1. Sheldon Loman Portland State University sheldon.loman@gmail.com

2. Develop and/or strengthen existing School- wide PBIS systems at school sites Develop a framework for ongoing support of PBIS systems at school sites Provide a clearer understanding of how to maximize PBIS implementation efforts across all 3 levels of the triangle

3. What: Core features of SWPBIS Why: SWPBIS is important for your school Who: Define team to implement SWPBIS @ your school How: Define the process for implementing SWPBIS

4. Supporting social behavior is central to achieving academic gains. Invest in building a positive school-wide social culture School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success. Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

5. Never stop doing what already works 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.

6. Collect and use data for decision-making Adapt any initiative to make it “fit” your school community, culture, context. Families Students Faculty Fiscal-political structure Establish policy clarity before investing in implementation

7. Logic Core Features

9. Logic for School-wide PBIS Schools face a set of difficult challenges today  Multiple expectations (Academic accomplishment, Social competence, Safety)  Students arrive at school with widely differing understandings of what is socially acceptable.  Traditional “get tough” and “zero tolerance” approaches are insufficient.  Faculty come with divergent visions of effective discipline Individual student interventions  Effective, but can’t meet need School-wide discipline systems  Establish a social culture within which both social and academic success is more likely

10. Context Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

11. Problem Behaviors Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc. Vary in intensity Exist in every school, home and community context Place individuals at risk physically, emotionally, academically and socially

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

13. 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

14. PBS is Not specific practice or curriculum…it’s general approach to preventing problem behavior Not limited to any particular group of students…it’s for all students Not new…its based on long history of behavioral practices & effective instructional design & strategies

15. Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

16. Predictable Consistent Positive Safe

17. 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 prevented School environment is consistent Adults use similar expectations.

18. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

19. Assess the social culture in your school Low High Predictable 1 2 3 4 5 Consistent 1 2 3 4 5 Positive 1 2 3 4 5 Safe 1 2 3 4 5

20. 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

21. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence, Academic Achievement and Safety Supporting Decision Making School-wide PBS

22. School-wide PBIS Braiding proven practices with practical systems:  Policies, Team meetings, Data Systems

23. Components of SW PBIS 1. School-wide System  SW-PBS Team  School Rules  Define & Teach: Expectations Routines  Acknowledgement System  Consequences & Decision Making  Handbook 2. Classroom Support  Training/ Support opportunities  Individual Teacher Support 3. Individual Student System  Targeted Group Interventions  FBA/BSP – Intensive Individualized Interventions Focus Today

24. 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

25. Teach Behavioral Expectations Transform broad school-wide Expectations into specific, observable behaviors. Use the Expectations by Settings Matrix Teach in the actual settings where behaviors are to occur Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and focused on student success.

26. On-going Reward of Appropriate Behavior Every faculty and staff member acknowledges appropriate behavior.  5 to 1 ratio of positive to negative contacts System that makes acknowledgement easy and simple for students and staff. Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)  Beginning of class recognition  Raffles  Open gym  Social acknowledgement

27. Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

28. To build staff moral we began recognizing the positive things we were seeing among the adults in our building.

29. Are Rewards Dangerous? “… our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” ◦ Judy Cameron, 2002 ◦ Cameron, 2002 ◦ Cameron & Pierce, 1994, 2002 ◦ Cameron, Banko & Pierce, 2001 “The undermining effect of extrinsic reward on intrinsic motivation remains unproven”  Steven Reiss, 2005 Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33, 344-362

30. “ What the Worlds Greatest Managers Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees:  1. Know what is expected  2. Have the materials and equipment to do the job correctly  3. Receive recognition each week for good work.  4. Have a supervisor who cares, and pays attention  5. Receive encouragement to contribute and improve  6. Can identify a person at work who is a “best friend.”  7. Feel the mission of the organization makes them feel like their jobs are important  8. See the people around them committed to doing a good job  9. Feel like they are learning new things (getting better)  10. Have the opportunity to do their job well.

31. “ What the Worlds Greatest Administrators Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where Faculty:  1. Know what is expected  2. Have the materials and equipment to do the job correctly  3. Receive recognition each week for good work.  4. Have a supervisor who cares, and pays attention  5. Receive encouragement to contribute and improve  6. Can identify a person at work who is a “best friend.”  7. Feel the mission of the organization makes them feel like their jobs are important  8. See the people around them committed to doing a good job  9. Feel like they are learning new things (getting better)  10. Have the opportunity to do their job well.

32. “ What the Worlds Greatest Teachers Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where students:  1. Know what is expected  2. Have the materials and equipment to do the job correctly  3. Receive recognition each week for good work.  4. Have a supervisor who cares, and pays attention  5. Receive encouragement to contribute and improve  6. Can identify a person at work who is a “best friend.”  7. Feel the mission of the organization makes them feel like their jobs are important  8. See the people around them committed to doing a good job  9. Feel like they are learning new things (getting better)  10. Have the opportunity to do their job well.

33. SWPBIS benefits our students, staff, families Reduction in problem behavior Increased attendance and academic engagement Improve academic performance Reduction in referrals to special education Improve family involvement in school Improved perception of school as a “safe environment” Improved perception of teacher efficacy

34. School-wide PBS is “evidence-based” Reduction in problem behavior Increases in academic outcomes Horner et al., 2009 Bradshaw et al., 2006; in press Behavioral and Academic gains are linked Amanda Sanford, 2006 Jorge Preciado, 2006 Kent McIntosh, 2006 School-wide PBIS has benefits for teachers and staff as well as students. Scott Ross, 2006 Sustaining School-wide PBIS efforts Jennifer Doolittle, 2006

35. Students who are able to tell you the expectations of the school. Students who identify the school as safe, predictable and fair. Students who identify adults in the school as actively concerned about their success.

36. Teams meeting regularly to: Review their data Determine if PBS practices are being used Determine if PBS practices are being effective Identify the smallest changes that are likely to produce the largest effects But focusing on the use of evidence-based practices

37. Faculty and staff who are active problem solvers. They have the right information They have efficient organizational structures They have effective outcome measures They have support for high-fidelity implementation and active innovation.

38. Eight Implementation Steps Build commitment Establish implementation team Self-Assess for local adaptation of SWPBS Define and teach expectations Establish system for recognizing positive behavior Establish consequences for problem behavior Collect and use data for decision-making Establish function-based support for students with more severe support needs.

39. Organizational Systems Policy and commitment Administrative Leadership Team-based implementation Team training Team time to meet and plan Access to data systems that are useful for decision-making (office discipline referrals) Universal screening Progress monitoring Coaching

40. Coaching Defined Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior. Coaching is done by someone with credibility and experience with the target skill(s) Coaching is done on-site, in real time Coaching is done after initial training Coaching is done repeatedly (e.g. monthly) Coaching intensity is adjusted to need

41. Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill ImplementationClassroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

42. Coach returns from leave Coach goes on leave

43. School-wide PBIS is an approach for investing in making the school a more effective social and educational setting for all students. Core features of RTI are an effective framework for improving Behavior and Academic Support