PBS – Respect & Responsibility

1. PBS – Respect & Responsibility

2. School-Wide Positive Behavior Support: Getting Started George Sugai & Susan Barrett OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 22-24 2009 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

3. Format • Team work day • Brief presentations • Guided activities PURPOSE Develop plans for SWPBS implementation of primary tier practices & systems GOAL Formal start/booster Jan • JANUARY IMPLEMENTATION • Data • Leadership Team • Purpose Statement • SW Behavioral Expectations • Teaching SW Behavioral Expectations • Responding to Rule Violations

4. www.cber.org + library + training materials Agenda & Worksheets Appendices Ch 1 – Overview Ch 2 – Getting Started Ch 3 – Nonclassroom Settings Ch 4 – Classroom Settings

5. 13 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

6. 8 SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

7. 1 million workers, 80,000 managers, 400 companies Predictable work environments are places where employees(Buckingham & Coffman 2002, Gallup) 1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well.

8. 1 million workers, 80,000 managers, 400 companies Predictable work environments are places where educators, students, family members, etc…. 1. Know what is expected 2. Have curriculum & instruction to do job correctly 3. Receive recognition for demonstrating expectations. 4. Have teacher/parent/principal who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify someone who they can relate to.” 7. Feel mission of classroom/school makes them feel like their efforts are important 8. See students/teachers/principals around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their learning/teaching well.

9. Review of Features Agenda p. 4

10. 2 SWPBS is about….

11. SWPBS is

12. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

13. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

14. 24 K Response to Intervention RtI

15. Responsiveness to Intervention

16. Team GENERAL IMPLEMENTATION PROCESS • Readiness agreements, prioritization, & investments • 3-4 year implementation commitment • Local capacity for training, coordination, coaching, & evaluation • Systems for implementation integrity Agreements Data-based Action Plan Evaluation Implementation

17. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

18. 18 School-wide • 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

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

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

21. Non-Classroom Management: Self-Assessment

23. Classroom • 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.

24. Essential Behavior & Classroom Management Practices SeeClassroom Management Self-Checklist (7r)

25. Classroom Management: Self-Assessment

27. 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

28. 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

29. Team 46 GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

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

31. Sample Teaming Matrix Are outcomes measurable?

32. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

33. 29 ESTABLISHING A CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special designed instruction Audit Identify existing practices 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 • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

34. 46 STEP 1 - Establish Team Membership • Representative of demographics of school and community • 1-2 individuals with behavior/classroom management competence • Administrator active member • Schedule for presenting to whole staff at least monthly • Schedule for team meetings at least monthly • Integration with other behavior related initiatives and programs • Appropriate priority relative to school and district goals • Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. • Schedule for annual self-assessments • EBS Self-Assessment Survey • Review Office Discipline Referrals • Benchmarks of Quality • School-wide Evaluation Tool • Coaching support (school and/or district/region)

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

36. 52 STEP 2 – Develop Behavior Purpose Statement • Positively stated • 2-3 sentences in length • Supportive of academic achievement • Contextually/culturally appropriate (e.g., age, level, language) • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

37. Sample Behavior Statements Ex. 1 G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. Ex. 2 At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! A

38. 54 STEP 3 – Identify Positive SW Expectations • Linked to social culture of school (e.g., community, mascot). • Considerate of social skills and rules that already exists. • 3-5 in number • 1-3 words per expectation • Positively stated • Supportive of academic achievement • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Mutually exclusive (minimal overlap) • Contextually/culturally appropriate (e.g., age, level, language) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

39. STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations 61 j • Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) • Considerate of lessons that already exists. • Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. • Teach social behavior like academic skills. • Involvement by staff, students, families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction in natural and typical contexts • Schedule for regular review, practice, and follow-up instruction • Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings • Procedures for providing instruction to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations • Included in school publications (e.g., handbooks)

40. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others • Use inside voice • ________ • Eat your own food • __________ • Stay in your seat • _________ • Stay to right • _________ • Arrive on time to speaker • __________ Respect Environment & Property • Recycle paper • _________ • Return trays • __________ • Keep feet on floor • __________ • Put trash in cans • _________ • Take litter with you • __________ Respect Yourself • Do your best • __________ • Wash your hands • __________ • Be at stop on time • __________ • Use your words • __________ • Listen to speaker • __________ Respect Learning • Have materials ready • __________ • Eat balanced diet • __________ • Go directly from bus to class • __________ • Go directly to class • __________ • Discuss topic in class w/ others • __________

41. PBS – Respect & Responsibility

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

43. RAH – Athletics

44. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

45. Sep 23 2009 • G’morning & organizer • Team reports • Review materials • Rule Violations

46. www.cber.org + library + training materials Agenda & Worksheets Appendices Ch 1 – Overview Ch 2 – Getting Started Ch 3 – Nonclassroom Settings Ch 4 – Classroom Settings

47. Outcomes • Team & meeting schedule • Purpose statement & 3-5 behavioral expectations • Lesson plans & schedule for teaching expectations school & classroom wide • Plan for daily/weekly/monthly acknowledgements of student & staff behavioral efforts • Continuum of strategies for rule violations • Plan for weekly & monthly data review & decision making

48. Assumptions • Varied implementation points • Varied school/students/staff characteristics • Active administrator support • Team based implementation • Evidence- & data-based decision making

49. 46 STEP 1 - Establish Team Membership • Representative of demographics of school and community • 1-2 individuals with behavior/classroom management competence • Administrator active member • Schedule for presenting to whole staff at least monthly • Schedule for team meetings at least monthly • Integration with other behavior related initiatives and programs • Appropriate priority relative to school and district goals • Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. • Schedule for annual self-assessments • EBS Self-Assessment Survey • Review Office Discipline Referrals • Benchmarks of Quality • School-wide Evaluation Tool • Coaching support (school and/or district/region)

50. 52 STEP 2 – Develop Behavior Purpose Statement • Positively stated • 2-3 sentences in length • Supportive of academic achievement • Contextually/culturally appropriate (e.g., age, level, language) • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)