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School Discipline Institute “Meeting the Challenge” 2 012 Safe & Healthy Students Conference Washington DC. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 9 2012 www.pbis.org www.cber.org George.sugai@uconn.edu. Nov 1985 Kappan.
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School Discipline Institute“Meeting the Challenge”2012 Safe & Healthy Students ConferenceWashington DC George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 9 2012 www.pbis.orgwww.cber.org George.sugai@uconn.edu
Nov 1985Kappan Getting Tough School Discipline Challenge: Academic & behavior success (failure) are linked! Teaching to Corner
“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.” NYTimes, M. Rich Aug 7 2012 • >1 Susp. 1 Year • 1 in 6 black • 1 in 13 Amer Indian • 1 in 14 Latinos • 1 in 20 Whites • Not correlated w/ race of staff • 13% w/ v. 7% w/o • 1 in 4 black K-12 students • High suspension correlated w/ • Low achievement • Dropout • Juvenile incarceration Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA
“Take a Number” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students had received at least 1 office discipline referral.
“Early Triangle”Walker, Knitzer, Reid, et al., CDC(Walker et al., 1995, p. 201) • Prevention Logic • Reduce # new • Reduce intensity of existing
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 ALL ~80% of Students Horner, Lewis, Sugai, Todd, Walker…1995
23 Continuum of Support for ALL Few Some All Dec 7, 2007
Continuum of Support for ALL “Theora” Math Science Tech Spanish Reading Writing Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007
Continuum of Support: “Molcom” Anger man. Prob Sol. Acc. Fdbk Ind. play Adult rel. Self-assess Attend. Coop play Peer interac Align behavioral supports Dec 7, 2007
ESTABLISHING CONTINUUM of SWPBS Homework • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway2011; Sugai, O’Keeffe, & Fallon, in press Supporting Social Competence & Academic Achievement CULTURALLY EQUITABLE Supporting Staff Behavior OUTCOMES CULTURALLY SKILLED CULTURALLY VALID DATA SYSTEMS Supporting Decision Making PRACTICES CULTURALLY RELEVANT Supporting Student Behavior
Cultural/Context Considerations Basic “Logic” Maximum Student Outcomes DATA SYSTEMS Start w/ effective, efficient, & relevant, doable PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation
Most are responsive…but some need a bit more. 2% 7% 91% 5% 12% 83% 7% 15% 78% 4% 10% 86%
And we know who they are! 33% 41% 25% 44% 38% 17% 40% 39% 21% 42% 39% 19% 75% 81% 83% 79% % of Students 9% 17% 22% 14%
“Multi-Tiered Systems of Support”…. Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems
SWPBS Implementation Blueprint www.pbis.org