Schoolwide Positive Behavior Interventions and Supports SWPBIS OVERVIEW
School-wide Positive Behavior Interventions and Supports (SWPBIS) OVERVIEW OF PBIS: A Deeper Dive KAREN ROBBIE & ERIK MAKI with support from Adam Feinberg, Katie Meyers, Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai
Why SWPBIS? “Get Tough” doesn’t work Context matters Schools are asked to do more with less SWPBIS works SWPBIS provides a framework to promote equity I. A. i
Immediate & seductive solution. . . “Get Tough!” False sense of safety and security! Give initial “aversive” consequence Give additional and more “aversive” consequences Increase intensity, frequency, and duration of “aversive” consequences • Fosters environments of control • Triggers & reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic & social behavior programming
SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. I. A. ii (Zins & Ponti, 1990)
Competing, Inter-related National Goals • Common core • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • College & career readiness • Free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Standards-based education • Etc….
Research says. . . Implementing Tier 1 SWPBS is associated with positive outcomes such as. . • Prosocial behavior • Organizational health/climate • State-wide test scores • Office discipline referrals • Suspensions • Reported bullying (e. g. , Bradshaw et al. , 2009; Bradshaw et al. , 2008; Bradshaw, Mitchell, & Leaf, 2010; Bradshaw, Waasdorp, & Leaf, 2012; Horner et al. , 2009; Waasdorp, Bradshaw, & Leaf,
Which PBIS Features are Most Predictive of Equity? • Significant predictors of decreased disproportionality: – Regular use of data for decision making (Tobin & Vincent, 2011) – Implementation of classroom PBIS systems (Tobin & Vincent, 2011) – Use of formal reward systems (Barclay, 2017; Tobin & Vincent, 2011) I. A. v
What is SWPBIS? I. B
School-wide PBIS (SWPBIS) Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students is a. . .
Supporting Culturally Equitable Social Competence & Academic Achievement Valid PBIS framework to your. Culturally school: Decision DA Staff Behavior Supporting S Culturally Adapt the Knowledgeable EM Supporting OUTCOMES Making SY ST TA The look, feel and sound of PBIS should vary based on contexts and learning histories of students, staff, and family members! PRACTICES Supporting Culturally Relevant Evidence-based Interventions (Vincent, Randal, Cartledge, Tobin, & Swain. Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) Critical Features of PBIS
Continuum of School-Wide Instructional & Positive Behavior Support ~5% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At. Risk Behavior ~80% of Students
Getting Started with SWPBIS 1. 2. 3. 4. 5. 6. 7. Establish an effective and representative leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff 10. Build routines to ensure on-going implementation
Establish Team Develop Statement of Behavioral Purpose or Vision At BSG, we are responsible for ourselves, respect each other, and maintain safety in our school. Establish Behavioral Expectations/Rules Teach Expectations in the Context of School Settings
Teach Expectations in the Context of Class Routines Establish Procedures for Encouraging Appropriate Behavior Establish Procedures for Responding to Inappropriate Behavior Develop data-based procedures for monitoring
Develop Systems to Support Staff Build Routines to Ensure On-Going Implementation
Getting Started: Teams
Team Composition ü = Required Team membership Ensure your team is representative of your school and community culture ü Administrator ü Grade/Department Representation ü Specialized Support (e. g. , Special Educator, Counselor, School Psychologist, Social Worker, etc. ) ü Support Staff (e. g. , Office, Supervisory, Custodial, Bus, Security, etc. ) ü Parent (who is not also a staff member) • Community – Mental Health, Business • Student
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation I. C. iv Implementation
Continuous Quality Improvement Reassess and revise solution(s) as needed Monitor outcomes and compare to goal(s) Implement solution(s) with integrity and fidelity Identify problems with precision D A T A Establish goal(s) Develop solution(s)
Activity: Why SWPBIS In Your School? Talk with others • Consider these questions: – Is improving student behavior a priority for your school? – Do you have a team that is already oriented towards student behavior or do you need to create a team? – Who do you need on your team in order to make sure that all key stakeholders are represented? – What do you need to do next to prepare your team for the work ahead? – What processes do you need to establish with your team to make sure that your meeting time is protected and effective?
- Slides: 20