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Establishing Multi-tiered Behavior Support Frameworks to Achieve Positive
School-wide Climate
George Sugai Tim Lewis Rob HornerUniversity of Connecticut University of Missouri University of Oregon
www.pbis.org
Sr+
• Children & Youth & Their Families
• School & District Leaders
• APBS, OSEP, OSHS
• Researchers & Implementers
Praise & Acknowledgement
PURPOSE
Provide overview & booster on
implementation of multi-tiered behavior
frameworks (MTBF) to enhance leadership
team implementation capacity when
establishing positive school climates
Describe core features of MTBF (George)
Describe MTBF practices & systems to maximize implementation fidelity (Tim)
Describe MTBF data practices & systems to improve decision making & action planning (Rob)
Q&A & Discussions (All)
1:00
Agenda
2:00
3:15
4:30
3:00 Break
5:00 Adjourn
www.pbis.org
PresentationsSCTG
Webinars, Overviews, Materials
MTBF Core Features
PBIS, SWPBS, MTSS-B,….
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESMTSS/MTBF
Getting Tough
Teaching to Corner
Applied Challenge:Academic & behavior success (failure) are
linked!
MTBF is about….Improving classroom
& school climate
Decreasing reactive management
Maximizing academic
achievement
Improving support for
students w/ EBD
Integrating academic &
behavior initiatives
HOW?
Establish positive school
climate Maximizing academic success
Teaching important social
skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively
Biglan, Colvin, Mayer,Patterson,
Reid, Walker
Preventing development of antisocial behavior &
establishing positive school climates
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• Justice Center & Council of State Governments (2014)
• White House Conference on School Violence (2006)
Understanding mechanism (Function) matters!
KID(-) School Climate
• Non-compliance & non-cooperation
• Disrespect• Teasing, harassment, &
intimidation• Disengagement & withdrawal• Nonattendance, tardy, &
truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use
SCHOOL(-) School climate
• Reactive management• Exclusionary disciplinary practices• Informal social skills instruction• Poor implementation fidelity of
effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision making• Inefficient, ineffective instruction• Negative adult role models
Coercive Cycle
SCHOOL(+) School Climate
• Positive > negative contacts• Predictable, consistent, &
equitable treatment• Challenging academic
success• Adults modeling expected
behavior• Recognition &
acknowledgement• Opportunity to learn• Safe learning environment• Academic & social
engagement
KID(+) School Climate
• Compliance & cooperation• Respect & responsibility• Positive peer & adult
interactions• Engagement & participation• Attendance & punctuality• Anger & conflict management• Safe & clean environment• Healthy food & substance use• Self-management behavior
Positive Reinforcement Cycle
Negative SchoolBehavior
Negative StudentBehavior
What’s It Take to Shift from Negative to Positive School Climate???
Positive StudentBehavior
Positive SchoolBehavior
Coercive Cycle
Positive Reinforcement
Cycle
Common Vision/Values
Common Language
Common Experience
QualityLeadership
Effective Organizations“Organizations are groups of individuals whose
collective behaviors are directed toward a common goal & maintained by a common outcome”
Skinner, 1953, Science of Human Behavior
GOAL (Big Outcome)
PBIS (aka SWPBS, MTBF)
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;
Sugai, O’Keeffe, & Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally Valid Decision Making
SWPBS emphasis
“How far away is the wood, Dad?”
Considering Culture, Context, & Learning
History
Maryland
Student
Teacher
AdministratorFamily
Community
Potential for cultural exchange & conflict
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
CORE FEATURES:School-Wide PBS
(Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide expected
behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-based
monitoring & evaluation
CORE FEATURESTargeted PBS (Tier 2)
Team & data driven
Behavior expertise
Increased social skills instruction &
practice
Increased adult supervisionIncreased opportunity for positive reinforcement
Continuous progress
monitoring
Increased precorrection
CORE FEATURESIntensive PBS (Tier 3)
Multi-disciplinary Team & data driven
Behavior expertise
Functional Based Behavior Support
Planning
Wraparound Supports & Culture Driven Person
Centered Planning
Comprehensive School Mental Health Supports
Continuous progress monitoring, positive
reinforcement & adult supervision
Increased precorrection
SWPBS: Core Practice Features
SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•
TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Prec
isio
n
Enga
gem
ent
Feed
back
Prac
tice
Team
wor
k
Universal
Targeted
IntensiveContinuum of
Support“Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
Universal
Targeted
IntensiveContinuum of Support for
ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior/practice…..not humans
Self-assess
Homework
Technology
Universal
Targeted
IntensiveContinuum of Support for ALL:“________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
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• • • • • •
State Dept. of _______
PBIS Initiative
Outcome Improve
School Climate
SIG/SPDG
RtI/MTSS
SSHS/SDFS
School Climate
Turnaround
Character Education
Alternative Schools
Restorative Systems
Social Emotional Learning
Organization?
Aligning & Braining Initiatives
Nation
State/Territory
District
School
Classroom
Student
Past initiatives
have failed due to lack of integration & alignment of ALL systems
H. George Feb 2015
Factors Directly & Indirectly Contributing To Student Learning
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Student/ Family Background
MTSS
Implementation Drivers
• SWPBS practices, data, systems
• Policy, funding, leadership, priority, agreement
District Behavior Team
• 2 yr. action plan• Data plan• Leadership• Team meeting
schedule
School Behavior Team • SWPBS
• CWPBS• Small group• Individual student
School Staff
• Academic• Expectations &
routines• Social skills• Self-management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic MTBF Implementation Framework
Team Coaching Support
Regional/State Leadership
Agreements
Team
Data-based Action Plan
“Plan”
Implementation“Do”
Evaluation“Check”
General Implementation
Process
State
District
School
Students
Staff
Principal, Superintendent
All Staff, Students,Administrators
= Coaching
School/District/State
Leadership Team
Collect data, analyze, &
decide
Select evidence-based
practice
Establish measurable
outcome
Implement deliberately & continuously
Arrange to implement with
fidelity
Monitor implementation
& progress
Develop implementation
plan/system
PolicyVisibility
Political Support
Technical Assistance
Enhancing
Implementation Fidelity:
Practices & Systems
Basics & Advanced
Enhancing
Decision Making
Defendable actions &
decisions
Concluding
comments, Q&A,
discussions
What next?
Upcoming Center Events
New England PBIS ForumNovember 2015 Norwood, MA
PBIS Leadership ConferenceOctober 21-24 2015 Chicago, IL
NESWPBISMay 21-22 2015 Groton, MA