MO SW Positive Behavior Support
MU Center for SW-PBS
College of Education
University of Missouri
Responsibility…
Safe
Predictable
A First Step to Address This Responsibility
Establishing a positive, proactive school-wide
discipline plan is a necessary first step for
enabling schools to achieve their goals and
responsibilities.
Colvin, 2007
MO SW-PBS
What Is SW-PBS?
Framework
Research and Evidence Based Practices
Academics and Behavior Outcomes
For All Students
A Brief History
Late
1980’s
Univ. of
Oregon
MO SW-PBS
1999 –
National
Center
funded
2000-01
Missouri
state
initiative
started
with Dr.
Lewis, MU,
and DESE
2006 –
DESE
begins
funding
additional
MO SWPBS Staff
2012-13
Over 750
Missouri
Schools
Systems, Data, and Practices
OUTCOMES
Supporting
Data
Decision
Making
Supporting
Staff Behavior
PRACTICES
Note: Copyright 2002 by the Center on
Positive Behavioral Interventions and
Supports, University of Oregon. Reprinted
with permission.
MO SW-PBS
Supporting
Student Behavior
Three Levels of Implementation
A Continuum of Support for All
Academic Systems
Behavioral Systems
Tier Three
Tier Three
• Individual Students
• Assessment-based
• High Intensity
• Individual Students
• Assessment-based
• Intense, durable procedures
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
MO SW-PBS
Tier Two
Universal
• Some students (at-risk)
• High efficiency
• Rapid response
Tier One
Tier One
• All students
• Preventive, proactive
• All settings, all students
• Preventive, proactive
Eight Essential Components
1.
2.
3.
4.
5.
6.
7.
8.
MO SW-PBS
Common Philosophy & Purpose
Leadership
Clarifying Expected Behavior
Teaching Expected Behavior
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Ongoing Monitoring
Effective Classroom Practices
Component 1
Common Purpose and Approach
to Discipline
Vision
Mission
Beliefs
CSIP
Component 2
Leadership
•Administrative Support
•Building Leadership Team
•Train the Trainer
MO SW-PBS
Component 3
Clear Set of Positive Expectations and
Behaviors
 Provides Consistency in Language
 Provides Consistency in What To Teach
 Provides Consistency in What to Recognize
 Provides Consistency in What to Correct
Component 3
Clear Set of Positive Expectations and Behaviors
• Develop 3 to 5 expectations
• Create a schoolwide expectations matrix
• Develop classroom rules that align with
schoolwide expectations
• Communicate expectations to all
stakeholders
MO SW-PBS
WONDERFUL ELEMENTARY SCHOOL
Be Safe
All Settings
Classroom
Bus
Hallway
Cafeteria
Bathroom
Playground
Keep hands &
feet to self
Stay in seat
Remain
seated
Walk
Report
spills
Walk
Use
equipment
as
instructed
Be where you
belong
Maintain
personal
space
Be Respectful Use kind word Raise hand for
help
Be
Responsible
Follow
directions
Use materials
as instructed
Keep school
neat & clean
Face
forward
Banisters
are for
hands
Face
forward in
line
Wash hands
with soap &
water
Stay in
approved
areas
Keep the
bus clean
Walk
quietly
Eat only
your food
Give others
privacy
Take turns
Take all your
belongings
Return to
class
promptly
Clean up
after
yourself
Follow
bathroom
procedures
Be a
problem
solver
Be a good
listener
Be prepared
Watch for
your stop
What Makes a Matrix Reliable?
• Observable
• Measureable
• Positively Stated
• Understandable
• Always Applicable
MO SW-PBS
Clear Set of Positive Expectations and
Behaviors--Examples
Component 4
Procedures for Teaching Expected Behaviors
Classroom Procedures and Routines
INSTRUCTION
MISBEHAVIOR
CLIMATE
Component 5
Continuum of Procedures for Encouraging
Expected Behaviors
S. P. F.
Earning a Tangible
F
Acknowledge & Recognize
F
Component 6
Discouraging Inappropriate Behavior
• It is important and necessary to respond
to problem behaviors
• Often provides a “teachable moment”
• Tell them what they are doing
• Tell them the expectation
• Have them tell you
• Have them show you
MO SW-PBS
Discouraging Inappropriate Behavior
• All staff need to have a common
understanding of what is considered minor
and what is major problem behavior
MO SW-PBS
Clarifying Roles for Discouraging
Classroom Managed - Minor
•Out of seat
•Talking out, off-task
•Violation of class rules
•Inappropriate language
•Lack of material
•Gum
•Disrespect
•Cheating
•Tardies
•Minor Destruction of Property
Office Managed - Major
•Truancy
•Threatening student or adult
•Fighting
•Refusal to go to or Disruptive in
Buddy Room
•Sexual harassment
•Weapons
•Drugs, cigarettes, tobacco, alcohol
•Assault—physical or verbal
Office Discipline Referral Form
• Student name
• Referring staff name
• Date of incident
• Time of incident
• Location of incident
• Inappropriate behavior with designation of office-managed
or staff-managed
• Others involved
• Possible motivation
• Administrative decision/action
MO SW-PBS
Component 7
Ongoing Monitoring
• Develop a system to collect,
summarize and analyze data
• Multiple data sources are used– i.e.
ODRs, surveys, observations
• Leadership Team uses data to make
decisions
• Leadership Team regularly shares
data with staff
MO SW-PBS
The “Big Five” Report
1.
2.
3.
4.
5.
MO SW-PBS
How frequent?
When?
Where?
What?
Who?
Referrals by Time of Day
Last Year and This Year
Referrals by Student
50
N u m b e r o f R e fe rra l s
A v e R e fe rra l s p e r D a y
Office Referrals per Day per Month
20
40
15
12:00
30
10
20
5
10
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
0
N u m b e r o f O ffic e R e fe rr a ls
School Months
7:00
7:30
8:00
8:30
9:00
9:30
10:00 10:30 11:00 11:30 12:00 12:30
1:00
1:30
2:00
2:30
3:00
3:30
Time of Day
Number of Referrals
Referrals by Location
80
60
40
20
0
Bath R
Bus A
Bus
Caf
Class
Comm
Gym
Hall
Libr
Play G
Spec
Other
Referrals by Type of Problem Behavior
50
40
30
20
10
0
Lang AcholArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip TardyTobacVand Weap
Lang.
School Locations
Defiance
Cafeteria Class Commons
MO SW-PBS
Hall
Disrespect
Harass
Skip
Component 8
Effective Classroom Practices
Engagement time
MO SW-PBS
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
Instructional time
1.
2.
3.
4.
5.
6.
7.
8.
http://pbismissouri.org
http://www.pbis.org
Jill Miller
Karen Wigger