1. Implementing School-wide Positive Behavior Support
Rob Horner and George Sugai
University of Oregon and University of Connecticut
OSEP TA Center on Positive Behavior Support

2. Goals and Process Review key activities in implementation of SWPBS
Use SWPBS tools to move individual implementation forward
Materials
PowerPoint Slides
“Teaching School-wide Behavioral Expectations
Team Implementation Checklist/ Action Plan

3. Implementing SWPBS Build Commitment 1. Administrator 2. Faculty
Stated commitment
Participation on team for training
Participation at team meetings
2. Faculty
80% agree that social behavior is one of top three goals.
Three year emphasis

4. Implementing SWPBS 3, 4 & 5. Establish PBS Team Team membership Coach
Administrator
Schedule of meetings for year
Procedures for team meetings defined
Working Smarter Matrix developed

5. Invest in Sustainability Systems
It is not adequate to invest in practices that work, if those practices do not sustain
Glenn Latham

6. Practices and Systems for School-wide Behavior Support
Define expectations
Teach expectations
Monitor expected behavior
Acknowledge expected behavior
Correct behavioral errors (continuum of consequences)
Use information for decision-making
Systems
Admin Leadership
Team-based implementation
Defined commitment
Allocation of FTE
Budgeted support
Development of decision-driven information system
Formal policies

7. Efficient Systems of Support
Combine rather than add initiatives
Never stop doing what works
Look for smallest change that produces largest effect
Different systems for different challenges
The need for continuous self-assessment
Link behavioral and academic outcomes
No new resources required
for school-wide

8. Efficient Systems of Support
“The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.”
Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000

9. Integrating Competing Initiatives: Given one or more new initiatives
Always start with the outcomes
Combine initiatives focused on the same outcome.
Conduct component analysis of multiple initiatives
What do you already do?
What components are the same/similar?
What is the smallest change?
What measures apply to multiple initiatives.

10. 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.

11. Action Time: 7 Minutes
Review the Sample Team Matrix. Identify at least two recommendations you would have for improving the efficiency of staff time in this school.
Given the guidelines for team organization identify (a) the teams in your school, and (b) the extent to which you believe your school uses faculty/staff time efficiently.

12. 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
EBS Work Group
Implement 3-tier model
Office referrals,
Attendance, Grades
Eric, Ellen, Marlee, Otis, Emma

13. Implementing SWPBS 6 ,7 & 8. Self-Assessment
Gather, summarize and report ODR patterns
Collect EBS Survey or TIC data and report to staff
Collect TIC data
Action Plan
Data
Action Plan

15. Self-Assessment Patterns
TIC
* 40% Total/
* 0% Define/Teach
* 40% Total
* 0% Define and Teach
* 10% Commitment
* 20% Team
* 90% Define,
* 90% Teach
Self-Assessment Survey
* 30% In place/ 50% High Priority
* 60% In Place/20% High Priority or
* 20% In Place/20% High Priority
* 20% In place/ 10% High Priority

16. Implementing SWPBS 9 ,10 ,11, & 12. Expectations Teaching Matrix
Specific Behaviors
Teaching Schedule
Teaching Plans
Reward system
Norwegian

17. Implementing SWPBS 13,Recognition System
An array of positive events defined
Schedule for recognizing appropriate behavior (5:1); etc.
Reward materials
Budget

18. Implementing SWPBS 14. Consequence System
Rule for what is sent to office
Definitions of problem behaviors
Schedule of consequences (minor, major)
Office Discipline Referral form

19. Implementing SWPBS 15, 16, 17: Classroom Systems Team assessment
School-wide action plan
Data reviewed at least twice per year.

20. Implementing SWPBS 18, 19: Data used for decision-making
Computer application for summarizing and reporting ODRs
Schedule for review by teams, admin, specialists
Schedule for review by faculty
FTE allocated for data management

21. Activity: Rate each cell as: In place, Partial, Not In place
Data are collected
Data are shared with Admin and/or team
Data are shared at least quarterly with whole faculty
Information about our implementation of discipline practices
In Place
Partially In Place
Not In place
Information about office discipline referrals
Information about students with more significant problem behaviors

22. Implementing SWPBS 20, 21, 22:Function-based support
Functional behavioral assessment procedures defined
Behavior Specialist time defined
Action team process defined
Data system in place for monitoring targeted and individual behavior plans.

23. Summary