ENERGISE THE SPIRIT WITH BRAVE
WORDS SCHOOL-WIDE PBIS: THE JOURNEY
Presented by Anne W. Todd, University of Oregon
Acknowledgments to:
Rob Horner, University of Oregon
George Sugai, University of Connecticut
Researchers, practitioners, students,families
OSEP Center on PBIS
September 23, 2010
www.pbis.org www.swis.orgwww.pbissurveys.org
TODAY
A bit about my journey
Brief overview and logic of SW-PBIS
What PBIS looks like in schools
Examples Examples
How to get more information
www.pbis.org
www.pbssurveys.org
www.pbisassessment.org
www.swis.org
[email protected]
EBS
PBS
SWPBS
PBIS
PBL
SWPBS ROOTS
Colvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.
Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.Education and Treatment of Children, 16, 361-381.
Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph (Vol. 6)
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
Other Early UO Influences: DePry, Glasgow, Hagan, Lewis, Palmer, Scott, Tobin, Todd, et al.
MAIN LOGIC
Prevention All children need behaviour support
The most efficient approach to improving social climate of schools is through prevention
Instruction Teaching & supporting appropriate behavior is the most powerful behavior support interventionpowerful behavior support intervention
Teach social skills the same way we teach academic skills
Combine effective teaching with clear continuum of consequences for appropriate & inappropriate behavior.
Data-based decision making Effective practices need nurturing systems constrained by limited resources
Use data for progress monitoring & problem solving
PROBLEM BEHAVIORS
Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate
Exist in every school
Vary in intensity
Are associated w/ variety of contributing variables
Are concern in every not following directions, inappropriate use of school materials, weapons, harassment, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.
Students were labeled
troubled kid, top of triangle, bad kid due to bad parents
Are concern in every community
THE SHIFT TO PREVENTION
Focused on students problem behaviour Need to live up to the label
Goal was to stop problem
Replaces problem behaviour by teaching more socially acceptable behaviours
Alters the environment
Traditional DisciplinePositive Behavioral
Support
Goal was to stop problem behaviour through punishment Taping my mouth shut
Spanking to stop me from interrupting
Exclusion
Alters the environmentto promote safety & success
Acknowledges appropriate behaviour
Supports ALL students through a continuum of support
Successful behavioural support is linked to host environments or schools that are effective, efficient, relevant, & durable(Safran & Howard, 2003; Zins & Ponti, 1990)(Safran & Howard, 2003; Zins & Ponti, 1990)
Focus on changing the environment to support student behaviour
RESEARCH TO PRACTICE
Kappan/Gallup Poll (1980-1998) US, general public, rated fighting/violence/gangs, lack of
discipline, lack of funding, & increasing use of
drugs/alcohol as top 4 biggest problems facing local schools.
Skiba and Peterson (2000)Skiba and Peterson (2000)
Teachers report that uncivil behavior is increasing
and is a threat to effective learning
There is a link between general level of disruptive
behavior and more extreme acts of violence
RESEARCH FINDINGS
Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are:response to school violence are:
Counseling (talking therapies)
Psychotherapy
Punishment Gottfredson, 1997
Lipsey, 1991; 1992
Tolan & Guerra, 1994
Elliott, Hamburg, Williams, 1998
RESEARCH FINDINGS
The same research reviews indicate that the most
effective responses to school violence are:
Social Skills Training
Academic Restructuring
Behavioral Interventions Behavioral Interventions Gottfredson, 1997
Elliot, Hamburg, & Williams, 1998
Tolan & Guerra, 1994
Lipsey, 1991; 1992
THE CHALLENGE
Exposure to exclusionary discipline has been
shown, not to improve school outcomes, but in
fact to be associated with higher rates of school
dropout. Skiba, Peterson and Williams, 1997Skiba, Peterson and Williams, 1997
Ekstrom, Goertz, Pollack, & Rock, 1986
Wehlage & Rutter, 1986
Sprick, Borgmeier, Nolet, (2002)
EXAMPLES
The focus typically is on individual student
behaviors, without attending to the systemic
variables that (a) are easier to change, and (b)
have a larger effect.
TIME COSTS OF PROBLEM BEHAVIOURS
Intermediate school (grades 6-8)
with 565 students reported over
2,600 office discipline referrals in 2,600 office discipline referrals in
one academic year. Nearly 67% of
students received at least one office
discipline referral.
TIME COSTS
2600 OFFICE DISCIPLINE REFERRALS
Administrative Time 20 min/incident
52,000 minutes
866 hours
Teacher Time 5 minutes/incident
LL 108 days
27 days 5 minutes/incident
1300 minutes
216 hours
53 days
Student Time
20 minutes/incident
LL
LL
27 days
108 days
1500
2000
2500
3000 T
otal
Offi
ce D
isci
plin
e R
efer
rals
FRMS Total Office Discipline Referrals
108
administrative
days25
administrative
days
0
500
1000
Tot
al O
ffice
Dis
cipl
ine
Ref
erra
ls
94-95 95-96 96-97 97-98 98-99Academic Years
83 Administrative Days 83 Administrative Days
saved!
TIME COSTS/SAVINGS
Year 1 implementation: 1500 ODRs
Administrative days 62 days
Teacher days 15 days
Student days
Year 2 : 900 ODRs
Administrative days 37 days 1000 1500
2000
2500
3000
Tot
al O
ffice
Dis
cipl
ine
Ref
erra
ls
FRMS Total Office Discipline Referrals
Administrative days 37 days
Teacher days 9 days
Student days 37 days
Year 5: 600 ODRs
Administrative days 25 days
Teacher days 6 days
Student days 25 days
0
500
1000
Tot
al O
ffice
Dis
cipl
ine
Ref
erra
ls
94-95 95-96 96-97 97-98 98-99Academic Years
SW-PBIS OUTCOMESSOME EXAMPLES
Suspensions per 100 studentsNorth Carolina Schools
CEDAR CREEK MIDDLE SCHOOL
FRANKLIN COUNTY, NORTH CAROLINA
640
660
680
700
720
740
760
780
Pre PBIS 05-06 Post PBIS 08-09
Enrollment
0
0.5
1
1.5
2
2.5
Pre PBIS 05-06 Post PBIS 08-09
ODR/100
Pre PBIS 05-06 Post PBIS 08-09Pre PBIS 05-06 Post PBIS 08-09
0
10
20
30
40
50
60
70
Pre PBIS 05-06 Post PBIS 08-09
% Meeting Reading AND
Math EOG
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Pre PBIS 05-06 Post PBIS 08-09
Staff Turnover
Patterson and Family SchoolsTotal office discipline referrals
300
400
500
tot a
l # o
f OD
R's
per
yea
r
97-98
98-00
1st EBS yr 2nd EBS yr 3rd EBS yr 4th EBS yr0
100
200
tot a
l # o
f OD
R's
per
yea
r
98-00
99-00
00-01
Statewide Assessment ScoresPatterson School
60
80
100
% o
f stu
den t
s m
eetin
g be
nchm
ark
1998
1999
Reading3rd 5th
0
20
40
% o
f stu
den t
s m
eetin
g be
nchm
ark
1999
2000
2001
Statewide Assessment ScoresPatterson School
60
80
