  “Systems of Care” and SWPBS both operate at the systems level (whole context) in addition to the individual student/family level. Kutash, Duchnowski, Lynn (2006) Florida Mental Health Institute  Provide a framework for adoption and sustained implementation of evidence-based practices. Emphasize contextual fit Emphasize continuous monitoring of fidelity, impact and efficiency

Four Themes For Sustainability  Create systems, not just programs  Earlier rather than later  Evidence, not opinion  Continuous regeneration  Are we doing what we said we would do?  Are our efforts benefiting students?  Are our efforts an efficient use of resources?

Define School-wide Expectations for Social Behavior  Identify 3-5 Expectations  Short statements  Positive Statements (what to do, not what to avoid doing)  Memorable  Examples:  Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults

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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT  27

Current Status  Nationally 6000 schools implementing SWPBS Evidence-based practice Behavior support linked to academic gains  In Colorado 450+ schools rct

Sustaining Current Gains  Sustainability from the state/district perspective  Sustainability from the school perspective

Sustain SWPBS by making it  Easier to do each year.  Effective for all students  Available to everyone in the school  Adaptive to change over time  Publicly accountable  Invest in continuous regeneration Jennifer Doolittle

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

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, regional, state level. Leah

Make SW-PBS Adaptive to change  Collection and use of data for decision-making  Are we implementing SW-PBS with fidelity?  Team Checklist; EBS Survey; SET; Benchmarks of Quality  Are students benefiting behaviorally, emotionally, academically?  SWIS (ODR, Suspensions, Referrals to SPED)  School Safety Survey  Standardized tests, Oral Reading Fluency  Are the systems and practices efficient?  Faculty/staff time; Student academic engagement; Cost benefit  Satisfaction (student, faculty, family) 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 video

Summary  SWPBS is growing in Colorado  When implemented at criterion Reductions in problem behavior Reductions in out of school suspensions Increases in academic gains  (when delivered in combination with effective literacy instruction)  Current needs: Improve/expand Sustainability