school-wide positive behavior support: getting started george sugai osep center on pbis university...
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School-Wide Positive Behavior Support:
Getting Started
George SugaiOSEP Center on PBIS
University of ConnecticutJanuary 24, 2007
www.pbis.org
www.swis.org
www.pbis.org
PURPOSEEnhance capacity of
school teams to provide the best
behavioral supports for all students…...
MAIN TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS practices & systems
• Develop individualized action plan for SW-PBS– Data: Discipline Data, EBS Self-Assessment Survey, Team
Implementation Checklist
– Presentation for school
• Organize for upcoming school year
Getting to these objectives
• Rationale, context, & features
• Implementation practices, structures, & processes
• Outcomes & examples
• Brief activities & team action planning
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.
TOP FOUR 2005
• Lack of financial support (since 2000)
• Overcrowded schools
• Lack of discipline & control
• Drug use
#1 SPOT
• >2000 lack of financial support
• 1991-2000 drug use
• <1991 lack of discipline
Why Bother?• In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs,
& 1 teacher gave out 273 ODRs
• 2 high schools used law enforcement to give students $113 fines for incidents of profanity
• In 1 urban school district: 2004-05, 400 kindergartners were expelled
• In 1 state 55% white, 73% Latino, & 88% Black 4th graders aren’t proficient readers
• UConn has no behavior/classroom management course for teachers or administrators
• 1st response to school violence is “get tougher”
• In 1 K-3 school in Mar, no teacher could give reading levels of their students
• 2nd grade student receives “body sock” & “lemon drop” therapy to treat violent school behavior
• In 1 state 7% of “high experience” teachers & 17% of reading specialists can identify at least 2 indicators of early reading success (e.g., phonmic awareness, fluency)
• Across nation, students who are truant are given out-of-school suspensions
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
School-based Prevention & Youth Development Programming
Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist
• Teach children social skills directly in real context
• “Foster respectful, supportive relations among students, school staff, & parents”
• Support & reinforce positive academic & social behavior through comprehensive systems
• Invest in multiyear, multicomponent programs
• Combine classroom & school- & community-wide efforts
• Precorrect & continue prevention efforts
Lessons Learned: White House Conference on School Safety
• Students, staff, & community must have means of communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting student-teacher-family relationships are important
• High rates of academic & social success are important
• Positive, respectful, predictable, & trusting school environment/climate is important for all students
• Metal detectors, surveillance cameras, & security guards are insufficient deterents
Lessons Learned: White House Conference on School Safety
Early Correlates/Indicators
• Significant change in academic &/or social behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic &/or social success
• Negative/threatening written &/or verbal messages
Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, & focused on teaching & learning
• Improve student character & citizenship
• Eliminate bullying
• Prevent drug use
• Prepare for postsecondary education
• Provide a free & appropriate education for all
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Leave no child behind
• Etc….
SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
2 Worries & Ineffective Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1“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!”
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
Reactive responses are predictable….
When we experience aversive situation, we want select interventions that produce immediate relief
– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to student &/or others
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!
Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
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
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….consider function
Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence
• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
• “Phloem, 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.”
Worry #2:“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitator support @ school & district levels
• Regular self-assessment & evaluation data
• Develoment of local/district leadership teams
• State/region & Center on PBIS for coordination & TA
Role of “Coaching”
• Liaison between school teams & PBS leadership team
• Local facilitation of process
• Local resource for data-based decision making
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.
http://rtckids.fmhi.usf.edu
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
Designing School-Wide Systems for Student Success
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
CO PBS
FCPS
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
Meetings
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
• Work as team for 9 minutes
• Complete “Establishing Team Membership” (1 p. 4-5)
• Touch “Committee Group Work” (6)
• Touch “Guidelines for Conducting Leadership Team Meetings” (3)
• Touch “EBS Self-Assessment Survey” (4)
• Present 2-3 “big ideas” from your group (1 min. reports)
AttentionPlease
1 Minute
Leadership Team Review
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
3-4 YearCommitment
Top 3 School-Wide
Initiatives
Coaching &Facilitation
DedicatedResources
& Time
AdministrativeParticipation
3-Tiered Prevention
LogicAgreements &
Supports
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking Evidence-
BasedPractices
MultipleSystems
ExistingDiscipline
DataData-based Action Plan
SWIS
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals by Problem Behavior
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
Referrals per Location
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Referrals by Time of Day
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Office Discipline Referrals
• Definition– Kid-Teacher-Administrator interaction
– Underestimation of actual behavior
• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions
– Distinction between office v. classroom managed
– Continuum of behavior support
– Positive school-wide foundations
– W/in school comparisons
Do we need to tweak our action plan?
• How often?
• Who?
• What?
• Where?
• When?
• How much?
If problem,
• Which students/staff?
• What system?
• What intervention?
• What outcome?
+ If many students are making same mistake, consider changing system….not students+ Start by teaching, monitoring & rewarding…before increasing punishment
Discipline Data Review
• 8 minutes
• Complete “Discipline Referral Data Self-Assessment” Checklist (9)
• Touch “Data-Decision Making” (B)
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
AttentionPlease
1 Minute
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
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
School-wide Systems
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & 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
ClassroomSetting Systems
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
NonclassroomSetting 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
Individual StudentSystems
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Few positive SW expectations defined, taught, & encouraged
Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
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•__________
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Character Education• Easy to change moral
knowledge..... ...difficult to change moral conduct
• To change moral conduct...
– Adults must model moral behavior
– Students must experience academic success
– Students must be taught social skills for success
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
Acknowledge & Recognize
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Team Managed
StaffAcknowledgements
ContinuousMonitoring
Staff Training& Support
AdministratorParticipation
EffectivePractices
Implementation
CO PBSFCPS
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders
– Administrative responsibility
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Relevant &MeasurableIndicators
Team-basedDecision Making &
Planning
ContinuousMonitoring
RegularReview
EffectiveVisual Displays
EfficientInput, Storage, &
Retrieval
Evaluation
SWIS FRMS
What does SWPBS look like? • >80% of students can tell you what is expected of them &
give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for addressing problem behavior.
• Data- & team-based action planning & implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available to all students
0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Tota
l ODR
s
Pre
Post