School-wide Positive Behavior Support at Bassick H.S.?

1. School-wide Positive Behavior Support at Bassick H.S.? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 16l 2011 www.pbis.orgwww.cber.orgwww.swis.org

3. “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.

4. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

5. 10 “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!”

6. 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

7. 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!

8. 12 Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

9. 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

10. 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

11. 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)

12. 2006 White House Conference on School Safety

13. SWPBS is

14. 2 SWPBS is about….

15. 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

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

17. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

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

19. RtI

20. 17 SWPBS Practices School-wide • Smallest # • Evidence-based • Biggest, durable effect Classroom Family Non-classroom Student & Family

22. 54 A 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

23. Core Values at E.O. Smith

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

25. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Teaching directly in context Expectations 3. BEHAVIOR EXAMPLES

26. 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

27. PBS – Respect & Responsibility

28. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

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

30. RAH – Athletics

32. Discipline Data 2007-2009 Decreasing disrespectful behavior in high school Willowbrook High School PBIS in Illinois

33. Mean % Students 2009-2010 Majors Only Most are responsive…but some need a bit more. 9% 19% 24% 18% 91% 81% 76% 82% N = 2565 713 266 474 OSEP PBIS Center Aug 2010

34. And we know who they are! Mean % ODRs 2009-2010 Majors Only 74% 82% 84% 79% Students: 9% 19% 24% 18% OSEP PBIS Center Aug 2010

36. Maximum Student Benefits Fixsen & Blase, 2009

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38. Are we ready/committed?