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

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.org www.cber.org www.swis. org. “159 Days!”.

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

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  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

  2. “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.

  3. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

  4. 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!”

  5. 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

  6. 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!

  7. 12 Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

  8. 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

  9. 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

  10. 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)

  11. 2006 White House Conference on School Safety

  12. SWPBS is

  13. 2 SWPBS is about….

  14. 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

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

  16. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

  17. 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

  18. RtI

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

  20. 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

  21. Core Values at E.O. Smith

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

  23. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Teaching directly in context Expectations 3. BEHAVIOR EXAMPLES

  24. 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

  25. PBS – Respect & Responsibility

  26. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

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

  28. RAH – Athletics

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

  30. 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

  31. 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

  32. Maximum Student Benefits Fixsen & Blase, 2009

  33. Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup • Do I know what is expected of me at work? • Do I have materials & equipment to do my work right? • At work, do I have opportunity to do what I do best every day? • In last 7 days, have I received recognition or praise for doing good work? • Does my supervisor, or someone at work, seem to care about me as person? • Is there someone at work who encourages my development? • At work, do my opinions seem to count? • Does mission/purpose of company make me feel my job is important? • Are my co-workers committed to doing quality work? • Do I have best friend at work? • In last 6 months, has someone at worked talked to me about myprogress? • This last year, have I had opportunities at work to learn & grow? 1 million workers, 80,000 managers, 400 companies

  34. Are we ready/committed?

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