Systems Change & PBIS Implementation in High

Schools: Current Experiences & Research Status

George SugaiOSEP Center on PBIS

May 18, 2004Sugai@uoregon.edu

www.PBIS.org

Today’s Task…To review critical features of school-wide positive behavior support (PBS) at high school level Does need exist? What have we learned? Accomplishments?

Challenges? How have teams responded to challenges? What next?

Acknowledgements

HS PBIS Teams Lucille Eber & team Hank Edmonson & team Brigid Flannery & team Cheryle & team Guests ISBE, OSEP

PBIS “Big Idea”

Goal is to establish host environments that support adoption & sustain use of evidence-based practices

(Zins & Ponti, 1990)

Guiding Principle #1

“Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment”

Rutter & Maughan, 2002

Guiding Principle #2

To affect incidence & prevalence of antisocial behavior, we must increase availability, adoption, & sustained use of validated practice

Biglan, 1995

Guiding Principle #3

Use what we know about behavior of individuals to affect behavior & organization of communities, & create a common vision, language, & experience for all members of the communityBiglan, 1995; Horner, 2002

Guiding Principle #4

“Reducing ethnic overrepresentation is a matter of creating successful school environments for all students & accurately distinguishing disabilities from so-called cultural differences, political influences, & socio economic factors. We must realize that the causes of low academic performance & challenging behavior do not reside solely within the child or family.”

Meyer, G. & Patton, J., 2001, p. 12

Immediate high school challenges

Limited evidence base Long traditional disciplinary approach to

instruction Relatively limited reform Reactive discipline Uneven access & capacity within &

across

Need?....context matters

Some examples Some challenges Student v. school-wide

“Barrow”

Barrow is well-behaved, liked, & enjoys learning, especially music, social aspects, & art, but isn’t producing in academic content areas. Homework & assignments are completed by not submitted. Teachers call him “likeable, social, but irresponsible.” He is failing his freshman block, & his parents are worried that early failure might discourage him about school.

“Solanum”

Solanum does not socialize with her peers, rarely interacts with adults, & spends most of her time in library. She has little appetite, & sleeps during most classes. She leaves campus during lunch, & rarely returns. She might be abusing substances.

“Vai”

Vai’s passion is Skaa….& little else. He attends class & passes all his test, but does little work, openly defies directives to participate or answer questions, & chastises other students as being “puppets of the system.”

“Rhus!”

Rhus is “high functioning autistic.” If three girls (not 2 or 4) enter room before him, he screams & bites his hand. Rhus knows how many tiles are in hallway, how many fire hydrants are on each city street, & what square roots are of all numbers between 17 & 152. Peers avoid contact with Rhus because he’s “too weird.”

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.

Do we care about these kids?....of course we do!

We know the urgency We know the consequences of not acting We know we should care We even have assessment & intervention

technologies

….but context matters.

Context matters!!

High school with 1900 students reported over 5000 office discipline referrals in one academic year. Over 50% of students (mostly 9th graders) have received at least one office discipline referral.

Barrow is in this

school!

5000 referrals =

75,000 min @ 15 min =

1,250 hrs =

156 days @ 8 hrs

“Class from Hell”

Ms. Taken says 3rd period is her “class from hell.” It takes 10 minutes to get classes started. Half the students usually leave the classroom before the period is over. Ms. Taken calls the dean of students to her class at least once per week.

Solanum is in this

classroom!

“Detention”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

Conteaster is in

this school!

“Main Street”

Classroom & outside doors are locked at 3:20. Lockers are tagged by “Goths,” “Heads,” & “Main Street G.” Staff members haven’t had a staff meeting in 3 months.

Rachel is in this

school!

“FTD”

On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card

You are in this

school!

So…how should we respond?

Understand unique features of high schools

Understand adolescent development

Adopt preventive approach Consider systemic enhancements

High School Concerns

Graduation/attendance rates Curriculum, credits

Safe schools & problem behavior Drugs, dropouts, harassment, attendance, safety,

insubordination, aggression, threats, etc.

Whose responsibility? Students, parents, police, office, teachers,

specialists,…

What makes secondary settings unique?

Size Organization Operations Approach to learning &

teaching Reactive behavior management

2 Worrisome & Ineffective Responses to Problem Behavior

Get Tough (practices) Train-&-Hope (systems)

Worry #1: Getting Tough approach

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. When you’re ready to take responsibility for your actions & behave like an adult, you can be in my classroom!”

Increasingly “aversive” reactive continuum of discipline

Warning ODR & warning ODR & in-school suspension ODR & out-school suspension Expulsion hearing

Get Tough Philosophy

Increase monitoring for future problem behavior

Clamp down on rule violators Re-re-re-review rules & sanctions Extend continuum of aversive

consequences Improve consistency of use of

punishments Establish “bottom line”

System’s response…Get tougher

Zero tolerance policies Security guards & metal detectors, &

surveillance cameras Student uniforms Expulsion Exclusionary options (e.g., alternative

programs)

Reactive responses are predictable

When we experience aversive situation, we select interventions that produce immediate relief by Removing student Removing ourselves Modifying physical environment Assign responsibility for change to student

&/or others

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

2001 Surgeon General’s Report

Risk factors associated with increasing # of antisocial behaviors in youth Antisocial peer networks Reinforced deviancy

Recommendations (rearrange contingencies…..prevention) 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

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

An Approach: School-wide PBS

Success at elem/middle school levels

Preventive, systemic approach Evidence based practices Organizational logic

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Worry #2 “Train & hope” approach

1. React to identified problem

2. Select & add practice

3. Hire expert to train practice

4. Expect & hope for implementation

5. Wait for new problem….

Enhanced approach

1. Organize team2. Review data3. Analyze, describe, & prioritize problem

within context4. Specific measurable outcome5. Select evidence based practice6. Provide supports for accurate sustained

adoption & implementation7. Monitor practice implementation &

progress toward outcome

What do PBS schools look like generally? >80% of students can tell you what is expected of

them & give behavioral example Academic engagement is high Positive adult-to-student interactions exceed negative Evidence based practices are being used 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

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

Key word: PREVENTION

Primary Reduce # new cases

Secondary Reduce # current cases

Tertiary Reduce complications, intensity, severity

of current cases

Implementation Features

1. Establish EBS leadership team

2. Secure SW agreements & supports

3. Establish data-based action plan

4. Arrange for high fidelity implementation

5. Conduct formative data-based monitoring

1. Establish EBS Leadership Team

Behavioral capacity School, student, family & district

representation Active administrator participation Efficient communications & staff

development Leadership & decision making status Data-based decision making & problem

solving

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP

Attendance Committee

Social Club Committee

Safety Committee

School Spirit Committee

Discipline Committee

Diversity Committee

PBS Work Group

Working Smarter

2. Secure SW Agreements & Supports

Agreements Prioritized data-

based need & action

3-4 year commitment

Preventive instructional approach to social behavior

Supports Administrative

leadership Prioritized resources

Materials, personnel, etc.

On-going coaching/facilitation

Time

3. Establish Data-based Action Plan

Use of available & meaningful data EBS Self-assessment Survey Behavioral incident data, attendance Middle school data Faculty/student focus groups

Consideration of multiple systems Adoption, adaptation, & sustained

use of evidence-based practices

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

School-wide & Classroom-wide 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

Classroom Management Systems

Behavior & classroom management 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

Instructional management Selection Modification & design Presentation & delivery

Environmental management

Nonclassroom Systems

Positive expectations & routines taught & encouraged

Active supervision by all staff Scan, move, interact

Precorrections & reminders Positive reinforcement

Individual Student System

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

4. Arrange for High Fidelity Implementation

Team-based leadership & implementation Use of research-validated practices Active administrator support & participation Overt supports for staff implementation

Natural & systematic staff development Instructional scripts/prompts

Continuous monitoring & modification for maximum efficiency & effectiveness

Positive reinforcement

But not without

attention to factors

that affect

adoption, teaching,

& sustained use of

these outcomes

Words to…

Actions to…

Habits to…

“Character”

Overheard at a workshop

5. Conduct formative data-based monitoring

“Good” data for input Efficient data manipulation &

summarization SWIS.org

Guided data-based decision making

What have we learned about PBS implementation efforts in

secondary settings?

Adolescent Mis-assumptions

Adolescents know better….they just don’t!

Adolescents will learn to be responsibility through natural consequences!

Adolescents will when they want to! ….

What are we learning about high schools?

Limited research base & few documented demonstrations exist

Many “urgent” competing initiatives exist Enrollment size matters (>700) Organizational & administrative

characteristics must be considered Skill fluency, independence, &

responsible behavior are assumed & expected in students

Content mastery is goal & competition is fostered

Peer social culture is important influence

Communication systems are inefficient Need to be active & positive is not

widely embraced Discipline is reactively-oriented Success is assumed for some

What have we learned about PBS implementation efforts in high

school settings?

Getting “there” might be different for high schools than for elementary & middle schools

Recommendations for PBS in secondary schools

Establish team that enables efficient communication & decision making with large number of staff members

Work w/in existing administrative structures

Start small, prioritize time Identify naturally occurring & useful

data sources & systems

Increase focus on teaching & encouraging positive expectations

Maximize administrator involvement Involve students & staff to greatest

extent Increase opportunities for feedback to

students & staff Identify measurable outcome indicators

Increase opportunities for academic success & competence of ALL students

Create student communities that are small in size, maximize adult interactions, & enable active supervision

Prioritize, model, prompt, & acknowledge factors that contribute to positive “SENSE OF COMMUNITY”

3 Organizational Goals

Common Vision Mission, purpose, goal

Common Language Communications, terminology, information

Common Experiences Routines, actions, activities, operational

structures, etc.

Consider stages of systems change

Identification & adoption of best practices & systems

Accurate & fluent implementation Efficient, durable & sustained use Controlled expansion

So…how do we respond?

Understand unique features of high schools

Understand adolescent development

Adopt preventive approach PBS

Adopt systems perspective

Support kid behavior

Support adult behavior

Redesign learning environments for effectiveness, efficiency, relevance

System Improvement

Tools (pbis.org)

EBS Self-assessment TIC: Team Implementation Checklist SSS: Safe Schools Survey SET: Systems School-wide Evaluation Tool PBS Implementation & Planning Self-

assessment ISSET: Individual Student Systems

Evaluation Tool (pilot) SWIS: School-Wide Information System

(swis.org)

Dates

ABA Conference, May 28-31, 2004, Boston

PBS Conference, March 9-12, 2005, Tampa, FL

PBS Trainers’ Forum, October 6-8, 2004, Chicago, IL

Have a great forum!

www.PBIS.org

Teach us what you’ve learned

Assist others in their efforts

Guide us where to go next