School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna

1. School-Wide Positive Behavioral Interventions & Supports: OverviewPresented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

2. My job today… RECRUITING PITCH To describe features of a systems approach to Positive Behavioral Interventions & Supports…..moving beyond classroom & behavior management.

3. Coordination/ Collaboration 1999 - 2011

4. PBIS Maryland Trained Schools by Cohort

5. 14,325 Schools Adopting School-wide PBIS Schools adopting SWPBIS by year

6. 11 states with over 500 schools 3 states with over 1000 schools Schools use SWPBIS (Feb, 2011) Illinois Florida Maryland Texas

7. So,….what is PBIS? School Wide PBIS is: A Frameworkfor enhancing adoption & implementation of a Continuum of evidence-based Interventions to achieve Academically and behaviorally Important outcomes for ALL students. Not a specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…it’s based on long history of behavioral practices & effective instructional design & strategies Not limited to any particular group of students…it’s for all students

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

9. What does PBIS look like in a school? • >80% of studentscan tell you what is expected of them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative. • Administratorsare active participants. • Data & team-basedaction planning & implementation. • Function based behavior supportis a foundation for addressing problem behavior. • Full continuum of behavior supportis available to all students.

10. Challenge #1

11. Challenge # 2

12. The Prognosis • Students with academic failure and problem behaviors likely will drop out of school and: • be involved with the corrections system • be single parents • be involved with the social services system • be unemployed • be involved in automobile accidents • use illicit drugs Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

13. Challenge # 3

14. Challenge # 4

15. Not enough time Too much talk…not enough action Unclear outcomes Too few priorities Too many priorities Too many opinions Multiple competing experts No experts Too many diverse perspectives Too much redundancy Done it before Never done it before Lack of clear outcomes Slow to get started Unstructured Unresolved conflicts ……… Challenges (cont.)

16. “Worry #1“TEACHING” by Getting Tough If Russell doesn’t respond, we get TOUGHER Russell: “I hate this f____ing school, & you’re a dumbf_____.” If Russell Still doesn’t improve, we get REAL TOUGH & enforce BOTTOM LINE! Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

17. Erroneous assumptions are that the student: • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

18. Science of behavior has taught us that children…. ALL BEHAVIORS SERVE SOME FUNCTION • Are NOT born with “bad behaviors” • Do NOTlearn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback…. consider function

19. Non-examples of Function-Based approach “Function” = outcome, result, purpose, consequence • “Russell, you skipped 2 school days, so we’re going to suspend you for 2 more.” • “Jason, I’m taking your book away because you obviously aren’t ready to learn.” • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

20. Worry #2:“Train & Hope”

21. Enhanced PBIS Implementation Logic

22. BIG IDEAS • 3-5 years • Organizational Framework • Critical Features same across schools • unique to the culture of the school • System investment in Coaching Capacity

23. Supporting Social Competence & Academic Achievement PBIS OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

24. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE PBIS ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

25. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

26. Establish Commitment • Administrator support and active involvement • Behavior Support is 1of top 3 school improvement goals • 80% Faculty support • 3 year timeline

27. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

28. Team Composition • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student Start with a Team that “Works.”

29. Implementation of Effective Practices with and without an Implementation Support Team Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001

30. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

31. Gather Information • AVAILABLE DATA: • Office Referrals, • Suspensions, • Attendance, • Academics • SURVEY: • Staff, Students, Administration, Parents

32. Marketing Strategy • Integrate past school behavior plans • Assure clarity of target areas • Incorporate school colors or mascot Respectful Able Motivated Safe

34. 80% Staff Buy In • Share/ Present Data • Start Small • Easy Implementation • Showcase Success

35. Nuts andBolts • Brainstorm classroom vs. office managed behaviors • Come to consensus on language to be used • Agree on behaviors to list

37. SWPBIS Subsystems School-wide Classroom Family Non-classroom Student

38. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

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

40. T H E DO NOTs

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

43. The Power Of Teaching • “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we … … teach? …punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy

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

45. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others • Use inside voice • ________ • Eat your own food • __________ • Stay in your seat • _________ • Stay to right • _________ • Arrive on time to speaker • __________ Respect Environment & Property • Recycle paper • _________ • Return trays • __________ • Keep feet on floor • __________ • Put trash in cans • _________ • Take litter with you • __________ Respect Yourself • Do your best • __________ • Wash your hands • __________ • Be at stop on time • __________ • Use your words • __________ • Listen to speaker • __________ Respect Learning • Have materials ready • __________ • Eat balanced diet • __________ • Go directly from bus to class • __________ • Go directly to class • __________ • Discuss topic in class w/ others • __________ Stated in a Positive way What do you want them to do!

46. Reviewing Strive for Five Involve Students • Be respectful. • Be safe. • Work peacefully. • Strive for excellence. • Follow directions.

47. . PBIS Matrix for Home • I am respectful Listen to my parents • Be truthful to my parents • Play cooperatively • Speak nicely to others • I am responsible Put away my toys, bike, and equipment • Help with jobs at home • Follow my parents’ directions • Share Thursday folder with parents • I am safe Play safely with others • Stay in designated areas • Stay away from strangers • Wear bike helmet and equipment • I am prepared Finish homework and share with parent • Pack backpack at night for school the next day • Go to bed on time • Get up and get ready for school when called

48. Expectations

49. Critical Features • Establish Commitment • Establish and Maintain Team • Self-Assessment • Establish School-Wide Expectations • Establish On-Going System of Rewards • Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support

50. High Fives, Gotchas Traveling Passport Super Sub Slips Bus Bucks Ravens Bucks Free homework coupon Discount school store Grab bag Early dismissal/Late arrival First/last in Line Video store coupon Free fries G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos Positive Office Referrals Extra dessert Class event Samples