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Implementing School-wide Positive Behavior Support

Implementing School-wide Positive Behavior Support. Rob Horner and George Sugai University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org www.pbssurveys.org. Goals and Process. Review key activities in implementation of SWPBS

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Implementing School-wide Positive Behavior Support

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  1. Implementing School-wide Positive Behavior Support Rob Horner and George Sugai University of Oregon and University of Connecticut OSEP TA Center on Positive Behavior Support www.pbis.org www.swis.org www.pbssurveys.org

  2. Goals and Process • Review key activities in implementation of SWPBS • Use SWPBS tools to move individual implementation forward • Materials • PowerPoint Slides • “Teaching School-wide Behavioral Expectations • Team Implementation Checklist/ Action Plan

  3. Team Implementation Checklist • 22 Items • Used by Team (with coach) • Used monthly or every other month • Purpose: • Self-assessment • Action-planning • Implementation fidelity and sustainabilty

  4. Build Commitment 1. Administrator Stated commitment Participation on team for training Participation at team meetings 2. Faculty 80% agree that social behavior is one of top three goals. Three year emphasis Implementing SWPBS

  5. Establish PBS Team 3. Team membership Coach Administrator 4. Schedule of meetings for year Procedures for team meetings defined 5. Working Smarter audit developed Implementing SWPBS

  6. Invest in Sustainability Systems • It is not adequate to invest in practices that work, if those practices do not sustain • Glenn Latham

  7. Efficient Systems of Support • “The typical school operates 14 different prevention activities concurrently, and the typical activity is implemented with poor quality.” • Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000

  8. Integrating Competing Initiatives:Given one or more new initiatives • Always start with the outcomes • Combine initiatives focused on the same outcome. • Conduct component analysis of multiple initiatives • What do you already do? • What components are the same/similar? • What is the smallest change? • What measures apply to multiple initiatives.

  9. Working Smarter • Eliminate all initiatives that do NOT have a defined purpose and outcome measure. • 2. Combine initiatives that have the same outcome measure and same target group • 3. Combine initiatives that have 75% of the same staff • 4. Eliminate initiatives that are not tied to School Improvement Goals.

  10. Action Time: 7 Minutes • Review the Sample Team Matrix. Identify at least two recommendations you would have for improving the efficiency of staff time in this school. • Given the guidelines for team organization identify (a) the teams in your school, and (b) the extent to which you believe your school uses faculty/staff time efficiently.

  11. Sample Team Matrix

  12. Self-Assessment 6. Collect TIC data and report to staff 7. Gather, summarize and report ODR patterns 8. Action Plan Implementing SWPBS Data Action Plan

  13. Establish Expectations 9. Expectations defined 10. Teaching Matrix 3-5 Expectations Specific Behaviors 11. Teaching plans Teaching Schedule 12. Expectations taught Implementing SWPBS Norwegian

  14. 13. Recognition System An array of positive events defined Schedule for recognizing appropriate behavior (5:1); etc. Reward materials Budget Implementing SWPBS

  15. 14. Consequence System Rule for what is sent to office Definitions of problem behaviors Schedule of consequences (minor, major) Office Discipline Referral form Implementing SWPBS

  16. Implementing SWPBS • Classroom Systems • 15. Team assessment • 16. School-wide action plan • 17. Data reviewed at least twice per year.

  17. Data used for decision-making Computer application for summarizing and reporting ODRs FTE allocated for data management 18. Data are gathered and reported to faculty at least quarterly. 19. Data are used by PBS Team at least monthly Implementing SWPBS

  18. Activity: Rate each cell as: In place, Partial, Not In place

  19. Function-based support 20. Behavior Specialist time defined 21. Functional behavioral assessment procedures defined Two people with skills to conduct basic FBA 22. Team structure in place for individual behavior support Data system in place for monitoring targeted and individual behavior plans. Implementing SWPBS

  20. Video • SET evaluation

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