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SWPBS: Beyond Classroom Management

SWPBS: Beyond Classroom Management. Carl Cole & George Sugai OSEP Center on PBIS University of Connecticut January 18, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu. PURPOSE: Review features & strategies of SWPBS. What is SWPBS (PBIS)? What’s needed to sustain SWPBS?

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SWPBS: Beyond Classroom Management

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  1. SWPBS:Beyond Classroom Management Carl Cole & George Sugai OSEP Center on PBIS University of Connecticut January 18, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu

  2. PURPOSE: Review features & strategies of SWPBS • What is SWPBS (PBIS)? • What’s needed to sustain SWPBS? • What have we learned? • What can your team do?

  3. 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.”

  4. 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)

  5. Worry“Teaching” by Getting Tough Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

  6. 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

  7. Reactive responses are predictable…. When we experience aversive situation, we select interventions that produce immediate relief • Remove student • Remove ourselves • Modify physical environment • Assign responsibility for change to student &/or others

  8. 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!

  9. Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

  10. 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

  11. 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

  12. SWPBS is about….

  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. 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

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

  21. 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

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

  23. 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

  24. 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

  25. 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

  26. Sample Teaming Matrix

  27. 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

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

  29. Team-led Process Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications

  30. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

  31. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices

  32. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support

  33. Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review

  34. Few positive SW expectations defined, taught, & encouraged

  35. TEACHING MATRIX Expectations

  36. RAH – at Adams City High School(Respect – Achievement – Honor)

  37. RAH – Athletics

  38. E’ Ola Pono- to live the proper way King Kaumualii on Kauai

  39. Kuleana: Be Responsible Plan ahead Walk directly to destination Ho’ihi: BeRespectful Walk quietly when classes are in session Laulima: Be Cooperative Keep movement flowing Share equipment and play space Malama: Be Safe Walk at all times Walkways King Kaumualii on Kauai

  40. Playground / Recess / P.E. Kuleana: Be Responsible Take care of equipment/facilities Plan appropriate times for drinks/restroom visits Ho’ihi: BeRespectful Be a good sport Laulima: Be Cooperative Follow rules/ procedures Malama: Be Safe Avoid rough, dangerous play Use equipment properly King Kaumualii on Kauai

  41. Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Ho’ihi: BeRespectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

  42. Field Trips Kuleana: Be Responsible Turn in paperwork/$ on time Wear appropriate footwear/clothing Bring home lunch Ho’ihi: BeRespectful Care for the field trip site Listen to speakers Laulima: Be Cooperative Stay with your chaperone/group Malama: Be Safe Use the buddy system Follow school/bus rules King Kaumualii on Kauai

  43. 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

  44. Acknowledge & Recognize

  45. Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • Planned/unplanned • Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

  46. “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.

  47. 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

  48. Basics Guidelines • Know basics & be conceptually grounded • Work as team • Use data to be strategic • Self-assess for relevant/priority outcomes • Formalize communications & acknowledgements • Model • Invest in local capacity • Engage in smallest effort to maintain effect • Integrate rather than add on

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