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Sustaining School-wide Positive Behavior Support. Rob Horner University of Oregon OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org. Goals. Current status of SWPBS What we are learning about sustaining SWPBS over time

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sustaining school wide positive behavior support

Sustaining School-wide Positive Behavior Support

Rob Horner

University of Oregon

OSEP TA Center on Positive Behavior Support

www.pbis.org

www.swis.org

goals
Goals
  • Current status of SWPBS
  • What we are learning about sustaining SWPBS over time
  • Defining what it takes to implement intensive individual supports.
  • Linking Behavior Support and Academic Supports.
  • ** Updates on current research**
  • ** Integrating Mental Health and PBS**
what is school wide positive behavior support
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
      • Continuum of 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)
establishing a social culture
Establishing a Social Culture

Common Language

MEMBERSHIP

Common Experience

Common Vision/Values

school wide systems all students all settings all times
School-wide Systems(All students all settings all times)

Create a positive school culture:

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 not tolerated

School environment is consistent

adults use similar expectations.

four basic recommendations
Four Basic Recommendations:
  • Never stop doing what is already working
  • 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.
  • Collect and use data for decision-making
braiding mental health and school wide positive behavior supports
Braiding Mental Health and School-wide Positive Behavior Supports.
  • “Systems of Care” and SWPBS both operate at the systems level (whole context) in addition to the individual student/family level.
        • Kutash, Duchnowski, Lynn (2006) Florida Mental Health Institute
        • http://rtckids.fmhi.usf.edu
  • Provide a framework for adoption and sustained implementation of evidence-based practices.
        • Emphasize contextual fit
        • Emphasize continuous monitoring of fidelity, impact and efficiency
four themes for sustainability
Four Themes For Sustainability
  • Create systems, not just programs
  • Earlier rather than later
  • Evidence, not opinion
  • Continuous regeneration
      • Are we doing what we said we would do?
      • Are our efforts benefiting students?
      • Are our efforts an efficient use of resources?
define school wide expectations for social behavior
Define School-wide Expectationsfor 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
slide10

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

SCHOOL-WIDE

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

27

current status
Current Status
  • Nationally
    • 6000 schools implementing SWPBS
    • Evidence-based practice
    • Behavior support linked to academic gains
  • In Colorado
    • 450+ schools

rct

sustaining current gains
Sustaining Current Gains
  • Sustainability from the state/district perspective
  • Sustainability from the school perspective
sustain swpbs by making it
Sustain SWPBS by making it
  • Easier to do each year.
  • Effective for all students
  • Available to everyone in the school
  • Adaptive to change over time
  • Publicly accountable
  • Invest in continuous regeneration

Jennifer Doolittle

slide14

stress

Administrative

Support

Team-based

Action Planning

Collection and use

of data for

Decision-making

Sustained Use of SW-PBS

Handbook

Expectations

Lesson Plans

Schedule

BSP tools

Consequence

Letters to

Families

District

Investment

Coach

Trainers

Beh Spec

Data System

Braiding

Initiatives

Family

Collaboration

Cultural Core

Link to comm

Home link

Budget

Planning

Stud Train

Team Devel

Reward Sys

Visibility

Newsletter

Newspaper

Posters

Etc

Policies

Mission

SIP

Job Descrip

Student

Bully

Horner & Sugai, 2005

make sw pbs easier to do
Make SW-PBSEasier 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
make sw pbs effective for all implement to full criterion
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, regional, state level.

Leah

make sw pbs adaptive to change
Make SW-PBS Adaptive to change
  • Collection and use of data for decision-making
      • Are we implementing SW-PBS with fidelity?
        • www.pbssurveys.org
          • Team Checklist; EBS Survey; SET; Benchmarks of Quality
      • Are students benefiting behaviorally, emotionally, academically?
        • www.swis.org
          • SWIS (ODR, Suspensions, Referrals to SPED)
          • School Safety Survey
          • Standardized tests, Oral Reading Fluency
      • Are the systems and practices efficient?
          • Faculty/staff time; Student academic engagement; Cost benefit
  • Satisfaction (student, faculty, family)

Student Satisfaction

make sw pbs efforts public
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

video

summary
Summary
  • SWPBS is growing in Colorado
  • When implemented at criterion
    • Reductions in problem behavior
    • Reductions in out of school suspensions
    • Increases in academic gains
      • (when delivered in combination with effective literacy instruction)
  • Current needs:
    • Improve/expand
    • Sustainability