School-Wide Positive Behavior Support: Overview

1. School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May 22, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. PURPOSE Provide overview of rationale, features, & outcomes of school-wide approach to positive behavior supports

3. OUTCOME OBJECTIVES • Rationale for adopting proactive systems approach to improving school climate • Features of School-wide Positive Behavior Support • Examples of SWPBS implementation • Samples of Outcome Data

4. SWPBS is about….

5. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

6. 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

7. Worry #1“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!”

8. Immediate & seductive solution….”Get Tough!” • Clamp down & increase monitoring • Re-re-re-review rules • Extend continuum & consistency of consequences • Establish “bottom line” ...Predictable individual response

9. Reactive responses are predictable…. When we experience aversive situation, we select interventions that produce immediate relief • Remove student • Remove ourselves • Modify physical environment • Assign responsibility for change to student &/or others

10. 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!

11. Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…….

12. 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

13. 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

14. 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

15. Worry #2:“Train & Hope”

16. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

17. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

18. Academic Systems Behavioral Systems • 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 Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

19. Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

20. RtI

21. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

22. Development “Map” • 2+ years of primary intervention team training • Annual “booster” events • On-going development specialized secondary & tertiary intervention capacity • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • Local school/district/state leadership teams • State/region/Center TA coordination

23. Role of “Coaching” • Liaison between school teams & PBS leadership team • Local facilitation of process • Local resource for data-based decision making

24. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

25. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

26. Team-led Process Non-Teaching Family Behavioral Capacity Priority & Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student Teaching Communications Start with Team that “Works.”

27. Working Smarter

28. Sample Teaming Matrix

29. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

30. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SWIS

33. Referrals by Problem Behavior

34. Referrals per Location

35. Referrals per Student

36. Referrals by Time of Day

37. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

38. School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

39. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

40. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

41. Individual Student • 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

42. Family • 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

43. Few positive SW expectations defined, taught, & encouraged

44. Teaching Academics & Behaviors

45. TEACHING MATRIX Expectations

46. “Cool Tool”

47. “Traveling Passports” • Precorrecting new kids in Tigard, Oregon • Procedures • Meet with key adults • Review expectations • Go to class

48. Character Education • Easy to change moral knowledge..... ...difficult to change moral conduct • To change moral conduct... • Adults must model moral behavior • Students must experience academic success • Students must be taught social skills for success

49. Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • Planned/unplanned • Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

50. Acknowledge & Recognize