Introduction to School-wide Positive Behavior Support

Agenda What is SWPBS? How can SWPBS help? How do we implement SWPBS? Data collection?

Table Discussion What do you think are the most important variables influencing student achievement? Discuss the top three behaviors that disrupt instruction List the problems that occur in your school. Where do they happen? When do they happen?

1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems

What is SWPBS? A team-based process including a broad range of systemic & individualized strategies for achieving important social & learning outcomes. SWPBS is a proactive approach to teach, monitor, and support appropriate school behavior for ALL students A focus on preventing problem behavior of all students at the school-wide, classroom, non- classroom & individual levels.

Relies on research-based behavioral and instructional principles. Recognizes and builds upon the strengths of your school. Focuses on the critical link between instruction and desired student behavioral outcomes. Data-driven decision making is key to design and sustainability of behavior plan. What is SWPBS?

Emphasis on positive climate Comprehensive - uses a variety of supports Proactive and preventive Ultimate purpose of Positive Behavior Support is students achieving

What SWPBS is NOT A packaged curriculum A quick fix Newest, flashiest behavior program Just about tangible reinforcers Just about discipline A special education program Just for some of the students

How can SWPBS help? Schools implementing SWPBS with fidelity report 20-60% reductions in office discipline referrals Improved faculty/staff satisfaction Improved administrator perceptions of school safety

How can SWPBS help? Reducing discipline incidents and office discipline referrals promotes safe, productive school environments Proactive school environments increase the likelihood of academic success

The 7 Components of School-wide PBS Systems: 1.Agreed upon & common approach to discipline 2.Positive Statement of Purpose expectations for all students & staff 4.Procedures for teaching expectations 5.Continuum of procedures for encouraging expectations 6.Continuum of procedures for discouraging rule-violating behavior 7.Procedures for monitoring and evaluating effectiveness of the PBS system 11

Key Elements of School-wide Positive Behavior Support Guided by effective, research based, behavioral principles. Behavioral science allows us to understand problem behavior. Behavior can be changed by modifying environmental factors. Understanding the situations that trigger problem behavior and the consequences that maintain it will help to create effective solutions to problem behavior. Our understanding allows us to teach more socially and appropriate behavior.

Key Elements of School-wide Positive Behavior Support Create change that is socially significant Effect all parts of the students day Make changes that last a long time Focus not only on reducing problem behavior but also increasing pro-social behaviors in students. Create environments that foster success in students.

Develop practical interventions Based on the collection and analysis of data. fit the problem fit the setting fit the skills fit the culture fit the resources Develop a Positive Reinforcement Program Key Elements of School-wide Positive Behavior Support

What must you do? Have strong district and administrative support Establish a Core Team Involve all faculty and staff Create a system of internal and external coaches

Strong Administrative Support Minimum of 3 year commitment to the project Provide support for team meetings Provide access building discipline data (office referrals)

Active Administrative Leadership is Essential To Implement SW-PBS: – Commit Time and Resources for Initial Training – Data Collection System is Available To Support SW-PBS: – Participate in All Team Meetings – Publicly Support Team Efforts and SW-PBS Process To Sustain SW-PBS: – Commit to 3-5 Year Implementation Plan – Commit to On-going Professional Development 17

Begin by forming a core team: Administrator Grade / Department Representation Specialized Support Support Staff Parent Community How do we implement SWPBS?

Role of the Core Team Completes a quantitative and qualitative assessment of the school Works with school staff to design and implement services and supports based upon needs identified in the assessment Meets regularly and communicates with all stakeholders Helps to deliver training components to staff Monitors on-going progress and adapts plan as needed

All Faculty and Staff are Involved Self-Assessment Provide consensus Define Classroom Expectations Teach and Reinforce the Expectations Participate in School-wide Events

Internal and External Coaches Necessary for large scale implementation Supports ongoing training for new schools Gets the District “To Scale” Support the Core Team with implementation

Effective Instruction Behavior Support Plan & Plan & Procedures Procedures Classroom Management How do we implement SWPBS?

Tier 1: School-wide Support Components Develop 3-5 positively stated school-wide expectations Teach the behaviors necessary to follow the rules. School-wide reinforcement plan. Core team meets regularly to monitor, plan, make recommendations and update staff Administrator support and involvement Data drives decision-making

Tier 1: School-wide Interventions Target the whole student body Proactive, preventive approach Well designed rules, routines, and physical arrangements Clear expectations in all locations including non-instructional (playground, bus, halls, cafeteria) “Everyone knows the rules.”

Tier 2: Targeted Interventions For students at-risk – Approx More adult intervention Intensified instruction and guided practice Increased cues and prompts Examples and non-examples of desired behaviors Self monitoring

Tier 3: Intensive Interventions For chronic, intense behavior problems – 3-5% Intensified assessments and interventions When school-wide and targeted interventions are effective, only a small percent need intensive interventions Functional Behavior Assessment and Positive Behavior Support Plan

What does a SWPBS School look like? 80% of students can state the school rules & give behavioral example Positive adult-to-student interactions exceed negative Ongoing data collection & team-based planning & implementation Administrators are active participants. Continuum of behavior support is available to all students

Tentative Time Line Planning Stage- Year 1 January overview for core team February – Overview for staff – Core team full day training on Universal level & Staff completes online surveys – Core team develops draft matrix- present draft to faculty for feedback then revise March – Core team training on Teaching Expectations and Acknowledgement System April & May – Write lesson plans and design acknowledgment system June- rest Summer organize for September Kick off

Tentative Time Line Implementation Year September 2009 Kick-off event – teach expectations and implement acknowledgment system – Parent information meeting October-December – Revise as needed (data review) – Booster sessions January begin training and Plan Tier 2 September 2010-Implement Tier 2 Plan and revise as needed Begin developing Tier 3

To do this will take courage