Sustaining and Improving Implementation of SWPBS

1. Sustaining and Improving Implementation of SWPBS Rob Horner and George Sugai OSEP TA-Center on Positive Behavior Support www.pbis.org

2. Goals • Define “phase” of implementation • Select implementation “target” • Plan for sustained implementation.

3. What isSchool-wide Positive Behavior Support? • School-wide PBS is: • A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments 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 interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

4. Phases of ImplementationEmerging; Implementing; Fully Implementing; Exemplar; Sustaining circles

5. Phases of ImplementationEmerging; Implementing; Fully Implementing; Exemplar; Sustaining circles

6. Phases of ImplementationEmerging; Implementing; Fully Implementing; Exemplar; Sustaining circles

7. Areas of Implementation Emphasis • Universal (primary prevention) • Classroom • Secondary (Targeted) • Tertiary (Intensive) Planning Annual Plan

8. Sustain SW-PBS by making it • Easier to do each year. • Effective for all students • Available to everyone in the school • Adaptive to change over time • Public accountability Checklist Jennifer Doolittle

9. Make SW-PBS Easier to do • Handbook • Description of SW-PBS core ideas • School-wide Behavioral Expectations • Teaching matrix • Teaching plans and teaching schedule • Reward system • Continuum of consequences for problem behavior • Teaming System • Regular meeting schedule and process • Regular schedule for annual planning/training • Annual Calendar of Activities • On-going coaching support

10. Make SW-PBS Effective for all:Implement to full criterion. • School-wide • Targeted • Intensive Individual (wrap around) • Build capacity for access to behavioral expertise _________________________________________ Document impact of SW-PBS on student outcomes • Clarify expectations at district, AEA, state level. • The schools are demonstrating what is possible.

11. Make SW-PBS Accessible to all • New students • Students who enter mid-year • Families • New adults joining faculty/staff • New administrators • Substitute teachers • Bus Drivers • Playground, Cafeteria, Custodial staff. • ___________________________________ • Different materials for different audiences

12. Make SW-PBS Adaptive to change • Collection and use of data for decision-making • Are we implementing SW-PBS? • Team Checklist; EBS Survey; SET • Are students benefiting behaviorally? • SWIS (ODR, Suspensions, Referrals to SPED) • Do students perceive the school as safe? • School Safety Survey; Iowa Youth Survey • Are students benefiting academically? • Standardized tests • Satisfaction • Students • Staff • Families Student Satisfaction

13. Make SW-PBS efforts Public • Newsletter to families • Regular reports to faculty/staff • Formal system for reporting to school board or district • Information to community at large • Websites

14. Administrative Support Team-based Action Planning Collection and use of data for Decision-making Sustained Use of SW-PBS Policies Mission SIP Job Descrip Handbook Expectations Lesson Plans Schedule BSP tools Consequence Letters to Families District Investment Coach Trainers Beh Spec Data System Family Collaboration Cultural Core Link to comm Home link Budget Planning Stud Train Team Devel Reward Sys Visibility Newsletter Newspaper Posters Etc Horner & Sugai, 2005

15. Next Steps • Determine the phase of implementation • Determine the next focus for your implementation • Determine your next steps to improve sustainability.