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Sustaining School-wide Positive Behavior Support CT-SRBI

PURPOSEDiscuss link between SRBI

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Sustaining School-wide Positive Behavior Support CT-SRBI

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    1. Sustaining School-wide Positive Behavior Support & CT-SRBI George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut April 9, 2009 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

    7. Responsiveness to Intervention

    9. NOTICE GREEN GOES IS FOR “ALL”NOTICE GREEN GOES IS FOR “ALL”

    10. Aurora, CO, EBD, all schools Two messages: 1. high rates of problem behaviors & reactive “get tough” management 2. teaching to the cornerAurora, CO, EBD, all schools Two messages: 1. high rates of problem behaviors & reactive “get tough” management 2. teaching to the corner

    12. SWPBS is framework for….

    14. 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

    17. Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation

    18. Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement

    19. All school-wide Maximum structure & predictability in routines & environment Positively stated expectations posted, taught, reviewed, prompted, & supervised. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

    20. 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. 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

    22. GENERAL IMPLEMENTATION PROCESS

    23. Teaching Academics & Behaviors

    26. www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research” “Evidence Base”

    27. www.ctserc.org

    28. 2008 CT Summary Since 2004, 125 schools from 27 districts Schools that implement SWPBS with integrity experience Reductions in ODR, OSS, ISS, Expulsions Reductions in OSS Improved trends in academic outcomes Requests exceed opportunities for SWPBS training SERC, SDE, RESCs, UConn, & PBIS Center collaborating to improve capacity

    48. “Mom, Dad, Auntie, & Jason” In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

    49. I like workin’ at school After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

    50. “I like it here.” Over past 3 years, 0 teacher requests for transfers

    51. “She can read!” With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy. Result: >85% of students in 3rd grade are reading at/above grade level.

    52. ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time

    53. ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time

    61. Sustainability Guiding Principles

    64. Evaluation Criteria

    66. Effective Social & Academic School Culture

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