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School wide PositiveSchool-wide Positive Behavior Support & CT-SRBIpp
G S iGeorge SugaiOSEP Center on PBIS
C t f B h i l Ed ti d R hCenter for Behavioral Education and ResearchUniversity of Connecticut
April 8, 2009p
www.pbis.org www.cber.org [email protected] g @
IMPLEMENTATION
Response to Intervention
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED
UNIVERSAL SCREENING
R I INTERVENTIONSDATA-BASED
DECISION MAKING
RtISTUDENT
PERFORMANCEDECISION MAKING
& PROBLEM SOLVING
CONTINUOUSPROGRESS
SOLVING
PROGRESSMONITORING
Responsiveness to Intervention
Etc.Social
Intervention
Social Sciences
Literacy & WritingSpecials
Numeracy u e acy&
SciencesSWPBS
Responsiveness to Intervention
Academic Systems Behavioral Systems
1-5% 1-5%Intensive, Individual Interventions
•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense durable procedures5-10% 5-10%
g y •Intense, durable proceduresTargeted Group Interventions
•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
80-90% 80-90%
p p p p
Universal Interventions Universal Interventions80 90%•All students
•Preventive, proactive•All settings, all students•Preventive, proactive
Circa 1996
Tertiary Prevention:Specialized
IndividualizedCONTINUUM OFSCHOOL-WIDE
FEW
Secondary Prevention:
Systems for Students with High-Risk Behavior~5%
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
FEW
P i P ti
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
~15% SOME
Primary Prevention:School-/Classroom-Wide Systems for
All Students,,Staff, & Settings
ALL~80% of Students
FRTI
Intensive Few Continuum of Support for
Targeted SomeSupport for
ALL
Universal AllUniversal All
Dec 7, 2007
Our Challenges…….SWPBS is framework for….5. COMPETING INITIATIVES• SW discipline
Improving classroom &
• SW discipline• Class management• Social skills programs• Character education
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment
school climateDecreasingIntegrating
d i &5. COMPETING
• Character education• Bully proofing• Life skills
Anger management
• 447 teacher abs yr• Staff/parents unsafe
1.REACTIVE MANAGEMENTDecreasing
reactive management
academic & behavior i iti ti
5. COMPETING INITIATIVES
• SW discipline• Class manage
• Anger management• HIV/AID education• Conflict management
D f
MANAGEMENT• 5100 ref/yr• Marcus 14 days management
MaximizingImproving initiatives
4 INEFFECTIVE SPED
Class manage• Social skills program• Drug-free • Parent engagement• School spirit
Vi l ti 2 POOR
det.
Maximizing academic
achievement
p o gsupport for students w/
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school
• Violence prevention• Dropout prevention• Relaxation room
2. POOR ACHIEVEMENT
• 25% 3rd at grade• >50% 9th 2+ “F”achievementEBD• Tasha spends day w/
nurse• Afterschool peer support• School based mental health
clinic……
>50% 9 2+ F
Supporting Social Competence &Academic Achievement
SWPBS?Approach for
OUTCOMES
Academic AchievementApproach for operationalizing
SRBI/RtI
Supporting
SRBI/RtI
SupportingStaff Behavior
pp gDecisionMaking
PRACTICESPRACTICES
SupportingStudent Behavior
VIOLENCE PREVENTION
• Surgeon General’s Report on Youth
• Positive, predictable school-wide climate Violence (2001)
• Coordinated Social Emotional &
climate
• High rates of academic & social success
Learning (Greenberg et al., 2003)
success
• Formal social skills instruction
• Center for Study & Prevention of Violence (2006)
• Positive active supervision & reinforcement
( )
• White House Conference on School Violence
• Positive adult role models
• Multi-component, multi-year School Violence (2006)
Multi component, multi year school-family-community effort
Effective Academic I t tiInstruction
Effective Behavioral Interventions POSITIVE,
Continuous & Efficient Data
PREVENTIVE SCHOOL CULTURE
=Continuous & Efficient Data-
based Decision MakingCULTURE(SWPBS)
Systems for Durable & Accurate Implementation
SWPBSPractices
Classroom
Practices
Classroom
Non-classroom Family• Smallest #
• Evidence-based• Biggest, durable effectgg ,
Student
School-wide1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4 Procedures for teaching SW & classroom-wide4. Procedures for teaching SW & classroom wide expected behavior
5. Continuum of procedures for encouraging expected5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule p g gviolations
7. Procedures for on-going data-based monitoring & g g gevaluation
Non-classroom
• Positive expectations & routines taught & encouragedtaught & encouraged
• Active supervision by all staff– Scan, move, interact
P ti & i d• Precorrections & reminders• Positive reinforcementPositive reinforcement
Classroom• All school-wide• Maximum structure & predictability in routines &
Classroom
p yenvironment
• Positively stated expectations posted, taught, reviewed, prompted, & supervised.p p p
• Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economieseconomies
• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors differentialfor academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.
Individual Student
• Behavioral competence at school & district
Individual Student
levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &Comprehensive person centered planning &
wraparound processes• Targeted social skills & self-management g g
instruction• Individualized instructional & curricular
accommodations
Family
• Continuum of positive behavior support for
Family
p ppall families
• Frequent, regular positive contacts, communications & acknowledgementscommunications, & acknowledgements
• Formal & active participation & involvement as equal partneras equal partner
• Access to system of integrated school & community resources
TeamGENERAL
TeamIMPLEMENTATION PROCESS
Agreements
D t b d
• Readiness agreements, prioritization, & investments
3 4 i l t ti it tData-based Action Plan
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching & evaluation
ImplementationEvaluation
coaching, & evaluation
• Systems for implementation integrityp
Initiative Purpose Outcome Target Staff SIP/SID/e
Working SmarterInitiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance CommitteeCharacter EducationEducation
Safety CommitteeS SSchool Spirit Committee
Discipline CommitteeCommittee
DARE Committee
EBS Work Group
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Sample Teaming Matrix
Committee Group Involved
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
y
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 #3Committee to threat/crisis students
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Improve behavior Decrease office Bullies Ellen Eric Goal #3Discipline 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
All students Eric, Ellen, Marlee Otis
Goal #2
G l #3model referrals, increase attendance, enhance academic engagement, improve grades
Marlee, Otis, Emma
Goal #3
Teaching Academics & B h iBehaviors
DEFINESimply
ADJUST forEfficiency
MODELMONITOR &
ACKNOWLEDGEContinuously
PRACTICEI S ttiIn Setting
TeachingSETTING
Teaching Matrix 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.
prepared. foods.
Respect
Be kind.Hands/feet
to self
Use normal voice
Play safe.Include Practice Whisper. Listen/watch.
UseUse a quiet
voicectat
ions
Respect Others
to self.Help/share
with others.
volume.Walk to right.
others.Share
equipment.
good table manners
Return books.
Use appropriate applause.
voice.Stay in your
seat.
Exp
ec
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.space. garbage can. eating area. carefully.
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The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
Reviewing Strive forReviewing Strive for Five
• Be respectful.• Be safe• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
McCormick Elem. MD 2003
OMMS Business Partner Ticket
6 7 8 Date:6 7 8 Date: ________________Student Name __________________________________
For Demonstrating: Safety Ethics Respect g y p(Circle the trait you observed)
Comments: ___________________________________________
Authorized Signature: ____________________________________
B i NBusiness Name: ________________________________________
Grand Junction CO 5/06
biwww.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”click Research” Evidence Base”
90-School StudyHorner et al in pressHorner et al., in press
• Schools that receive technical assistance from• Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity
• Fidelity SWPBS is associated with▫ Low levels of ODR
▫ .29/100/day v. national mean .34
▫ Improved perception of safety of the school p p p y▫ reduced risk factor
▫ Increased proportion of 3rd graders who meet state reading standard.g
Project Target: Preliminary FindingsB d h & L f iBradshaw & Leaf, in press
• PBIS (21 v. 16) schools reached & sustained high fidelityfidelity
• PBIS increased all aspects of organizational health• Positive effects/trends for student outcomes
– Fewer students with 1 or more ODRs (majors + minors) – Fewer ODRs (majors + minors)– Fewer ODRs for truancy– Fewer suspensions – Increasing trend in % of students scoring in advanced &
proficient range of state achievement testproficient range of state achievement test
>9000 Schools involved in SWPBS
56696000
# of Schools by Level
5000
3000
4000
19432000
117
931
124344
0
1000
0Pre Elem Mid High K-(8-12) Alt/JJ
9000+ in 44 States Involved with SWPBS
1200
1000
hool
s CAIL
600
800
r of S
ch CT
400
Num
be
0
200
01 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71States
2008 CT Summary2008 CT Summary• Since 2004 125 schools from 27 districts• Since 2004, 125 schools from 27 districts
• Schools that implement SWPBS with integrity experienceexperience
– Reductions in ODR, OSS, ISS, Expulsions
– Reductions in OSS
– Improved trends in academic outcomes
• Requests exceed opportunities for SWPBS t i itraining
• SERC, SDE, RESCs, UConn, & PBIS Center collaborating to improve capacity
“Mom, Dad, Auntie, &Mom, Dad, Auntie, & Jason”
In a school where over 45% ofIn a school where over 45% of 400 elem. students receive f d d l h 750 f ilfree-reduced lunch, >750 family members attended Family Fun yNight.
I lik ki ’ t h lI like workin’ at schoolAfter implementing SW-PBS, Principal at Jesse BoboPrincipal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-(2002 2003) to 263 (20032004).
“I lik it h ”“I like it here.”
Over past 3 years, 0 teacherOver past 3 years, 0 teacherrequests for transfers
“She can read!”She can read!With minutes reclaimed from improvements in proactive SW discipline elementary schooldiscipline, elementary school invests in improving school-wide literacy.
R lt 85% f t d t i 3rdResult: >85% of students in 3rd
grade are reading at/above g ggrade level.
ODR Admin. BenefitSpringfield MS, MD
2001-2002 2277
2002 2003 13222002-2003 1322
= 955 42% improvement 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. BenefitSpringfield MS, MD
2001-2002 2277
2002 2003 13222002-2003 1322
= 955 42% improvement 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
NC Positive Behavior Support Initiative
Dr. Bob Algozzinend
ard
pp
100
emic
Sta
n
85
90
95
Schools w/ Lowtate
Aca
de
75
80
85
Rea
ding
Schools w/ Low ODRs & High
Academic Outcomes
Mee
ting
St
65
70EO
G R Reading
Linear (Reading)
rxy = -.44(n = 36)
Stu
dent
s M
55
60
ortio
n of
S
500.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.00
ODRsOffice Discipline Referrals per 100 Students
Pro
p
Central Illinois Elem, Middle Schools
1
Triangle Summary 03-04
05%
0.8
1
of 11%
05%20%
0.6
porti
on
dent
s
6+ ODR84% 58%
22%
0.4
ean
Pro
Stud 2-5 ODR
0-1 ODR
84% 58%
0
0.2Me
0Met SET (N = 23) Not Met SET (N =12)
North Illinois Schools (Elem, Middle)
1
Triangle Summary 03-04
0.8
1
n of
08%
17%
04%14%
0.6
opor
tion
dent
s
6+ ODR88% 69%
17%
0 2
0.4
ean
Pro
Stud 2-5 ODR
0-1 ODR
88% 69%
0
0.2M
Met SET N = 28 Not Met SET N = 11
ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTIONTERTIARY PREVENTION
~5%
• Function-based support• Wraparound• Person-centered planning•
••••
~15% SECONDARY PREVENTION
Ch k i / t
•
SECONDARY PREVENTION
••
• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club
•••••
PRIMARY PREVENTION• Teach SW expectations
•
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction
••••
~80% of Students• Parent engagement•••
Evaluation CriteriaEvaluation Criteria• Research based?Effective • Research-based?Effective• Doable?Efficient • Doable?Efficient• Contextual & Cultural?Relevant • Contextual & Cultural?Relevant• Lasting?Durable Lasting?Durable• Transportable?Scalable Transportable?Scalable
7 BIG 1 Prevent & precorrect
2 T i t h i f
7 BIG BEHAVIOR
2 Trigger, teach, reinforce
3 Invest in evidence-basedIDEAS!!
4 Consider culture/context
5 Implement with fidelity
6 Decide w/ data6 ec de / da a
7 Establish efficient systems capacity