Home » Instructional Services » Student Services » Special Programs » Positive Behavior Interventions & Supports » Program Features and References

Program Features and References

As we search to define exactly what we have learned during the past four years, the following messages seem most compelling. Several structures are critical to ensure that the PBS program continues to make a difference for students and staff including 1) management, 2) support and 3) evaluation. Management includes (a) funding for a coordinator, (b) communication with district leadership, school administrators and other district prevention and intervention programs, and (c) planning each winter for the following fall. Support includes (a) organized support for building based PBS teams and team facilitators and (b) development of team-based support, training and technical assistance to schools. Evaluation includes the (a) development of data summary tools that teams can use for decision making and (b) implementation of accountability measures for teams.

At the district level, Eugene has focused on several features for establishing and maintaining district-wide PBS including (a) active central office and school board support and participation, (b) integration of PBS with other district initiatives (e.g. safe schools, First Step to Success, Second Step Violence Prevention, the adopted health curriculum), (c) a continuous district-level commitment to PBS schools, (d) a district-level person with designated PBS coordination responsibilities, (e) district-level ownership of PBS management and training, (f) participation of and commitment from individual school administrators, (g) partnerships developed with outside resources (the University of Oregon grants and courses, the Oregon Department of Education grants), and (h) a commitment to research-validated educational practices and data based decision making.

The PBS program in Eugene has continued to grow not only in the number of participating schools but from it’s on-going priority and solid support within the district at the highest levels of administration despite the presence of decreasing resources. The organizational structure provides the foundation for systems change over time. The training and management structure for PBS has become established and is part of a district manual. The positive outcomes combine to form the basis for ensuring the longevity of PBS within the district. These include (a) growth in the number of participating schools, (b) growth in district level priority and support, (c) a manual that specifies training and management procedures, and (d) a continual increase in the level of implementation of systems change. In the Eugene 4J schools, as in any other districts, priorities and interests vary and change with changing mandates, resources, and demographics. However, pBS has provided a unifying, systemic structure whereby schools have gained confidence that a reactive, crisis-driven response to challenging behavior is no longer necessary.
M. Nersesian

4J EBS Data and Evaluation References

  • Crone, D. & Horner, R. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment. The Guilford Press.
  • Nersesian, M., Todd, A., Lehmann, J, & Watson, J. (2000). School-Wide Behavior Support Through District-Level System Change. In press.
  • Sugai, G., Lewis-Palmer, T., Todd, A, W., & Horner, R. H. (unplublished evaluation tool). Positive Behavioral Interventions and Supports, University of Oregon, Eugene, Or.
  • Todd, A. W., Horner, R. H., Sugai, G. , & Sprague, J. R. (1999). Effective Behavior Support: Strengthening School-Wide Systems Through a Team-based Approach. Effective School Practices, 17(4), 23-37. ADI.
  • Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, T., Cohen, J., Swartz, J., Horner, R., Sugai, G., & Hall, S. (1997). School-Wide Behavioral Support: Starting the Year Off Right. Journal of Behavioral Education, Vol. 7, No. 1, (Pp. 99-112). Human Sciences Press, Inc.