School-Wide Positive Behavior Support: Overview

1. School-Wide Positive Behavior Support: Overview George Sugai & Brandi Simonsen OSEP Center on PBIS University of Connecticut May 15, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

2. pbis.org

3. Challenge

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. 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.

7. Challenge

8. Messages • 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

9. 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

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

11. OUTCOME OBJECTIVES • Rationale for adopting proactive systems approach to improving school climate • Features of School-wide Positive Behavior Support • Examples of SWPBS implementation • Understanding of prerequisites for participation in training & support activities

12. 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

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

14. 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

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

16. Team-led Process Non-Teaching Family Behavioral Capacity Priority & Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student Teaching Communications Start with Team that “Works.”

17. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

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

20. Referrals by Problem Behavior

21. Referrals per Location

22. Referrals per Student

23. Referrals by Time of Day

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

25. 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

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

27. 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

28. 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

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

30. Reviewing Strive for Five • Be respectful. • Be safe. • Work peacefully. • Strive for excellence. • Follow directions. McCormick Elem. MD 2003

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

32. Teaching Academics & Behaviors

33. TEACHING MATRIX Expectations

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

35. RAH – Athletics

36. Acknowledge & Recognize

37. Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • Planned/unplanned • Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

38. 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

39. “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

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

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

42. 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

43. “Golden Plunger” • Involve custodian • Procedure • Custodian selects one classroom/ hallway each week that is clean & orderly • Sticks gold-painted plunger with banner on wall

44. North Myrtle Beach Primary June 8, 2004 SC

45. “G.O.O.S.E.” • “Get Out Of School Early” • Or “arrive late” • Procedures • Kids/staff nominate • Kids/staff reward, then pick

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

48. Pre Post

49. “Mom, Dad, Auntie, & Jason” In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

50. I like workin’ at school After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).