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Building Positive School Climate through SW PBS

Building Positive School Climate through SW PBS. George Sugai OSEP Center on PBIS University of Connecticut November 15, 2006 www.pbis.org George.sugai@uconn.edu. Purpose. To provide introductory overview of School-wide Positive Behavior Support ( SW-PBS ) Rationale & research

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Building Positive School Climate through SW PBS

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  1. Building Positive School Climate through SW PBS George Sugai OSEP Center on PBIS University of Connecticut November 15, 2006 www.pbis.org George.sugai@uconn.edu

  2. Purpose To provide introductory overview of School-wide Positive Behavior Support (SW-PBS) • Rationale & research • “Big ideas” • Implementation features, & • Outcomes • MORE • Dec 6 “Expanding Horizons” Pre-Conf., Cromwell • www.pbis.org

  3. pbis.org

  4. “141 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.

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

  6. Challenge #1

  7. TOP FOUR 2005 Lack of financial support Overcrowded schools Lack of discipline & control Drug use #1 SPOT After 2000 lack of financial support 1991-2000 drug use Before 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.

  8. Challenge #2

  9. 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….

  10. Challenge #3

  11. Challenge #4

  12. Better Why’s • Improve/redesign teaching & learning environments for all students & close achievement gap • Reduce use of ineffective reactive management • Enhance individualized support for students with high-risk behavior • Enhance intervention decision making

  13. SW: All Kids, Staff, Settings, Parents “Pupil achievements & behavior can be influenced (for the better or worse) by overall characteristics of school….this means focus on features promoting good functioning at classroom, departmental or whole school level.” “Improving overall level may be expected to have benefits at the extremes so long as favorable school features do actually impinge on children with special needs.” Rutter & Maughan, 2002, pp. 470-471

  14. 2001 Surgeon General’s Report on Youth Violence: Recommendations • 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

  15. http://rtckids.fmhi.usf.edu Kutash, 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.

  16. SWPBS Logic! Successful teaching & learning environments are effective, efficient, relevant, & durable • Outcome-based • Data-led decision making • Evidence-based practices • Systems support for accurate & sustained implementation

  17. Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

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

  19. 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

  20. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  21. “Train & Hope”

  22. What does SWPBS look like? • >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative • Function based behavior support is foundation for addressing problem behavior. • Data- & team-based action planning & implementation are operating. • Administrators are active participants. • Full continuum of behavior support is available to all students

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

  24. Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications

  25. Working Smarter

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

  27. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

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

  29. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SWIS

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

  31. 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

  32. 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

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

  34. 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

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

  36. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support

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

  38. Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review

  39. Pre Post

  40. ODR Admin. BenefitSpringfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time

  41. ODR Instruc. BenefitSpringfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time

  42. “She can read!” With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy. Result: >85% of students in 3rd grade are reading at/above grade level.

  43. PBS associated w/ academic & behavior improvements: School Example -55% -85% Lovejoy Elem in Alton, IL

  44. 4J School District Eugene, Oregon Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

  45. Schools using SW-PBS report a 25% lower rate of ODRs .85 .64

  46. N =23 N = 8 N = 8 N = 23

  47. 05% 20% 11% 22% 84% 58%

  48. 04% 14% 08% 17% 88% 69%

  49. Mean Proportion of Students 3% 8% 89% 10% 16% 74% 11% 18% 71% K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

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