Southern Regional Implementation Project School-wide Rationale, Definitions, and Features Cohort 7

1. Southern Regional Implementation Project School-wide Rationale, Definitions, and Features Cohort 7 August 11 - 12, 2011 John Beach Adapted from George Sugai 40 Sp ..\..\..\..\..\Files for TP DVD\40 inspirational speeches\My Video\VIDEO_TS\VTS_01_1.VOB

2. PURPOSE Establish continuum of effective & positive behavior support for all students • Agenda • Resources • Review of SWPBS Rationale • SWPBS Definitions & Features

3. Expectations for Teams • Please work hard and use the time • Be “here” • It’s a long-term commitment • Stay with us

4. PBIS – Respect & Responsibility

5. General’s Salute: “As Generals, we are Prepared, Respectful, and Responsible.”

6. Team Sharing • School name and location • Expectations of the training • Dream for your school

7. www.pbis.org

8. www.cber.org

9. States Implementing SWPBS10,000+ schools in 48 states Number of Schools States

10. Our success lies in our unwavering commitment to the best interest of individuals and their families. • What we do in the name of PBIS is not about a model, a brand or a manual. It is about the thoughtful construction of effective places to live, learn, work and play. Rob Horner

11. Binder Walk • Tons of information and resources • Appendix – sections A, D, E, and J ..\..\..\..\2011 12 Trainer Materials\MN SWPBIS team workbook ver4.27.10 GS (MN update 5.26.11).pdf ..\..\..\..\2011 12 Trainer Materials\MN Appendices A-O May 14 2010 GS (MN update 5.26.11).pdf

12. 8

13. 2 SWPBS is about…. 9

14. Challenge

15. 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….

16. Challenge

17. 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 aren’t proficient readers • 1st response to school violence is “get tougher” • In 1 K-3 school in Mar, no teacher could give reading levels of their students • 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

18. 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)

19. Context Matters! Examples Individual Student vs. School-wide

20. “Reiko” Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

21. “Kiyoshi” Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

22. “Mitch” Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do?

23. “Rachel” Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

24. Fortunately, we have a science that guides us to… Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

25. However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

26. “159 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school!

27. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

28. “Da place ta be” During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school!

29. “Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom!

30. “Four corners” Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this school!

31. “FTD” On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card You are in this School!

32. Questions! What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? Are these environments safe, caring, & effective? Context Matters!

33. Messages Repeated! 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

34. Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, not following directions, parking lot violation, irresponsible, trespassing, disrespectful, banned items, failure to complete homework, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc….. Exist in every school Vary in intensity Are associated w/ variety of contributing variables Are concern in every community Responding to Problem Behaviors

35. 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

36. 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!” 10 - 13

37. 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

38. 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

39. 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!

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

41. 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

42. 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

43. VIOLENCE PREVENTION 13 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

44. Worry #2:“Train & Hope” 31

45. Development “Map” 2+ years of team training Annual “booster” events Coaching/facilitation support at school, district, & regional/state levels Regular self-assessment & evaluation data Development of local/district leadership teams Establishment of local specialized behavior competence Integration with related behavior initiatives

46. What Principles Guide SW Positive Behavior Support? 14

47. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior 15-16

48. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student 17-19

50. 45 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 18