Keys to Sustaining School-wide PBIS

1. Keys to Sustaining School-wide PBIS 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

2. Goals • Provide update on emerging developments in school-wide PBIS • Emphasize the need to continuously revisit classroom systems • Focus on variables that affect sustainability

3. Main Messages • School-wide PBIS is continuing to expand in content and implementation. • Use the planning guide or phases matrix to select your focus for the coming year. • Give special attention to classroom systems • Consider using classroom self-assessment as part of early orientation this coming year. • Focus on sustainability (self-assess) • From school, district, region, state perspectives.

4. 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)

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

6. It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Support Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

7. Current Status • Implementation of School-wide PBS as of July 1, 2007 : 6073 Schools across 38 states

9. Illinois ~6000 Schools/~40 States

10. Illinois

11. Active Developments/ Findings • School-wide PBIS as an Evidence-based practice • Linking School-wide PBIS to academic gains • Building depth in School-wide PBIS implementation (Secondary/Tertiary) (wrap around) • Greater emphasis on classroom practices • High Schools • Disproportionality • Sustainability rct Kent Michigan Skiba Doolittle

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

13. Focusing on Classroom Systems • Classroom behavioral expectations • Classroom routines • Self-management • Positive environment • Physical layout • Maximize academic engagement • Promote academic success • Hierarchy of responses to problem behavior • Vary modes of instruction • Systems to request additional behavior support Self-assessment Self-Assess Classroom Systems– build into school-wide score

14. Sustain SW-PBS by making it • Effective for all students • High fidelity of implementation at all levels/phases • Efficientpractices with supporting systems • Easier to do each year. • Available to everyone in the school • SWPBS should “work” for all • Continuously Regenerating • Adaptive to change over time • Publicly accountable Checklist Jennifer Doolittle

15. Team-based Action Planning Fidelity of SWPBS Implementation Collection and use of data for Decision-making Administrative/ Staff Support 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

16. Activity • Identify status of sustainability features in your school • Identify the two features that would be most effective for improving sustainability for the next 3 years.

17. Summary • Tremendous progress in Illinois • SWPBIS is becoming embedded in national educational reform agenda • For 07-08 • Self-assess and select a path • Consider re-assessment of classroom systems • Consider including at least ONE goal focusing on improving sustainability

18. 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

19. 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.

20. 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

21. 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

22. 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

23. Next Steps • Self-Assess your current level of sustainability • Identify the one or two items on the list that you believe would make the biggest difference in sustaining.