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![Page 1: School-wide Positive Behavior Support February 24, 2004 Rachel Freeman, University of Kansas Beth Robinett, Topeka 501 ()](https://reader036.fdocuments.net/reader036/viewer/2022062719/56649ece5503460f94bdb138/html5/thumbnails/1.jpg)
School-wide Positive Behavior Support
February 24, 2004
Rachel Freeman, University of Kansas
Beth Robinett, Topeka 501
(www.pbis.org)
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Technical Assistance Center on Positive Interventions and SupportsDirectors• George Sugai and Rob Horner, Directors (University of Oregon)
Partners• University of Kansas Illinois State Board of Education• University of Missouri Mtn. Plains Regional Resource Center
The May Institute• University of Kentucky Sheppard-Pratt Health System
• University of S. Florida• University of Florida
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
٭
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School-wide PBS
• School-wide– Cafeteria– Hallways– Bus
• Classroom• Individual student
support– Student support team– General and special
education
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Primary Prevention: Effective School and Classroom Behavior Support
• Create a common purpose and approach• Identify, teach, and reinforce expected
behaviors• Assess current procedures for addressing
inappropriate behavior• Continually assess progress
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Secondary Prevention: Targeted Group Instruction
• Focus on settings that are problematic (hallway, cafeteria, bus)
• Teach smaller groups of students social skills and expected behaviors
• Provide additional services for students at risk for engaging in more serious problem behavior
• Provide additional services such as tutoring, remedial reading programs, and counseling
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Tertiary Prevention: Individual Student Support
• Embed PBS within student support team process
• Identify the function a problem behavior serves
• Modify environment & teach new skills
• Consider all settings in which student needs support (home, school, community)
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State & District-wide Examples• Alabama • British Columbia • Colorado • Hawaii • Illinois • Iowa • Maryland • New Hampshire • Orange County • Oregon • Arizona, Florida, Louisiana, Michigan, Missouri, Montana,
New Mexico, North Carolina, South Carolina
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Reports from Schools Implementing PBS
• 20-60% decreases in problem behavior
• Increases in academic achievement
• Increases in school climate
• Increases in instructional time
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Working Smarter, Not More
• Do less, better– Consolidate/integrate
• Think small– Small # data-based priorities
• Know where you want to go– Measurable/observable
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Setting up School-Wide PBS
• Confirm commitment• Create a planning team• Conduct a self assessment• Build an action plan• Implement the action plan• Create a communication strategy • Use data to implement and evaluate
efforts
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Confirm Consensus for PBS
• Active involvement of Administration
• Behavior support is adopted as an important unifying element of the school
• Support for PBS should be high among teachers
• 3 year commitment for effort
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School Coaches
• A person working collaboratively within the school system who can facilitate the PBS process– General and Special Education Teachers– Counselors– Administration– Family members – School Psychologist– Social Worker
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Data-based Decision Making
• Self-assessment• Clear & measurable outcomes & questions• Efficient data collection, storage, &
summarization• Data-decision rules & processes• Quarterly/annually reporting• Office referral summary system for schools
(www.swis.org)
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Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
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Leadership Team
• Regular meeting• Consolidation & prioritization of related initiatives• Organization of district resources• DW action plan • Liaison with district administration• PBS visibility/priority
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District-level Planning
• District-wide Coordinator• Superintendent and board support• Build behavioral expertise within school• Conduct self assessment• Create action plan• Assess progress
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3-5 Year Action Plan
• Policy & approach• Link to academic outcomes• Activities for sustainability & enhanced
efficiency• Plan for on-going professional development• Personnel, resources, budget, etc.• School board blessing
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Costs of School-wide PBS
• School planning team meetings • Coach time (up to .50 FTE)• System for data-based decision making
(SWIS=$200/year per school)• School-wide materials ($50-$100)• Student reinforcers • Access to school-wide PBS
Facilitators/Trainers
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Considering District & State-wide Planning
• Create a state leadership team
• Seek funding for state-wide implementation
• Develop action plan
• Consolidate district and school resources
• Leverage existing state resources (TA Center, Kansas Institute for PBS, etc.)
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Learn More About School-wide PBS
School-wide PBS Forum
March 30, 2004
• Introduction to school-wide PBS
• Action planning
• Alexa Pochowski, Invited Speaker
• KCK School District’s PBS Analyzer
• Sign up Sheet
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Student Improvement Team Strategies
All Students In School
Tertiary Prevention
(1%-7%)
Secondary Prevention (5%-15%)
Primary Prevention (80%-90%)
Adapted from Sugai, Horner, & Gresham, 2001
Academic Systems
Problem Systems
Tertiary Prevention (1%-7%)
Secondary Prevention (5%-15%)
Primary Prevention (80%-90%)
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Information and Resources
• Technical Assistance Center on Positive Behavioral Interventions and Supports (www.pbis.org)
• School-wide Information System (SWIS)
(www.swis.org)
• Inclusive Network of Kansas
(www.ukans.edu/~inks/index.shtml)
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For CEU Credits and Additional Handouts
• Kansas Institute for Positive Behavior Support
(www.kipbs.lsi.ku.edu)