School-Wide Positive Behavior Support: Overview

1. School-Wide Positive Behavior Support: Overview George Sugai & MD PBIS OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 12, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. PURPOSE Provide overview of rationale, features, & outcomes of school-wide approach to positive behavior supports

3. TOP FOUR 2005 Lack of financial support (since 2000) Overcrowded schools Lack of discipline & control Drug use #1 SPOT >2000 lack of financial support 1991-2000 drug use <1991 lack of discipline Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.

4. Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….

5. OUTCOME OBJECTIVES • Rationale for adopting proactive systems approach to improving school climate • Features of School-wide Positive Behavior Support • Examples of SWPBS implementation • Samples of Outcome Data

6. Why Bother? • In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs, & 1 teacher gave out 273 ODRs • In 1 urban school district: 2004-05, 400 kindergartners were expelled • In 1 state 55% white, 73% Latino, & 88% Black 4th graders weren’t proficient readers • A teacher training school of education has no classroom management course for teachers or administrators • 1st response to school violence is “get tougher” w/ more security • In 1 K-3 school in Mar, no teacher could give reading levels of their students • 2nd grade student receives “body sock” & “lemon drop” therapy to treat violent school behavior • In 1 state 7% of “high experience” teachers & 17% of reading specialists can identify at least 2 indicators of early reading success (e.g., phonemic awareness, fluency) • Across nation, students who are truant are given out-of-school suspensions

7. SWPBS is about….

8. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

9. Messages! • Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable • Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

10. 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

11. Worry #1“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!”

12. 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

13. 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

14. 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!

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

16. 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

17. 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….consider function

18. Non-examples of Function-Based approach “Function” = outcome, result, purpose, consequence • “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

19. VIOLENCE PREVENTION? • 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) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

20. Worry #2:“Train & Hope”

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

22. 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

23. 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%

24. Continuum of Support for ALL (RtI) Few Some All Dec 7, 2007

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

26. Team-led Process Non-Teaching Family Behavioral Capacity Priority & Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student Teaching Communications Start with Team that “Works.”

27. Sample Teaming Matrix

28. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

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

31. Office Discipline Referrals • Definition • Kid-Teacher-Administrator interaction • Underestimation of actual behavior • Improving usefulness & value • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed • Continuum of behavior support • Positive school-wide foundations • W/in school comparisons

33. Referrals by Problem Behavior

34. Referrals per Location

35. Referrals per Student

36. Referrals by Time of Day

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

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

39. 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

40. 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

41. 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

42. 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

43. 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

44. Expectations & behavioral skills are taught & recognized in natural context

45. Teaching Academics & Behaviors

46. TEACHING MATRIX Expectations

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

48. RAH – Athletics

49. “Traveling Passports” • Precorrecting new kids in Tigard, Oregon • Procedures • Meet with key adults • Review expectations • Go to class

50. 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