Monday Keynote
School-wide Positive Behavior Support
George SugaiOSEP Center on PBIS
University of ConnecticutAugust 10, 2009
www.pbis.org www.cber.orgDr. Carl Cole, RMC Research, St. Thomas
PURPOSE
School-wide Positive
Behavior Support &
Special Education• What is SWPBS?• SWPBS & Response-to-Intervention
• Special Educators’ Role• PBS Strand: Practices, Systems & Examples
Policy & Practice Examples & Considerations
HR 2597 May 21, 2009
“Positive Behavior for Safe & Effective Schools” • ESEA funds for SWPBS
• Provisions
– Professional development
– Safe & Drug Free Communities
– Early intervening services & counseling programs
– Office of specialized instructional supports
American Recovery & Reinvestment Act
IDEA & Title Recovery Funds
• Data systems
– E.g., SWIS
• SWPBS implementation, e.g.,
– Early Intervening Services IDEA
– School-wide Programs (ESEA Title I)
– Professional Development (ESEA Title II)
www.PBIS.org
SWPBS about ALL
SWPBS about ALL
What is SWPBS?
Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe
2. POOR ACHIEVEMENT
• 25% 3rd at grade• >50% 9th 2+ “F”
1.REACTIVE MANAGEMENT
•5100 ref/yr•Marcus 14 days det.
Worry“Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
When behaviorreturns….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
But….false sense of safety/security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic & social behavior programming
Science of behavior has taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback
Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe
2. POOR ACHIEVEMENT
• 25% 3rd at grade• >50% 9th 2+ “F”
Effective Behavioral Interventions
Effective Academic Instruction
Systems for Durable & Accurate Implementation
Continuous & Efficient Data-based Decision Making
POSITIVE, EFFECTIVE
SCHOOL CULTURE(SWPBS)
=
Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe
VIOLENCE PREVENTION
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
• Positive, predictable school-wide climate
• High rates of academic & social success
• Formal social skills instruction
• Positive active supervision & reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-community effort
Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
5. COMPETING INITIATIVES•SW discipline•Class management•Social skills programs•Character education•Bully proofing•Life skills•Anger management•HIV/AID education•Conflict management•Drug-free •Parent engagement•School spirit•Violence prevention•Dropout prevention•Relaxation room•Afterschool peer support•School based mental health
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/ etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Are outcomes
measurable?
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
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 #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline 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 attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
“Response-to-Intervention”
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
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Universal Interventions•All students
•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
Responsiveness to Intervention
Academic+
Social Behavior
RTIContinuum of Support for
ALL
Dec 7, 2007
Math
Soc Studies
Science
Reading
Soc skills
Basketball
Sep 06 Feb 08Feb 07 Sep 08
Sep 06 Feb 08Feb 07 Sep 08
Sep 06 Feb 08Feb 07 Sep 08
Sep 06 Feb 08Feb 07 Sep 08
SWPBS is framework for….
“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Approach for operationalizing
best practice
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Classroom
• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Family
• Behavioral competence at school & district levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning & wraparound processes
• Targeted social skills & self-management instruction
• Individualized instructional & curricular accommodations
Individual Student
www.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”
~80% of Students
~15%
~5%
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• • • • • •
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
• Readiness agreements, prioritization, & investments
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching, & evaluation
• Systems for implementation integrity
SWPBS Systems Implementation Logic
Funding Visibility PolicyPoliticalSupport
Training Coaching CoordinationEvaluation
LEADERSHIP TEAM
Local School/District Implementation Demonstrationswww.pbis.org
“SWPBSImplementation Blueprint”
Examples
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Few positive SW expectations defined, taught, & encouraged
Saying & doing it “Positively!”
Keep off the grass!
Teaching Matrix
SETTING
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.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
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.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
Acknowledge & Recognize
Key-to-Success ProjectKey-to-Success Project
Total Number of Office Discipline Referrals Per Year
419
324
218
050
100150200250300350400450
Baseline SWPBS Yr 1 SWPBS Yr 2
Years
Tota
l num
ber o
f ODR
s
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
To
tal O
DR
s
Academic Years
FRMS Total Office Discipline Referrals
SUSTAINED IMPACTPre
Post
0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84% 58%
11%
22%
05%20%
SWPBS schools are more preventive
Elementary School
Suspension Rate
Elementary School
Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity
Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity
National ODR/ISS/OSS July 2008
K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279
ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39
24091,254,4531,073,642
July 2, 2008
ODR rates vary by level
July 2, 2008
• Work as team for all
• Know your measurable outcomes
• Use relevant data for decision making
• Invest in developing effective, efficient, & relevant continuum of evidence-based practices
• Establish system-wide supports for implementation integrity & maximum student performance outcomes
Messages