1. Rob Horner University of Oregonwww.pbis.org

2. Celebrate: PBS now being used in many parts of society. Focus: On school-wide positive behavior support. Sustain: Define what will keep current gains active and improving.

3. PBS Science Values Vision Practices that work Practices that affect quality of life Practices that are doable, durable and available

4. Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

5. What is School-wide Positive Behavior Support? School-wide PBS is: A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

6. 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

7. 7 Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

8. Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Reading Behavior Math Health

9. School-wide PBIS now Implemented in 10,892 Schools Throughout U.S. School-wide PBIS now Implemented in 10,892 Schools Throughout U.S.

10. Illinois Maryland North Carolina Colorado

11. Jennifer (Doolittle) Coffey Invest first in Team/ Teaching/ Data Sustain through Admin Support/ On-going Reward Importance of “Continuous Regeneration” Using data for on-going problem solving.

12. Valued Outcomes Implementation Process Effective Practices Efficiency Effectiveness Priority Continuous Regeneration Continuous Measurement Data- Based Prob. Solving Capacity Building McIntosh et al., 2009

13. Leadership Team Active Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School/District Teams/Demonstrations Behavioral Expertise Policy

14. Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years

15. Science guided by our values and vision Programs and practices guided by our science Early Intervention Literacy Math Wraparound Positive Behavior Support Family Support Response to Intervention

16. © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Literacy Wraparound Math Family Support Behavior Support ALIGNMENT Early Intervention Response to Intervention/Prevention Student Outcomes Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices

17. Continuum of Support Practices Emphasis on “Foundation Supports” and investment in prevention. Emphasis on the organizational systems needed to implement practices with fidelity and durability. Collection and use of data for decision-making

18. 1. Effective and Efficient Foundation Practices Establishing a Universal System of Support Effective Curriculum Unambiguous Instruction Adequate intensity Reward System Error Correction System

19. 2. Universal ScreeningCollect information on all students at least twice a year Use data for decision-making 2 or more ODRs SSBD is used in Illinois

20. Cumulative Mean ODRs Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Jennifer Frank, Kent McIntosh, Seth May

21. 3. Continuum of Evidence-based Practices Targeted interventions for students “at risk” Intensive, Individualized interventions for students with more significant needs Early Intervention

22. Organizing for higher tiers of behavior support. Check-in/ Check-out Functional Behavioral Assessment Intensive Positive Behavior Support Wraparound Teams with a purpose

23. Teams in a School Tier II Individualized Student Assistance Team Progress Monitoring Team Plans School- Wide & Class- wide supports Implements CICO: Monitors effectiveness and fidelity Conducts FBA, develops and implements BIP, Wraparound, Person-Centered Plans Sept. 1, 2009 Universal Supports Team: Academic and Behavior Cindy Anderson & Nadia Sampson Tier III Tier I

24. Your School 1.List name of teams in 1 st row, 2.List functions or activities of team in 2 nd row 3.Use bottom cluster of boxes for student interventions (programs). Use arrows to indicate “student movement” (if youth don’t respond to X intervention, where do they go next?) Teams Functions Specific Strategies

25. Illinois Team Organization for 3-Tiered PBIS System of Support CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

26. One Team Everything Discipline Handbook Discipline Handbook

27. Problem Solution Out of Time Use Data A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

28. Collect and Use and UseData Review Status and Identify Problems Develop and Refine Hypotheses Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Meeting Foundations Team Initiated Problem Solving (TIPS) Model

29. 4. Progress Monitoring Collection of data on a monthly, weekly, daily rate Use of data for decision-making

30. Individual Student Support

31. 5. Fidelity Monitoring Assessing the extent to which we are implementing what we claim to implement Use of the data for decision- making Team Implementation Checklist

32. Coherent District Policy Clear statement of values, expectations, outcomes “Social Behavior of Students” identified in school improvement plan. Access to Evaluation and Assessment Tools Ability to conduct universal screening and progress monitoring assessments Ability to assess implementation fidelity

33. Recruitment and hiring Expectations defined in job announcements Annual Orientation of new Faculty/ Admin/ Staff District-wide and school-wide expectations Classroom management expectations Collection and use of data Commitment to individual student supports “…preference given to individuals with experience and knowledge related to implementation of school-wide approaches to literacy and behavior support.”

34. Professional Development Planning Focused strategies for staff development in core skills Annual Faculty/Staff Evaluations Expectations assessed as part of annual evaluations Recruitment of individuals with training, coaching, and implementation skills Advanced skills in literacy supports Advanced skills in behavior supports