Monday Keynote School-wide Positive Behavior Support

1. Monday KeynoteSchool-wide Positive Behavior Support George Sugai OSEP Center on PBIS University of Connecticut August 10, 2009 www.pbis.org www.cber.org Dr. Carl Cole, RMC Research, St. Thomas CCole@rmcres.com

2. PURPOSE School-wide Positive Behavior Support & Special Education • What is SWPBS? • SWPBS & Response-to-Intervention • Special Educators’ Role • PBS Strand: Practices, Systems & Examples

4. Policy & Practice Examples & Considerations

5. HR 2597 May 21, 2009“Positive Behavior for Safe & Effective Schools” • ESEA funds for SWPBS • Provisions • Professional development • Safe & Drug Free Communities • Early intervening services & counseling programs • Office of specialized instructional supports

6. American Recovery & Reinvestment ActIDEA & Title Recovery Funds • Data systems • E.g., SWIS • SWPBS implementation, e.g., • Early Intervening Services IDEA • School-wide Programs (ESEA Title I) • Professional Development (ESEA Title II)

7. www.PBIS.org

8. SWPBS about ALL

9. SWPBS about ALL

10. What is SWPBS?

11. Our Challenges……. 2 • 3. NEGATIVE SCHOOL CLIMATE • Bullying & harassment • 447 teacher abs yr • Staff/parents unsafe • 1.REACTIVE MANAGEMENT • 5100 ref/yr • Marcus 14 days det. • 5. COMPETING INITIATIVES • SW discipline • Class manage • Social skills program • 2. POOR ACHIEVEMENT • 25% 3rd at grade • >50% 9th 2+ “F” • 4. INEFFECTIVE SPED • 25% on IEPS • EBD sent to Alt school • Tasha spends day w/ nurse

12. 10 Worry“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!”

13. 12 Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

14. When behaviorreturns….”Get Tough!” • Clamp down & increase monitoring • Re-re-re-review rules • Extend continuum & consistency of consequences • Establish “bottom line” ...Predictable individual response

15. 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!

16. 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

17. 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

18. Our Challenges……. 2 • 3. NEGATIVE SCHOOL CLIMATE • Bullying & harassment • 447 teacher abs yr • Staff/parents unsafe • 5. COMPETING INITIATIVES • SW discipline • Class manage • Social skills program • 2. POOR ACHIEVEMENT • 25% 3rd at grade • >50% 9th 2+ “F” • 4. INEFFECTIVE SPED • 25% on IEPS • EBD sent to Alt school • Tasha spends day w/ nurse

19. Effective Academic Instruction Effective Behavioral Interventions POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS) = Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation

20. Our Challenges……. 2 • 3. NEGATIVE SCHOOL CLIMATE • Bullying & harassment • 447 teacher abs yr • Staff/parents unsafe • 5. COMPETING INITIATIVES • SW discipline • Class manage • Social skills program • 4. INEFFECTIVE SPED • 25% on IEPS • EBD sent to Alt school • Tasha spends day w/ nurse

21. 13 VIOLENCE PREVENTION • 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) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

22. 5. COMPETING INITIATIVES • SW discipline • Class management • Social skills programs • Character education • Bully proofing • Life skills • Anger management • HIV/AID education • Conflict management • Drug-free • Parent engagement • School spirit • Violence prevention • Dropout prevention • Relaxation room • Afterschool peer support • School based mental health Our Challenges……. 2 • 5. COMPETING INITIATIVES • SW discipline • Class manage • Social skills program • 4. INEFFECTIVE SPED • 25% on IEPS • EBD sent to Alt school • Tasha spends day w/ nurse

23. Working Smarter Are outcomes measurable?

24. Sample Teaming Matrix Are outcomes measurable?

25. “Response-to-Intervention”

26. 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

27. 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 Responsiveness to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

28. Responsiveness to Intervention

29. Responsiveness to InterventionAcademic+ Social Behavior

30. RTI Continuum of Support for ALL Reading Math Soc skills Science Soc Studies Basketball Dec 7, 2007

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36. 2 SWPBS is framework for….

37. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice 34 “Train & Hope”

38. Approach for operationalizing best practice Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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

40. 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

41. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

42. Classroom • 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

43. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

44. Individual Student • 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

45. www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research” “Evidence Base”

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

47. Team GENERAL IMPLEMENTATION PROCESS • Readiness agreements, prioritization, & investments • 3-4 year implementation commitment • Local capacity for training, coordination, coaching, & evaluation • Systems for implementation integrity Agreements Data-based Action Plan Evaluation Implementation

48. SWPBS Systems Implementation Logic www.pbis.org “SWPBSImplementation Blueprint”

49. Examples

50. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying