1. School-wide Positive Behavior Support1

6. PURPOSE
Enhance capacity of school teams to provide the best behavioral supports for all students…...

7. The Challenge
Students with the most challenging behaviors in school need pro-active comprehensive and consistent systems of support
School-wide discipline systems are typically unclear and inconsistently implemented
Educators often lack specialized skills to address severe problem behavior
Pressure on schools to incorporate national and state initiatives such as Values Education, Anti-Bullying efforts, and Safe Schools. Many often have clear defined outcomes but fail to provide structures to reach outcomes or a framework for deciding what should be implemented when, for whom, and to what degree 7

8. Typical responses to students
Increase monitoring for future problem behavior
Re-review rules & sanctions
Extend continuum of aversive consequences
Improve consistency of use of punishments
Establish “bottom line”
Zero tolerance policies
Security guards, student uniforms, metal detectors, video cameras
Suspension/expulsion
Exclusionary options (e.g., alternative programs) 8

9. The Danger….
“Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999) 9

10. The Good News…
Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994):
Social Skills Training
Academic Restructuring
Behavioral Interventions 10

11. Toward a Solution
The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to:
Accurately adopt and efficiently sustain their use of research-validated practices
Provide a Seamless continuum of behavioral and academic support for all students
Be part of a district wide system of behavior support
Increased focus, teacher training, community training, and funding for early intervention 11

12. School-wide Positive Behavior Support
PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS 12

13. 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.

14. What is SWPBS?
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.
Research-based
Each
Instruction outcomes
sustainability

15. 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
No quick fix—no magical consequences – you wouldn’t spend a year planning if this were the case
Need for comprehensive procedures – Look at current structure of program – routines, procedures, etc…
Newest, latest, flashiest behavior program you can buy – NOT!!! Not a program – it is a process – you don’t have to get rid of the good things you are doing now.
Ultimate purpose of Behavior Support – smooth running programs which increase student achievement
In Preschool the majority of this is teaching procedures, routines, rules….continually.

16. 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
Not new…its based on long history of behavioral practices & effective instructional design & strategies

17. 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

18. 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
Because SW-PBS increases the likelihood of establishing a positive learning environment, it also aligns with NCLB goal to remove non-academic barriers to learning
Reducing discipline incidents potentially garners more classroom instructional time and fewer classroom distractions.
Teachers report higher rates of job satisfaction when they view administrators as supportive and when they feel competent to successfully meet the expectations of their jobs. This, in turn, has contributed to higher rates of retention of quality teachers, Particularly those in the first 5 years of their teaching careers (Goor & Schwenn, 1997; Minarik, et al., 2003; Richards, 2003; Whitaker, 2000).
When quality instruction is allowed to take place, problem behaviors are minimized, and quality teachers are retained, the likelihood of improved academic success for all students is enhanced (Putnam, et al., 2006).
Goor, M.B., & Schwenn, J.O. (1997). Preparing principals for leadership in special education. Intervention in School and Clinic, 32,
Minarik, M.M., Thornton, B., & Perreault, G. (2003). Systems thinking can improve teacher retention. The Clearing House, 76,
Richards, J. (2003). Principal behaviors that encourage teachers to stay in the profession: Perceptions of K-8 teachers in their second to fifth years of teaching. American Educational Research Association Annual Meeting; April 21-25, 2003; Chicago, IL.
Whitaker, S.D. (2000). Mentoring beginning special education teachers and the relationship to attrition. Exceptional Children, 66,
Putnam, R.F., Horner, R.H., & Algozzine, R. (2006). Academic achievement and the implementation of school-wide behavior support. Positive Behavioral Interventions and Supports Newsletter, 3(1).

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

20. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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 20

21. 3 Levels of SWPBS Tier 3 3-7% of Students Tier 2 5-15% Tier 1 85-100%
The amount of support is in inverse proportion to the number of students affected:
Most students get a little intervention; the fewest students get the most intense interventions.
Tier 1
85-100%

22. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior 22

23. School-wide Positive Behavioral Support
Incorporate best practice in professional development and system change (teams)
Emphasizes the use of assessment information to guide intervention and management decisions
Focus on the use of a continuum of behavioral supports
Focus on increasing the contextual fit between problem context and what we know works
Focus on establishing school environments that support long term success of effective practices {3-5 years}
Stress:
Teams
Use of data
Sustained practices
Effective practices--admin support, job embedded PD, building critical mass of staff fluent in skills, learning community/culture of learning more about PBS
Assessment--data driven decision making
continuum--all kids, tough kids who need more practice, toughest kids “heavy hitters” “frequent flyers”. Support for everyone!
Long term success--takes commitment, leadership (administrators and team) 23

24. School-wide Positive Behavioral Support
Expectations for student behavior are defined by a building based team with all staff input
Effective behavioral support is implemented consistently by staff and administration
Appropriate student behavior is taught
Positive behaviors are publicly acknowledged
Problem behaviors have clear consequences
Student behavior is monitored and staff receive regular feedback
Effective Behavioral Support strategies are implemented at the school-wide, specific setting, classroom, and individual student level
Effective Behavioral Support strategies are designed to meet the needs of all students
Stress:
Teach & practice
Acknowledge success
ALL students
consistent implementation--”critical mass”
public acknowledgement--more than “catch them being good”
staff receive feedback--keeping staff informed, celebrate success,
Possible Activities
1. Time for teams to talk amongst themselves.
2. “What are they currently doing from lists above?”
3. Form to complete--What are the driving forces? What are the Restraining Forces (hurdles) to overcome? in your building/district 24

25. Themes Focus on positive proactive programming
Emphasis on clearly defined working structures
Teacher/school takes ownership of student learning & behavioral challenges
Problem behavior = learning error
Clearly defined working structures = work with observable “changeable” behaviors -- can’t change FAS, MR etc -- work with the behaviors presented not trying to “fix” child 25

26. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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 26

27. Tier 1: School-wide Support
Essential Features
Statement of purpose
Clearly define expected behaviors (Rules)
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for record-keeping and decision making 27

28. Tier 1: School-wide Support
Components
Limited number of school rules 3-5
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
Individualized behavioral interventions
Data drives decision-making

29. Upper-Tupper Tech 29 I am…. All Settings Classroom Hallways Cafeteria
Bathrooms
Playground
Assemblies
Safe
Keep bodies calm in line
Report any problems
Ask permission to leave any setting
Maintain personal space
Walk
Stay to the right on stairs
Banisters are for hands
Push in chairs
Place trash in trash can
Wash hands with soap and water
Keep water in the sink
One person per stall
Use equipment for intended purpose
Wood chips are for the ground
Participate in school approved games only
Stay in approved areas
Keep body to self
Enter and exit gym in an orderly manner
Respect-
ful
Treat others the way you want to be treated
Be an active listener
Follow adult direction(s)
Use polite language
Help keep the school orderly
Be honest
Take care of yourself
Walk quietly so others can continue learning
Eat only your food
Use a peaceful voice
Allow for privacy of others
Clean up after self
Line up at first signal
Invite others who want to join in
Enter and exit building peacefully
Share materials
Applaud appropriately to show appreciation
A Learner
Be an active participant
Give full effort
Be a team player
Do your job
Be a risk taker
Be prepared
Make good choices
Return to class promptly
Use proper manners
Leave when adult excuses
Follow bathroom procedures
Be a problem solver
Learn new games and activities
Raise your hand to share
Keep comments and questions on topic 29

30. Tier 1: School-wide Support : Non- Classroom Settings
Identify Setting Specific Behaviors
Develop Teaching Strategies
Develop Practice Opportunities and Consequences
Assess the Physical Characteristics
Establish Setting Routines
Identify Needed Support Structures
Data collection strategies 30

31. Tier 1: School-wide Support : Classroom
Needed at the classroom level...
Use of school-wide expectations/rules
Effective Classroom Management
Behavior management
Instructional management
Environmental management
Support for teachers who deal with students who display high rates of problem behavior 31

32. Tier 2: Targeted Support32

33. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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 33

34. Tier 2: Targeted Support
For students at-risk
More adult intervention
Intensified instruction and guided practice
Increased cues and prompts
Self monitoring
At this stage, behavioral approaches like the Behavior Education Program as well as research validated interventions for at-risk students (Skill Streaming, Aggression Replacement Therapy; Copy Cats for anxiety, small group cognitive-behavioral therapy, etc.) come into play.

35. Tier 2: Targeted Support
Part of a continuum: Must link to school-wide PBS system
Efficient and effective way to identify students
Assessment = simple sort
Intervention matched to presenting problem but not highly individualized 35

36. Tier 2: Targeted Support Practices
Social Skill Training
Self-Management
Mentors/Check-in
Peer tutoring / Peer Network
Academic support 36

37. Tier 3: Intensive Support
Individual Students
Tier 3: Intensive Support

38. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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 38

39. Tier 3: Intensive Support
For chronic, intense behavior problems
Intensified assessments and interventions
Mandated by IDEA for any student whose behavior impedes his/her learning or that of others
Functional Behavior Assessment and Behavior Intervention Plan
Have any of you participated in the writing or planning of a PBS plan for a student?
This will help to understand how it fits into the framework of a school wide system and how many of the elements are the same, but more intense.

40. Tier 3: Intensive Support
Part of a continuum: Must link to school-wide PBS system
Quick supportive response to teacher
Plans based on a Functional Behavior Assessment
Clear process in place
Behavioral expertise available
All in school understand basic logic of FBA and PBS 40

41. How do we implement SWPBS?
Begin by forming a core team:
Administrator
Grade / Department Representation
Specialized Support
Support Staff
Parent
Community
Establish a Core Team (typically 6-8 individuals).
First 3 bullets are required representation!!

42. 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

43. SCHOOL-WIDE ASSESSMENT
How do we implement SWPBS?
SCHOOL-WIDE ASSESSMENT
MONITORING/
ONGOING ASSESSMENT
DESIGN OF SERVICES
& SUPPORTS
SWPBS is an ongoing process.
Beginning with a Core Team and with Agreements established on using the process of SWPBS…
A team focuses on assessment (data collection and analysis) and design of the program (establishing rules, providing professional development to staff). Implementation may begin as soon as the school has completed a review and revision of its discipline code so that it is compatible with SWIS. Once valid and reliable data can be collected the staff may proceed with building the design of services and supports for students and evaluate its effectiveness.
Implementation involves (among other elements) developing a lesson matrix, designing lessons for expectations and rules, teaching the students the rules and reinforcing students for following the rules.
For Secondary/tertiary levels of supports, a specialized behavior team is formed to assist staff, parents, and community agencies to plan for student success. At the secondary level, interventions and strategies are selected based upon data analysis that informs student needs. Here we are still working for the most part with small groups of students. But for Highly At-Risk individuals it would be prudent to begin the FBA/BIP/WRAP process, at least informally if not formally.
At the Tertiary level intensive supports are designed through functional behavior assessments, behavior intervention plans, and Wrap/PCP process using all resources that may be relevant to support student success.
From there ongoing monitoring and assessment is done to tweak what has been put into place.
IMPLEMENTATION

44. What About Data Collection?
Types of Data
Quantitative
Office discipline reports
Attendance
Suspension/Detention
Qualitative (EBS)
Policy and procedures
Reinforcement systems
Instructional environment
Non-classroom systems
Professional development
School climate
Why do we collect data?
To create points of comparison between pre-intervention (baseline) data and data collected during implementation
To create direct measures of behavior
To use data analysis as part of data driven decision making

45. WHY COLLECT DATA? Create Points of Comparison
Comparisons between pre-intervention (baseline) data and data collected during the intervention phases
Create Direct Measures of Behavior
Clearly observable and measurable behaviors

46. 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

47. Summary Investing in SW-PBS results in:
Change in school discipline systems creates an environment that promotes appropriate behavior
Reduction in problem behavior resulting in less staff time dealing with problems, more student time in the classroom
Improved perception of school safety, mental health
Improved academic performance
Improved social behavior performance
Less recidivism to more restrictive placements
Improved effectiveness and acceptability of individual interventions
Create systems-based preventive continuum of behavior support
Focus on adult behavior
Establish behavioral competence
Utilize data based decisions
Give priority to academic success
Invest in evidence-based practices
Teach & acknowledge behavioral expectations
Work from a person-centered, function-based approach
Arrange to work smarter 47

48. To do this will take courage