Monday Keynote School-wide Positive Behavior Support

Monday Keynote

School-wide Positive Behavior Support

George SugaiOSEP Center on PBIS

University of ConnecticutAugust 10, 2009

www.pbis.org www.cber.orgDr. Carl Cole, RMC Research, St. Thomas

CCole@rmcres.com

PURPOSE

School-wide Positive

Behavior Support &

Special Education• What is SWPBS?• SWPBS & Response-to-Intervention

• Special Educators’ Role• PBS Strand: Practices, Systems & Examples

Policy & Practice Examples & Considerations

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

American Recovery & Reinvestment Act

IDEA & 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)

www.PBIS.org

SWPBS about ALL

SWPBS about ALL

What is SWPBS?

Our Challenges…….

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse

5. COMPETING INITIATIVES

• SW discipline• Class manage• Social skills program

3. NEGATIVE SCHOOL CLIMATE

• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe

2. POOR ACHIEVEMENT

• 25% 3rd at grade• >50% 9th 2+ “F”

1.REACTIVE MANAGEMENT

•5100 ref/yr•Marcus 14 days det.

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!”

Erroneous assumption that student…

• Is inherently “bad”

• Will learn more appropriate behavior through increased use of “aversives”

• Will be better tomorrow…….

When behaviorreturns….”Get Tough!”

• Clamp down & increase monitoring

• Re-re-re-review rules

• Extend continuum & consistency of consequences

• Establish “bottom line”

...Predictable individual response

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!

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

Our Challenges…….

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse

5. COMPETING INITIATIVES

• SW discipline• Class manage• Social skills program

3. NEGATIVE SCHOOL CLIMATE

• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe

2. POOR ACHIEVEMENT

• 25% 3rd at grade• >50% 9th 2+ “F”

Effective Behavioral Interventions

Effective Academic Instruction

Systems for Durable & Accurate Implementation

Continuous & Efficient Data-based Decision Making

POSITIVE, EFFECTIVE

SCHOOL CULTURE(SWPBS)

=

Our Challenges…….

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse

5. COMPETING INITIATIVES

• SW discipline• Class manage• Social skills program

3. NEGATIVE SCHOOL CLIMATE

• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe

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

Our Challenges…….

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse

5. COMPETING INITIATIVES

• SW discipline• Class manage• Social skills program

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

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

Are outcomes

measurable?

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

Are outcomes

measurable?

“Response-to-Intervention”

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

ALL

SOME

FEW

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

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

Responsiveness to Intervention

Academic+

Social Behavior

RTIContinuum of Support for

ALL

Dec 7, 2007

Math

Soc Studies

Science

Reading

Soc skills

Basketball

Sep 06 Feb 08Feb 07 Sep 08

Sep 06 Feb 08Feb 07 Sep 08

Sep 06 Feb 08Feb 07 Sep 08

Sep 06 Feb 08Feb 07 Sep 08

SWPBS is framework for….

“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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Approach for operationalizing

best practice

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Non-classroom

• 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

Classroom

• 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

Family

• 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 Student

www.pbis.orgHorner, 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”

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

• Readiness agreements, prioritization, & investments

• 3-4 year implementation commitment

• Local capacity for training, coordination, coaching, & evaluation

• Systems for implementation integrity

SWPBS Systems Implementation Logic

Funding Visibility PolicyPoliticalSupport

Training Coaching CoordinationEvaluation

LEADERSHIP TEAM

Local School/District Implementation Demonstrationswww.pbis.org

“SWPBSImplementation Blueprint”

Examples

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

Saying & doing it “Positively!”

Keep off the grass!

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 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context

Acknowledge & Recognize

Key-to-Success ProjectKey-to-Success Project

Total Number of Office Discipline Referrals Per Year

419

324

218

050

100150200250300350400450

Baseline SWPBS Yr 1 SWPBS Yr 2

Years

Tota

l num

ber o

f ODR

s

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

To

tal O

DR

s

Academic Years

FRMS Total Office Discipline Referrals

SUSTAINED IMPACTPre

Post

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

SWPBS schools are more preventive

Elementary School

Suspension Rate

Elementary School

Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity

Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity

National ODR/ISS/OSS July 2008

K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279

ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61  # Expl 0.03 0.29 0.39

24091,254,4531,073,642

July 2, 2008

ODR rates vary by level

July 2, 2008

• Work as team for all

• Know your measurable outcomes

• Use relevant data for decision making

• Invest in developing effective, efficient, & relevant continuum of evidence-based practices

• Establish system-wide supports for implementation integrity & maximum student performance outcomes

Messages

George.sugai@uconn.edu

Robh@uoregon.edu

www.pbis.org