Presentation on theme: "Cynthia M. Anderson, PhD University of Oregon"— Presentation transcript:
1 Cynthia M. Anderson, PhD University of Oregon Keeping the MomentumCynthia M. Anderson, PhDUniversity of Oregon
2 Organizer Why SWPBS? Characteristics of all effective practices SWPBS as an endurance event
3 Why Focus on the Whole School? What we need is stiffer consequences!
4 Common Response: Get Tough! Re-re-re-re review rulesCounseling“aversive” consequencessecurity guardsspecial schools/roomsvideo camerasexpulsionzero tolerance
5 Why Focus on the Whole School? Most kids are doing okay; why should I worry about school climate?Kids should know how to behaveI am worried about my class; the rest of the school can take care of itself!
6 “Darlya” What would you do? Assessments indicate that Darlya performs in average to above average range in all academic areas. However, her teacher has noticed that Darlya’s frequent talking to peers during instruction, and asking and answering questions without raising her hand has become an annoying problem to other students and to the teacher.What would you do?
7 “Charlotte” What would you do? Charlotte dresses in black every day, rarely interacts with teachers or other students, and writes and distributes poems about witchcraft. When approached or confronted by teachers, she pulls hood of her sweatshirt or coat over her head and walks away. Mystified by Charlotte’ behavior, teachers usually shake their heads and let her walk away. Recently, Charlotte carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.What would you do?
8 Fortunately, we have a science that guides us to… Assess these situationsDevelop behavior intervention plans based on our assessmentMonitor student progress & make enhancementsAll in ways that can be culturally & contextually appropriateCrone & Horner, 2003But….Context Matters!
9 Darlya is in this school! Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.Darlya is in this school!
10 5,100 referrals =76,500 min =1,275 hrs =159 8 hrs
11 Messages:1. Successful student behavior support requires SCHOOL CLIMATE that isFocused on teachingConsistentSustainableFocused on maximizing success
12 Charlotte is in this school! Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to four corners.Charlotte is in this school!
13 Messages: 2. Prevention is the best intervention Decrease development of new problem behaviorsPrevent existing behaviors from worseningRedesign learning environments to eliminate things that trigger and maintain problem behaviorTeach, monitor, and acknowledge pro-social behavior
14 Systems for Students with High-Risk Behavior Tertiary Prevention:SpecializedIndividualizedSystems for Students with High-Risk Behavior~5%Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior~15%Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings~80% of Students
15 Elements of PBS Supporting Social Competence & Academic Achievement OUTCOMESNot new…its based onlong history ofbehavioral practices &effective instructionaldesign & strategiesNot specific practice orcurriculum…it’s ageneral approachto preventingproblem behaviorNot limited to anyparticular group ofstudents…it’sfor all studentsSupportingDecisionMakingSupportingStaff BehaviorDATASYSTEMSPRACTICESSupportingStudent Behavior
16 Key Components of SWPBS Consistent approach to school disciplineClear set of positive expectations & behaviorsProcedures for teaching expected behaviorContinuum of procedures for encouraging expected behaviorContinuum of procedures for discouraging inappropriate behaviorProcedures for on-going monitoring & evaluation2
17 What Does SWPBS Look Like? Team- & data-based school-wide implementation3-4 year commitment for systems changeSmall number of positively stated expectations and rules that are visible, defined, taught, & encouraged>80% of students & adults can state expectations & give examples in context>80% of students receive at least weekly acknowledgement>80% of students received 0 or 1 major disciplinary referral per year<10% received >2 major disciplinary referrals
18 Systems for Student Success Social Behavioral SystemsAcademic SystemsIndividual InterventionsIndividual StudentsAssessment-basedHigh IntensityIndividual InterventionsIndividual StudentsFunction-basedTargeted InterventionsSome studentsDirected assistanceMore frequent monitoringSome students (at-risk)Some routines and areasEfficient & effectiveUniversal InterventionsAll studentsEvidence-based curriculaFormative evaluationAll routines and areasPeriodic monitoring
19 Organizer Why SWPBS? Characteristics of all effective practices SWPBS as an endurance event
20 Effective Practices Evidence-based Produce “significant” outcomes Effects maintain over timePotential to be Sustainable
21 Sustainability Is…. Continuous Improvement! Continuing to do what we do?
22 Efforts will Sustain IF it is: Easier to do each yearAvailable for everyoneEffective for ALL studentsAdaptivePublic accountability
23 Organizer Why SWPBS? Characteristics of all effective practices SWPBS as an endurance event
24 SWPBS Gets Easier With Time HandbookDescribes core featuresExpectations and teaching matrix (rules for settings)Teaching plans and teaching scheduleAcknowledgement systemContinuum of consequences for problem behaviorSWPBS Teams—Leadership TeamRegular meeting schedule and processRegular schedule for annual planning and trainingAnnual Calendar of ActivitiesOn-going coaching support for teachersOn-going district support for coachesMeetings
25 Initiative, Project, Committee Working SmarterInitiative, Project, CommitteePurposeOutcomeTarget GroupStaff InvolvedSIP/SID/etcAttendance CommitteeCharacter EducationSafety CommitteeSchool Spirit CommitteeDiscipline CommitteeDARE CommitteeEBS Work GroupEliminate all initiatives that do NOT have a defined purpose and outcome measure.2. Combine initiatives that have the same outcome measure and same target group3. Combine initiatives that have 75% of the same staff4. Eliminate initiatives that are not tied to School Improvement Goals.
26 Sample Team Matrix Initiative, Committee Purpose Outcome Target Group Staff InvolvedSIP/SID/etcAttendance CommitteeIncrease attendance% of students attendingAll studentsEric, Ellen, MarleeGoal #2Character EducationImprove characterStudent behavior?Marlee, J.S., Ellen??Safety CommitteeImprove safetyHas not metSchool Spirit CommitteeSchool spiritDiscipline CommitteeImprove behaviorImprove disciplineEllen, Eric, Marlee, OtisGoal #3DARE CommitteeDecrease drug useDonSWPBS Work GroupImplement 3-tier modelOffice referrals,Attendance, GradesEric, Ellen, Marlee, Otis, Emma
27 Make SW-PBS Available to all New studentsStudents who enter mid-yearFamiliesNew adults joining faculty/staffNew administratorsSubstitute teachersBus DriversPlayground, Cafeteria, Custodial staff.___________________________________Different materials for different audiences
28 Efforts will Sustain IF it is: Easier to do each yearAvailable for everyoneEffective for ALL students
29 School-Wide Positive Behavior Support Intensive Intervention: SpecializedIndividualizedSystems for Students with High-Risk Behavior~5%Targeted InterventionsSpecialized GroupSystems for Students with At-Risk BehaviorUniversal InterventionSchool-/Classroom-Wide Systems forAll Students,Staff, & Settings~15%~80% of Students
30 Classroom Systems for Student Success Social Behavioral SystemsAcademic SystemsIndividual InterventionsIndividual StudentsAssessment-basedHigh IntensityIndividual InterventionsIndividual StudentsFunction-basedTargeted InterventionsSome studentsDirected assistanceMore frequent monitoringSome students (at-risk)Some routines and areasEfficient & effectiveUniversal InterventionsAll studentsEvidence-based curriculaFormative evaluationAll routines and areasPeriodic monitoring
31 Make SWPBS Adaptive to change Collection and use of data for decision-makingAre we implementing SWPBS?Team Checklist; EBS Survey; SET; Benchmarks of QualityAre students benefiting behaviorally?SWIS (ODR, Suspensions, Referrals to SPED)Observations in schoolOpinions of othersDo students perceive the school as safe?School Safety Survey; Iowa Youth SurveyAre students benefiting academically?Standardized testsCBMSatisfaction
32 Make SW-PBS efforts Public Newsletter to familiesRegular reports to faculty/staffFormal system for reporting to school board or districtInformation to community at largeWebsites
33 Sustained Use of SW-PBS AdministrativeSupportTeam-basedAction PlanningCollection and useof data forDecision-makingSustained Use of SW-PBSHandbookExpectationsLesson PlansScheduleBSP toolsConsequenceLetters toFamiliesDistrictInvestmentCoachTrainersBeh SpecData SystemFamilyCollaborationCultural CoreLink to commHome linkBudgetPlanningStud TrainTeam DevelReward SysVisibilityNewsletterNewspaperPostersEtcPoliciesMissionSIPJob-DescriptionHorner & Sugai, 2005
34 Actions 1. Complete Self-Assessment 2. Identify Sustainability Factors What do we have in place?What would be the one addition that would make the biggest difference?2. Identify Sustainability FactorsWhat do we need from State, Alliance, District, AEA, School?School-Un.School-T/I.District-U.District-T/I.