School-Wide Positive Behavior Support: Introduction Presented by Susan Barrett Horner & Sugai OSEP...
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School-Wide Positive Behavior Support: Introduction Presented by Susan Barrett Horner & Sugai OSEP Center on PBIS University of Oregon June 7, 2005 www.pbis.org www.swis.org
School-Wide Positive Behavior Support: Introduction Presented by Susan Barrett Horner & Sugai OSEP Center on PBIS University of Oregon June 7, 2005
School-Wide Positive Behavior Support: Introduction Presented
by Susan Barrett Horner & Sugai OSEP Center on PBIS University
of Oregon June 7, 2005 www.pbis.org www.swis.org
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Advanced Organizer Review Critical Features Examples Data
Slide 3
Main Message! Successful Individual student behavior support is
linked to host environments or school climates that are effective,
efficient, relevant, & durable (Zins & Ponti, 1990)
Slide 4
Big Ideas 3-5 years Organizational Framework Critical Features
same across schools-unique to the culture of the school Invest in
Coaching Capacity
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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Student Behavior OUTCOMES Supporting Social Competence &
Academic Achievement Supporting Decision Making 4 PBS Elements
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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 Individualized Systems for Students with
High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF
SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
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Critical Features Establish Commitment Establish and Maintain
Team Self-Assessment Establish School-Wide Expectations Establish
On-Going System of Rewards Establish System for Responding to
Behavioral Violations Establish Information System Build Capacity
for Function-Based Support Build District Level Support
Slide 8
Establish Commitment 1.Administrator support and active
involvement 2.Behavior Support 1of top 3 school improvement goals
3.80% Faculty support 4.3 year timeline
Slide 9
Build Your Team Core team members will make or break the change
effort. Choose the team to assure: Representation from all subject
areas Representation from all staff cohorts Inclusion of a trusted
administrator, discipline guru, motivator
Slide 10
Team Composition Administrator Grade/Department Representation
Specialized Support Special Educator, Counselor, School
Psychologist, Social Worker, etc. Support Staff Office,
Supervisory, Custodial, Bus, Security, etc. Parent Community Mental
Health, Business Student Start with Team that Works.
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Behavioral Capacity Priority & Status Data-based Decision
Making Communications Administrator Representation Team
Integrate past school behavior plans Assure clarity of target
areas Incorporate school colors or mascot Marketing Strategy
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Self-Assessment 1.Completion of PBIS Staff Survey 2.Team
summarizes existing school discipline data 3.Strengths, areas of
immediate focus identified 4.Action plan written
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80% Staff Buy In Share Data/Presentations Start Small Easy
Implementation Showcase Success
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Staff Buy In CITY RRAP ASK ABOUT IT !!!!
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Agreements Team Data-based Action Plan ImplementationEvaluation
GENERAL IMPLEMENTATION PROCESS: Getting Started
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Brainstorm classroom vs. office managed behaviors Come to
consensus on language to be used Agree on behaviors to list Nuts
and Bolts
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Create a decision tree Repeat the Process for Office Managed
Behaviors Possible administrative relations to referrals Procedures
for handling referrals
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Keep it as clear as possible Develop a Process Flow Chart
Combine the two decision trees to create a process flow chart to
guide all student behavior management. Keep it as simple as
possible
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Initiative, Committee PurposeOutcomeTarget Group Staff Involved
SIP/SID Attendance Committee Increase attendance Increase % of
students attending daily All studentsEric, Ellen, Marlee Goal #2
Character Education Improve character All studentsMarlee, J.S.,
Ellen Goal #3 Safety Committee Improve safetyPredictable response
to threat/crisis Dangerous students Has not metGoal #3 School
Spirit Committee Enhance school spirit Improve moraleAll
studentsHas not met Discipline Committee Improve behaviorDecrease
office referrals Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug
useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model
Decrease office referrals, increase attendance, enhance academic
engagement, improve grades All studentsEric, Ellen, Marlee, Otis,
Emma Goal #2 Goal #3 Sample Teaming Matrix
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Agreements Team Data-based Action Plan ImplementationEvaluation
GENERAL IMPLEMENTATION PROCESS
Slide 25
Nonclassroom Setting Systems Classroom Setting Systems
Individual Student Systems School-wide Systems School-wide Positive
Behavior Support Systems
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Establish SW Expectations FRMS High 5s Be Respectful Be
Responsible Be There/Ready Follow Directions Hands & Feet to
Self
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Teaching SW Expectations FRMS Opening Day Teach directly in
context (teaching stations) See/model Practice Acknowledge 2 day
intensive by all staff/students Regular weekly/monthly review
5
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Teaching guidelines Show, tell, describe. Practice frequently.
Monitor/supervise use. Acknowledge/recognize.
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Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly
Respect Others Use inside voice Eat your own food Stay in your seat
Stay to right Arrive on time to speaker Respect Environment &
Property Recycle paperReturn trays Keep feet on floor Put trash in
cans Take litter with you Respect Yourself Do your best Wash your
hands Be at stop on time Use your words Listen to speaker Respect
Learning Have materials ready Eat balanced diet Go directly from
bus to class Go directly to class Discuss topic in class w/
others
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RAH at Adams City High School (Respect Achievement Honor)
RAHClassroomHallway/ Commons CafeteriaBathrooms Respect Be on time;
attend regularly; follow class rules Keep location neat, keep to
the right, use appropriate lang., monitor noise level, allow others
to pass Put trash in cans, push in your chair, be courteous to all
staff and students Keep area clean, put trash in cans, be mindful
of others personal space, flush toilet Achievement Do your best on
all assignments and assessments, take notes, ask questions Keep
track of your belongings, monitor time to get to class Check space
before you leave, keep track of personal belongings Be a good
example to other students, leave the room better than you found it
Honor Do your own work; tell the truth Be considerate of yours and
others personal space Keep your own place in line, maintain
personal boundaries Report any graffiti or vandalism
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Kuleana: Be Responsible Have lunch card ready Be orderly in all
lines Hoihi: Be Respectful Use proper table manners Eat your own
food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be
Safe Walk at all times Wash hands Chew food well; dont rush
Cafeteria King Kaumualii on Kauai
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Kuleana: Be Responsible Turn in paperwork/$ on time Wear
appropriate footwear/clothing Bring home lunch Hoihi: Be Respectful
Care for the field trip site Listen to speakers Laulima: Be
Cooperative Stay with your chaperone/group Malama: Be Safe Use the
buddy system Follow school/bus rules Field Trips King Kaumualii on
Kauai
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Instructional Approach Behavioral expectations taught directly
Teach social behaviors like academic skills Academic engagement
& success are maximized Influence of instructional support is
considered
Slide 37
Teaching guidelines Behavior management problems are
instructional problems. Process for teaching social behaviors &
academic skills is fundamentally same. Emphasis is on teaching
functional & prosocial replacement behaviors. Instructional
supports are important.
Slide 38
Skill Name Getting Help (How to ask for assistance for
difficulty tasks) Teaching Examples 1. When you re working on a
math problem that you can t figure out, raise your hand and wait
until the teacher can help you. 2. You and a friend are working
together on a science experiment but you are missing a piece of lab
equipment, ask the teacher for the missing equipment. 3. You are
reading a story but you don t know the meaning of most of the
words, ask the teacher to read and explain the word. Kid Activity
1. Ask 2-3 students to give an example of a situation in which they
needed help to complete a task, activity, or direction. 2. Ask
students to indicate or show how they could get help. 3. Encourage
and support appropriate discussion/responses. Minimize attention
for inappropriate responses. After the Lesson (During the Day) 1.
Just before giving students difficult or new task, direction, or
activity, ask them to tell you how they could get help if they have
difficulty (precorrection). 2. When you see students having
difficulty with a task (e.g., off task, complaining), ask them to
indicate that they need help (reminder). 3. Whenever a student gets
help the correct way, provide specific praise to the student. Cool
Tool
Slide 39
Traveling Passports Precorrecting new kids in Tigard, Oregon
Procedures Meet with key adults Review expectations Go to
class
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P-word >80% of elementary students can name five most
important words, & give contextually appropriate behavioral
examples: Respect, Responsibility, Safety, Achievement, &
P-word.
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Establish procedures for encouraging SW expectations FRMS: High
Fives Guidelines Lots to less Individual to group External- to
self-managed Frequent to infrequent Paired with social recognition
Label specific expectation & behavior Culturally/contextually
appropriate & considerate
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Acknowledging SW Expectations: Rationale Humans require regular
& frequent feedback on their actions Humans experience frequent
feedback from others, self, & environment W/o formal feedback
to encourage desired behavior, other forms of feedback shape
undesired behaviors
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Samples High Fives, Gotchas Traveling Passport Super Sub Slips,
Bus Bucks 1 Gallon Back/front of bus Free homework coupon Discount
school store, grab bag Early dismissal/Late arrival First/last in
Line Video store coupon, free fries Positive Office Referrals Extra
dessert Class event G.O.O.S.E 1-Free Period Massage File stuffer
Coffee Coupon Golden Plunger Give Em a Hand Kudos
Slide 45
Cougar Traits in the Community Student Name
__________________________________ Displayed the Cougar Trait of:
Respect Responsibility Caring Citizenship (Circle the trait you
observed) Signature _____________________________________________
If you would like to write on the back the details of what you
observed feel free! Thank you for supporting our youth.
Slide 46
Good morning, class! Teachers report that when students are
greeted by an adult in morning, it takes less time to complete
morning routines & get first lesson started.
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Bus Bucks Springfield P.S., OR Procedures Review bus citations
On-going driver meetings Teaching expectations Link bus bucks w/
schools Acknowledging bus drivers
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Super Sub Slips Empowering subs in Cottage Grove, OR Procedures
Give 5 per sub in subfolder Give 2 out immediately
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Positive Office Referral Balancing positive/negative
adult/student contacts in Oregon Procedures Develop equivalent
positive referral Process like negative referral
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Piece of Paper In one month, staff recorded 15 office
discipline referrals for rule violations, & 37 for contributing
to safe environment
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Team Managed Staff Acknowledgements Continuous Monitoring Staff
Training & Support Administrator Participation Effective
Practices Implementation
Slide 56
80% Rule Apply triangle to adult behavior! Regularly
acknowledge staff behavior Provide Alternative Option for Students
with Chronic Problem Behavior Do not expect school- wide effort to
influence behavior of 1-7% of students.
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Golden Plunger Involve custodian Procedure Custodian selects
one classroom/ hallway each week that is clean & orderly Sticks
gold-painted plunger with banner on wall
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1 Free Period Contributing to a safe, caring, effective school
environment Procedures Given by Principal Principal takes over
class for one hour Used at any time
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G.O.O.S.E. Get Out Of School Early Or arrive late Procedures
Kids/staff nominate Kids/staff reward, then pick
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Data Based Decision Making
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Self-Assessment Efficient Systems of Data Management Team-based
Decision Making Evidence- Based Practices Multiple Systems Existing
Discipline Data Data-based Action Plan
Slide 62
What systems are problematic ? Referrals by problem behavior?
What problem behaviors are most common? Referrals by location? Are
there specific problem locations? Referrals by student? Are there
many students receiving referrals or only a small number of
students with many referrals? Referrals by time of day? Are there
specific times when problems occur?
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Referrals by Problem Behavior
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Referrals per Location
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Referrals per Student
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Referrals by Time of Day
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Designing Solutions If many students are making the same
mistake it typically is the system that needs to change not the
students. Teach, monitor and reward before relying on punishment.
An example (Kartub et al, JPBI, 2000)
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Cost Benefit: Springfield MS Washington County 2001-2002 Office
Referrals=2277 2002-2003 Office Referrals=1322 42% (955) Decrease
in Office Referrals
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Cost Benefit: Springfield MS Washington County If one Office
Referral takes 15 minutes for an administrator to process, then 955
x 15 = 14,325 minutes 238.75 hours or 40 days
Slide 75
Cost Benefit: Springfield MS Washington County If a student
misses 45 minutes of instructional time/Office Referral, then 955 x
45 minutes= 42,975 minutes 716.25 hours or 119 days
Slide 76
To Conclude Create systems-based preventive continuum of
behavior support Focus on adult behavior Establish behavioral
competence Utilize data based decisions Give priority to academic
success Invest in evidence-based practices Teach & acknowledge
behavioral expectations Work from a person-centered, function-based
approach Arrange to work smarter
Slide 77
Implementation Tools Team Checklist Self Assessment- Staff
Survey SWIS
