Creating Positive High School Learning Environments

1. Creating Positive High School Learning Environments George Sugai Neag School of Education, UConn May 18, 2006 George.sugai@uconn.edu www.pbis.org

2. My job today… • Describe context for work we do in schools…focus on HS • Describe & discuss what School-wide Positive Behavior Support looks like in HS

3. We work w/ HS that worry about… • Low academic achievement & performance • Antisocial behavior • Aggressive actions, dress code, language use, etc • Low attendance • Dropping out • Substance use • Mental health issues • Social w/drawal, depression, emotional disturbances, etc • Social skill deficits

4. Problem behavior happens…. • Insubordination/noncompliance • Verbal/physical aggression • Social withdrawal • Skipping class/late to class • Classroom disruptions • Vandalism/stealing • Harassment

5. Typical response focuses on “Get Tough” consequences • Review rules & increase monitoring • Increase security • Remove, suspend, expel, exclude • Set zero tolerance policies

6. Assumptions • Students will “get it,” & take responsibility for change • Someone else will address problem • Punishment teaches how to act • Remove troublemakers to improve climate

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. 2001 Surgeon General’s Report • Risk factors associated with increasing # of antisocial behaviors • Antisocial peer networks • Reinforced deviancy

9. Recommendations (rearrange contingencies…..prevention) • Establish “intolerant attitude toward deviance” • Break up antisocial networks…change social context • Improve parent effectiveness • Increase “commitment to school” • Increase academic success • Create positive school climates • Teach & encourage individual skills & competence

10. So…how should we respond? • Understand unique features of high schools • Understand adolescent development • Adopt preventive approach • Adopt evidence-based practices

11. PBS implementation challenges in HS • Limited research data • Disagreement about need • Low fidelity of implementation • Slow rate of progress • Wide range of student competence & narrow curricular/programmatic options • Dropout option/alternative • HS Instructional Philosophy

12. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

13. What do PBS schools look like? • “All” staff commit to active participation in improving school climate • “All” staff members directly teach & encourage expected social behaviors • “All” staff increase their daily positive contacts with kids in- & outside classroom • Administrators increase their involvement in proactive student interactions & support • “All” students are actively engaged & involved in at least one school-related activity • Data are used for decision making • Formal supports in place for non-responders

14. “Positive Office Referral” • Balancing positive/negative adult/student contacts in Oregon • Procedures • Develop equivalent positive referral • Process like negative referral

15. Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” • Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001

16. Assumptions about adolescents • Adolescents should know better…most do • Adolescents must take responsibility for own behavior….most know they should & do….appropriately & inappropriately • Adolescents will learn from natural consequences….most do

17. Guiding Principles • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate • Natural consequences are varied, unpredictable, undependable,…not preventive

18. What about non-responders? • More intensive & formal supports provided • Adult mentoring • Social skills instruction • Academic accommodations • Student/family centered planning • Adoption of function based approach

19. Questions to ponder • Does current school climate positively support academic & social success for 70-80% of students? • Are most staff consistently proactive in their approach to supporting student social behavior • Are effective & efficient supports in place for students whose behaviors are unresponsive to school-wide efforts?

20. To conclude: Improving school climate is about…. • Increasing staff positive, active involvement in teaching & encouraging appropriate behavior • Balancing use of consequences for rule violations w/ consequences for rule-following • Discontinuing use of ineffective, non-outcome linked activities • Increasing student & staff involvement, priority, & responsibility for establishing positive school climate • Establishing continuum of positive supports for all students