PBIS Sustainability
Adapted from George Sugai and Susan Barrett
Outcomes – Questions to Answer
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What are we sustaining?
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What are the Big Ideas around
sustainability?
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What are some examples and ideas to
encourage sustainability over time?
Sustainability =
Organizational capacity for & documentation of
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Durable results with
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Accurate implementation (>90%) of
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Evidence-based practice across desired
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Context over
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Time w/
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Local resources &
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Systems for continuous regeneration
Positive Preventative School Culture (SWPBS)
• Effective Academic Instruction
plus
• Effective Behavioral Interventions
plus
• Continuous and Efficient Data-Based Decision Making
plus
• Systems for Durable and Accurate Implementation
plus
EQUALS= Positive Preventative School Culture (SWPBS)
Continuum of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Special Education
~5%
~15%
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SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Audit
Social skills club
1.Identify existing practices by
tier
2.Specify outcome for each effort
PRIMARY PREVENTION
• Teach & encourage positive
SW expectations
• Proactive SW discipline
• Effective instruction
• Parent engagement
~80% of Students
3.Evaluate implementation
accuracy & outcome
effectiveness
4.Eliminate/integrate based on
outcomes
5.Establish decision rules (RtI)
Social Competence &
Integrated Elements Supporting
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Outcomes
Supporting Social Competence &
Academic Achievement
.Outcomes:
academic and behavior targets
that are endorsed and emphasized by
students, families, and educators.
“What do we want to see?”
- Examples include: defining school
goals for academic achievement and
social competence and PBS Purpose
Statement
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School-wide behavior expectations
Class-wide Behavior expectations and
routines
Social Emotional Competence
Academic Success
OUTCOMES
SWPBS OUTCOME Questions
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Are outcomes important to stakeholders (i.e.,
student, family, school, district, state)?
Are outcomes realistically achievable?
Are outcomes relevant to stakeholder needs?
Is achievement of outcomes supported with
adequate resources?
Is outcome progress measurable & measured on
continuous basis?
Data
Data: information that is used to identify current status,
the need for change, and the effects of interventions.
“What do we currently see and know?”
- Examples include: gathering and summarizing
office referral data, reviewing data at SW-PBS team
meetings, and making decisions about what social skills
lessons to teach next.
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Universal Screening
Progress Monitoring
Implementation Fidelity
Standardized Assessments
Supporting
Decision
Making
Practices
Practices: interventions and strategies that are evidence
based.
“What practices could effectively, efficiently, and relevantly
achieve what we want to see?”
- Examples include: using direct instruction to teach social
skills and implementing a school-wide system to recognize
student use of social skills.
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School-wide Instruction on Expectations
Class-wide Instruction on Routines
Active Supervision
Effective Recognition
Corrective Consequences
Function-based Support
PRACTICES
Supporting
Student Behavior
Systems
Systems: supports that are needed to enable the accurate and
durable implementation of the practices of PBIS.
“What needs to be in place to support
(a) the informed adoption of practices and (b) full
implementation that is
contextualized, accurate, and sustainable?”
- Examples include: providing all staff professional
development to use school-wide expectations when teaching
and respectfully redirecting students.
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Team-based
Supportive Leadership
Selection, Training, Coaching
Multi-tiered Support
Policies and funding
Supporting
Staff Behavior
Continuum of Support for ALL
SWPBIS Practices
School-wide
All students and staff members, across all settings
1.
2.
3.
4.
5.
6.
7.
Administrative leadership and support
Common behavior purpose and approach to discipline led by a
building SW-PBS leadership team
Clear set of positive expectations and behaviors
Procedures for teaching expected behavior school-wide and classroomwide
Continuum of procedures for encouraging expected behavior (this is
the R word – Rewards/ Reinforcement)
Continuum of procedures for discouraging inappropriate behavior
Procedures for on-going data-based monitoring and evaluation
Non-Classroom
Settings in which the primary emphasis is on
supervision and monitoring (e.g., sporting events,
lunchrooms, hallways)
• Positive expectations and routines taught and
encouraged/acknowledged
• Active supervision by all staff, emphasizing scanning,
moving, and interacting
• Pre-corrections, prompts, and reminders
• Positive feedback
Classroom
Settings in which delivery of
instruction is emphasized
• All Schoolwide components
• Classroom expectations/rules identified, taught, and
acknowledged
• Classroom routines identified, taught, and acknowledged
• High rates of positive feedback (e.g. 4 positives to 1
corrective)
• Active teacher supervision
• Respectful redirection and error correction
• Multiple opportunities to respond
• Activity sequence and offering students choice
• Ensuring academic success by adjusting task difficulty
Family
Engaging and supporting family participation and access to
resources of the school
• Continuum of positive behavior support for all families
• Frequent, regular, and positive contacts, communications, and
acknowledgements
• Formal and active participation and involvement as equal partners
• Access to system of integrated school and community resources
Student
Individual students whose behaviors are not
responsive to school-wide or primary tier prevention
• Behavioral competence at school and district levels
• Function-based behavior support planning
• Team- and data-based decision making
• Targeted social skills and self-management instruction
• Individualized instructional and curricular
accommodations
• Comprehensive person-centered planning and
wraparound processes
Coach Wooden’s Goal:
“Learn the fundamentals, master the
fundamentals, teach the fundamentals to
others, and apply the fundamental in every
area of our lives.
Mastering the fundamentals is one of a lot of
little things done well that make a big
difference in our pursuit of success.”
Implications for Schools
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Build commitment from Administration, Faculty, Students and Families
that attention to social culture is important
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Implement SCHOOL-WIDE, multi-tiered systems.
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Build on what you already do well
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Never stop doing what already works
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Always implement the smallest change that produces the largest
effect.
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Never adopt something new without defining what you will STOP
doing to create the resources needed for new adoption.
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Measure fidelity of implementation as well as impact
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Measure fidelity frequently, and use the information to guide
improvement.
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Report outcomes to families, faculty, community and administration.
10 Ways You Can Promote and
Sustain PBIS
1. Get honest about issues or concerns
in your building
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Administrator is key!! Establish a kind of
“haven”- place that individuals can get feel
safe about reporting concerns, supported by
school community and empowered to be a
part of the decision making process
“Community of Practice”
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Tools: Self Assessment, TIC, SET, ODRs, climate
surveys, satisfaction surveys
Provide data summaries within a week of return – decide
best approach to deliver feedback
2. Develop precision statements
Key to being efficient with limited resources
From primary to precise
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Primary statements are vague and leave us
with more questions than answers
Precise statements include information
about the 5 “Wh” questions:
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What is the problem and how often is it
happening?
Where is it happening
Who is engaging in the behavior?
When is the problem most likely to occur?
Why is the problem sustaining?
3. Elements to the data process
A. Establish A Coherent Process for Discipline
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Behavior definitions
Minor vs. Major
Written procedures for staff
Flow chart showing process
Office referral form ( includes possible motivation)
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Other tracking forms
Time during staff meetings to get agreement, learn
about process and follow through all year!!
Elements to the Data Process (continued)
B. Computer Application
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Easy, efficient
Able to generate reports quickly
Available in picture form (bar graphs)
Custom Reports
Data Process (continued)
C. Data For Decision Making
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Generate reports for various meetings
Build Precision Statements
Determine Intervention
Track Data, Continue, Modify, Terminate
Share with Faculty
Celebrate!!!!!
Example Triangle Data
Total Office Referrals Bar Graph
4. Recommit each year!!
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Develop and recommit to team process and
PBIS process with staff
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Ask for buy-in each year
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Showcase results and form a plan that
addresses trends seen from this school year
Staff Tiger Pride Pledge
We pledge our support for Tiger Pride (Positive Behavior Supports) at North Elementary. By pledging
our support, we are saying that we will work to create predictable, positive, effective, achieving, and
caring school and classroom environments for all students, staff, and parents. This includes the
following:
➢Defining expectations
➢Teaching expectations
➢Monitoring expected behavior
➢Acknowledging expected behavior
➢Pre-correct and correct behavior errors
➢Actively supervising classroom and non-classroom settings
➢Supporting behavioral and academic targeted interventions
➢Open and honest communication between staff, parents and students
5. Develop marketing plan
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Develop marketing plan to renew
commitment - how will you keep it novel new
and a priority in school and community?
Continue to make it a priority - admin crucial needs to continue to be a top school
improvement goal
As it becomes standard practice it will be
easier each year
6. Acknowledge staff
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Acknowledge staff for their work and
investment in the process
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Make it meaningful for your staff
Staff Appreciation Example
Another staff
appreciation example
Tiger Torch
Spin the Wheel Prizes for Staff
7. Educate staff about evidence-based
practice
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“Staff as consumers” of evidence based practiceswith an average of 14 initiatives going at any one
time in schools, educators must be able to say no to
new practices that are unnecessary
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Best practices should not go away with when we get
new leadership - with data, we can make informed
decisions about effective and ineffective practices
that fit into each school’s culture
Teach Staff
School Wide
Expectations
Schoolwide
Expectation
Posters
Expectations Poster
Matrix Posted
Bloomington - Elementary
TPN Videos and Announcements
Passport to Teach Expectations
Teaching Expectations in Each Area
Recognizing Positive Behavior
North Star Cafe
HS Tokens
Carnival – The Great North
Elementary Get Together
Tiger Bingo
St. Paul Incentives
8. Get involved
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Get involved in PTA board presentations,
local newspaper articles, policy decisionsTell your story to your local
delegate/senator/congress person
Tiger Pride Family Night
St. Paul – Farnsworth
Community Connections
Make SW-PBS efforts Public
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Newsletter to families
Regular reports to faculty/staff
Formal system for reporting to school board
or district
Information to community at large
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Websites
9. Provide technical assistance
Randomly interview staff about the use of
effective practices- share info
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Example: SET interview questions
Review data by teacher
Guided practice before independent
practice!!!
10. Empower staff
also make it easy to do….
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Give them a voice, communication mechanism
Referral process for tier 2,3- respond to requests
in 24 hours, provide support within 48 hours
System must be there before kids are identified
Make them part of the process when designing
supports
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Are you ready for Tier 2?
Establishing Check-In/Check-Out (CICO) in
your school
Coaching
Coaching is the active and interactive delivery of:
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(a) prompts that increase successful behavior, and
(b) corrections that decrease unsuccessful behavior.
Coaching is done by someone with credibility and
experience with the target skill(s)
Coaching is done on-site, in real time
Coaching is done after initial training
Coaching is done repeatedly (e.g. monthly)
Coaching intensity is adjusted to need
Horner 2009
Make SW-PBS Easier to do
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Handbook
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Description of SW-PBS core ideas
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School-wide Behavioral Expectations
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Teaching matrix
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Teaching plans and teaching schedule
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Reward system
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Continuum of consequences for problem behavior
Teaming System
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Regular meeting schedule and process
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Regular schedule for annual planning/training
Annual Calendar of Activities
On-going coaching support
General Guidelines
• Work as a team
• Make decisions based upon data
• Consider needs of all students
• Integrate PBIS activities into other
initiatives and projects
• Begin teaching, learning, and behavioral
expectations on the first day
General Guidelines Continued
• Involve students, staff, parents, and
community
• Maintain typical daily instructional and
behavioral routines until the last day of school
• Increase use of reminders and precorrections
before and after transitions
• Increase/maintain high rates of positive
acknowledgements
• Specify expected outcomes of every activity
End of School Year
• Prepare students for next
grade/teachers
• Prepare teachers for new students
• Prepare students for transition to new
school
• Teach/ precorrect expectations and
routines for end of school year
• Review and reinforce expected
behaviors
End of School Year Continued
• Arrange events to celebrate successes of all
student and staff
• Survey staff on status of school-wide PBIS
(e.g., SAS)
• Review and evaluation office referral and/or
discipline data for year
• Review/evaluate PBIS accomplishments
(action plans) for year
• Prepare proactive transition plans for at and
high risk students
Beginning of School Year
• Set PBIS team meeting schedule for the
year
• Review membership of PBIS team
• Update written policies and procedures
• Collect data to establish/modify PBIS
action plan for next year
• Orient new staff members
• Plan for Student Kick-Off/Fall training
• Plan for Staff Kick-Off
Beginning of School Year Continued
• Plan for Parent Kick-Off (minimally a letter should be sent
home describing PBIS, the school-wide expectations,
rewards system and how they can contact the school for
more information or if they are interested in joining the
committee)
• Plan for Bus Driver Kick-Off
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Set up data management system and plan for sharing data
with staff throughout the year
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Develop proactive transition plan for at- or high-risk students
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Establish schedule for communicating/reporting/problemsolving with staff for the year
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Establish schedule of celebrations/reinforcement activities