School-Wide Positive Behavior Support: What Is IT?

1. School-Wide Positive Behavior Support:What Is IT? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 7, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

2. Purpose Provide overview of SWPBS • “Big Ideas” or concepts • Examples & data

3. 4 Questions • Why PBIS or SWPBS? • What is SWPBS? • What does SWPBS look like? • What SWPBS outcomes?

4. www.pbis.org

5. Forum for Change October 11-12 Rosemont, IL

6. Why SWPBS?

7. Behavior Management, Discipline, & Safety

9. 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.

10. State & Federal Initiatives NCLB RtI IDEA Safe Schools

11. Evidence Base Special Education Mental Health School Psychology Psychology

12. 2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual skills & competence

13. Lessons Learned: White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting student-teacher-family relationships are important • High rates of academic & social success are important • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterents

14. School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts

15. http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers.Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.

16. Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules • Social skills instruction, character education & good citizenship. • After school – extended day programs

17. What is SWPBS?

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

20. Operational Elements (RtI)

21. SWPBS & Achievement STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency &Capacity Investing in Outcomes, Data, Practices, &Systems

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

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

25. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

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

29. Referrals by Problem Behavior

30. Referrals per Location

31. Referrals per Student

32. Referrals by Time of Day

33. 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

34. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

35. Classroom Setting Systems • 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

36. Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

37. Individual Student Systems • 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

38. School-wide Systems 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

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

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

41. Expectations

42. 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 • __________

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

44. RAH – Athletics

45. RRespectTo show consideration, appreciation, and acceptance • Respect yourself• Respect others• Demonstrate appropriate language and behavior IIntegrityAdherence to an agreed upon code of behavior • Be responsible• Do your own work• Be trustworthy and trust others DDisciplineManaging ones self to achieve goals and meet expectations • Strive for consistency• Attend class daily; be on time• Meet deadlines; do your homework PPerseveranceHolding to a course of action despite obstacles • Stay positive• Set goals• Learn from mistakes EExcellenceBeing of finest or highest quality • Do your personal best• Exceed minimum expectations• Inspire excellence in others NEHS website, Oct. 26, 2004

46. Acknowledge & Recognize

47. 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

48. Reinforcement Wisdom! • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate! • Natural consequences are varied, unpredictable, undependable,…not always preventive • Err on side of being positive

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

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