School-Wide Positive Behavior Support: Year One

1. School-Wide Positive Behavior Support:Year One RI PBIS Team & George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 28, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. Report “Big Ideas” • Yr 1 Getting Started Year • PBIS NOT intervention…IS system framework for organizing “best” behavioral interventions practices • ALL staff (e.g., “para”) • Regular student family/staff communications & engagement • Data is big deal….Rx: formally invest (“19/700”, academic v. social)

3. Make “it” easy (efficient) but effective • Implementation variations in what, how, how much, ….but stay with essential elements (e.g., “Morning Meetings”) • Positively supporting adult behavior (“you are mean, so I’ll be mean….you are stupid, I swear to….”) by investing in majority, show data, active participation, staff acknowledgements,…..

4. Acknowledgements for student behavior (i.e., relevant, realistic, honest, informative, all) • Continuous self-assessment (e.g., priority, data, integration, effectiveness….) • Investments in nonclassroom settings

5. PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.

6. MAIN OUTCOME OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SW-PBS practices & systems • Develop individualized action plan for SW-PBS • Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist • Presentation for school • Organize for upcoming school year

7. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

8. SWPBS is about….

9. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Early universal screening & intervention • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006)

10. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS • Durable • Effective • Efficient • Relevant PRACTICES Supporting Student Behavior

11. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

12. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

13. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

14. School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

15. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

16. Romanowich, Bourett, & Volmer, 2007

17. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

18. Classroom Management: Self-Assessment

20. Individual Student • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

21. Understanding & Responding to Escalations High Peak Acceleration De-escalation Agitation Trigger Calm Recovery Low Colvin, 1989

22. THREE KEY STRATEGIES • Identify how to intervene early in an escalation. • Identify environmental factors that can be manipulated. • Identify replacement behaviors that can be taught & serve similar function.

23. FINAL THOUGHT • Geoff Colvin (1989): • It is always important to remember that “if you inadvertently assist the student to escalate, do not be concerned; you will get another chance to do it right the next time around.”

24. Compliant & Noncompliant Behaviors • Are learned. • Require more than one person. • Get better/worse with practice. • Linked to chains of behavior. • More likely to be displayed in future if effective, efficient, & relevant

25. Analyzing Noncompliant/Defiant Behavior What can happen when student engages in noncompliance? • Avoids/escapes request/activity • Gets new task/activity • Gains/escapes/avoids teacher attention • Gains/escapes/avoids peer attention • Loses academic engagement • More likely to display problem behavior

26. What can happen when teacher confronts noncompliant behavior? • Gets/escapes/avoids student attention • Removes problem behavior • Gains/escapes peer attention • Loses instructional minutes • Likely to experience problem again

27. Teaching Compliance: Student must…. • Be fluent at expected behavior. • Be taught conditions under which the expected behavior is required. • Have multiple opportunities for high rates of successful academic & social engagement. • Receive or experience frequent & positive acknowledgments when expected behavior is exhibited.

28. Encouraging Compliance • Have student’s attention, before presenting directive or making request. • Give clear, specific, positively stated directives. • Provide frequent & positive acknowledgments when expected behavior is exhibited. • Have established & taught consequence procedures for repeated noncompliance.

29. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

30. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Special Education Audit Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline ~80% of Students

31. Action Planning: Guidelines • Agree upon decision making procedures • Align with school/district goals. • Focus on measurable outcomes. • Base & adjust decisions on data & local contexts. • Give priority to evidence-based programs. • Invest in building sustainable implementation supports (>80%) • Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)