SWPBS: Establishing District & Community Capacity (Beyond Classroom Management)

1. SWPBS:Establishing District & Community Capacity(Beyond Classroom Management) Carl Cole & George Sugai OSEP Center on PBIS University of Connecticut January 17, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu

3. www.pbis.org

5. Immediate & seductive solution….”Get Tough!” • Clamp down & increase monitoring • Re-re-re-review rules • Extend continuum & consistency of consequences • Establish “bottom line” ...Predictable individual response

6. When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased suspension & expulsion • In-service training by expert • Alternative programming …..Predictable systems response!

7. But….false sense of safety/security! • Fosters environments of control • Triggers & reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic & social behavior programming

8. Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback

9. Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

10. SWPBS Logic Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students (Zins & Ponte, 1990)

11. SWPBS is about….

12. Justify our actions

13. 2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual social skills & competence

14. School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts

15. Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules • Social skills instruction, character education & good citizenship. • After school – extended day programs

16. Lessons Learned: White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting student-teacher-family relationships are important • High rates of academic & social success are important • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterrents

17. What is SWPBS (PBIS)?

18. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

19. 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

20. It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

21. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

22. Academic+ Social Behavior

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

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

25. 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

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

27. 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

28. 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

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. Working Smarter

31. Sample Teaming Matrix

32. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support 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 • Primary Prevention • Teach SW Expectations ~80% of Students

33. Process + practices

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

35. Team-led Process

36. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

37. Saying & doing it “Positively!” Keep off the grass!

38. Employee Entrance at Tulsa Downtown Doubletree

39. Character Education • Easy to change moral knowledge..... ...difficult to change moral conduct • To change moral conduct... • Adults must model moral behavior • Students must experience academic success • Students must be taught social skills for success

40. Acknowledge & Recognize

41. “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

42. Reinforcement Wisdom! • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate! • Natural consequences are varied, unpredictable, undependable,…not always preventive

43. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

44. What’s the evidence?