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How to Create and Sustain Strong Schools: The Whole Child Initiative

Gregory J. Benner, Ph.D. Professor and Executive Director

Center for Strong Schools University of Washington-Tacoma

(253) 692-4621 gbenner@uw.edu

Learning Targets

• I have deepened my understanding of social emotional learning the foundation of sustainable change

• I have deepened my understanding of positive behavioral interventions and supports (PBIS) and how it fits within the system of supports.

• I have deepened my understanding of how to implement evidence-based practices successfully over time (sustainability).

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Universal

Targeted

Intensive

Understanding the Whole Child

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Universal

Targeted

Intensive Deep

Understanding Fluency

Phonemic Awareness

Prosody

Comprehension

Word Reading

Phonological Awareness

Vocabulary

Phonics

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Pyramid of Youth Program Quality

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The Starting Point: Positive Behavioral Interventions and

Supports

Creating the culture you envision Good Behaviors

Student Centered

-Outcome: Develop Schoolwide Behavior

Matrix

Catching Kids Living It Outcome: Plan for rewarding student

behavioral success

Build student self-regulation and

prevent coercive interactions Outcome: Plan for responding to challenging

behavior in and outside of classrooms

What is School-wide PBS?

• School-wide PBS is:

– A framework, establishing the social culture and behavioral supports needed for schools to be effective learning environments for ALL students.

• Evidence-based features of SW-PBS – Prevention

– Define and teach positive social expectations

– Acknowledge positive behavior

– Arrange consistent consequences for problem behavior

– Collection and use of data for decision-making

– Continuum of intensive, individual interventions.

– Administrative leadership – Team-based implementation

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Why implement SWPBS?

Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

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• K-12 students: 42% of

instructional time (6 hrs.)

engaged in learning.

• 17% of the day students

are engaged and are successful in academic

tasks (one hour)

• High school: 90% non-

academically engaged

time (Lewis, 2012).

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CLOSING THE ACHIEVEMENT GAP BEGINS WITH CLOSING THE ENGAGEMENT GAP

Stress , anxiety, &

burnout

Time to Teach

• 3-4 more hours of

instruction per week

• Less job-related stress

• Happier

• Greater job satisfaction

• Improved self-efficacy

• Better health

• More likely to stay in

profession

• Greater student

engagement

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0

50

100

150

200

250

Cascade Chinook Pacific Sylvester

Middle School: Total "Out of School Suspensions"

2010-11 Suspensions

2011-12 Suspensions

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SCHOOLWIDE PBIS

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Cascade View Thunderbird Promises

Arrival Hallway Lunch Recess Dismissal

To and From

School (Bus,

Walk, Bike, or

Ride)

HOME

(Family-

generated

Expectations)

Be

Safe

Keep hands, feet

and objects to self

Walk

Keep hands,

feet and

objects to self

Walk

Keep hands, feet

and objects to self

Walk

Keep hands,

feet and

objects to self

Stay in

playground

boundaries

Keep hands, feet

and objects to self

Walk

Keep hands, feet

and objects to

self

Be

Respectful

Voice level

Conversational

(2)

Use appropriate

language

Voice level

Silent (0)

unless directed

by adult

Voice level

Conversational

(2)

Use appropriate

language

Use

appropriate

language

Be kind

Voice level

Conversational

(2)

Use appropriate

language

Use appropriate

language

Be

Responsible

Follow adult

directions

Be on time

Follow adult

directions

Go directly to

and from

where you

need to be

Follow adult

directions

Clean up after

yourself

Stay seated until

dismissed

Follow adult

directions

Play fairly

Follow adult

directions

Go directly to

where you need to

be

Follow adult

directions

Go directly to

where you need

to be

Be

A Learner

Come prepared

Be ready to learn

Learn the rules

Follow the

rules

Learn the rules

Follow the rules

Learn the rules

Follow the

rules

Use problem

solving skills

Leave prepared to

do your

homework

Share your

learning at home

Use problem

solving skills

CARDINAL CULTURE

Who are we ???

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ake Responsibility

e Safe

ntegrity Counts

espect Everyone

o your best work

ee yourself successful

REMEMBER TO FOLLOW:

Our Way, The T-Bird Way! Hallway Expectations

T Take Responsibility

Be on time to every class

Put trash in proper cans

Walk away from negative situations

B Be Safe

Stay to the Right

Mind personal space with kindness

Be where you’re supposed to be

I Integrity Counts

Always have a valid pass

Help others when necessary

R Respect Everyone

Keep your hands and feet to yourself

Keep posted materials up

Respect classrooms in session

D Do your Best Work

Move swiftly to your destination

Speak quietly and appropriately

Take the shortest route to class

Day 2

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Reflection: Table Group

Discussion • What area of your building or facility is a “hot

spot”?

– Think: Where are the most behavioral issues

happening?

• What are the top three positive behaviors you

would like to see students show in this area?

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Student Ownership

Acknowledging Desired Behaviors

“Celebrate what you want to

see more of." -Thomas J. Peters

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Rita Pierson

Ratio of Interactions

Plan to interact at least four times more

often with each student when he or she is

behaving appropriately than when he or she

is misbehaving (5:1 ratio)

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Students Caught Being Responsible

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Intermediate Reinforcement

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CLASSROOM

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S – Sit up

L – Listen

A – Ask and Answer

N – Nod/Note

T – Track the speaker

What does that look & sound like in

Instructional Situations (Small group, peer-

tutoring, or large group discussion)

RESTORATIVE PRACTICES

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QUESTIONS