School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 5, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

Challenge

Lack of financial support (since 2000) Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59. TOP FOUR 2005 Lack of financial support (since 2000) Overcrowded schools Lack of discipline & control Drug use #1 SPOT >2000 lack of financial support 1991-2000 drug use <1991 lack of discipline

PURPOSE Describe school-wide positive behavior support Prepare for getting started with training/implementation

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

Competing, Inter-related National Goals Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Eliminate bullying Prevent drug use Prepare for postsecondary education Provide a free & appropriate education for all Prepare viable workforce Affect rates of high risk, antisocial behavior Leave no child behind Etc….

Challenge

SWPBS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

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)

Context Matters: Examples Individual Student vs. School-wide

“141 Days!” 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.

5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

Messages! Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

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

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!”

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

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

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!

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

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

VIOLENCE PREVENTION? Positive, predictable school-wide climate 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

Worry #2: “Train & Hope”

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

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

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

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

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

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE 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

Continuum of Support for ALL (RtI) Universal Targeted Intensive Few Some All Dec 7, 2007

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

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI

RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators NOT program, curriculum, strategy, intervention NOT limited to special education NOT new

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

Team-led Process Behavioral Capacity Priority & Status Representation Data-based Decision Making Administrator Communications

Non-Teaching Family Representation Specialized Support Administrator Community Student Teaching Start with Team that “Works.”

Sample Teaming Matrix 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 Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis 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 Eric, Ellen, Marlee, Otis, Emma

Identify existing practices by tier Specify outcome for each effort 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

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

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

Office Discipline Referrals Definition Kid-Teacher-Administrator interaction Underestimation of actual behavior Improving usefulness & value Clear, mutually exclusive, exhaustive definitions Distinction between office v. classroom managed Continuum of behavior support Positive school-wide foundations W/in school comparisons

Referrals by Problem Behavior

Referrals per Location

Referrals per Student

Referrals by Time of Day

Do we need to tweak our action plan? + If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment Do we need to tweak our action plan? How often? Who? What? Where? When? How much? If problem, Which students/staff? What system? What intervention? What outcome?

SWPBS Subsystems School-wide Classroom Family Non-classroom Student

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

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

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

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

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

Identify existing efforts by tier Specify outcome for each effort CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound Special Education Audit Identify existing efforts 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 PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline ~80% of Students

Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

Few positive SW expectations defined, taught, & encouraged

Teaching Academics & Behaviors

MATRIX Expectations SETTING All Settings Hallways Playgrounds Cafeteria Library/ 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. TEACHING MATRIX Expectations

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

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

Acknowledge & Recognize

Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support

“80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Individualized intervention for nonresponders

Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review

Pre Post

Next Steps Organize data to demonstrate need for SWPBS (surveys, ODR) Secure Principal agreement, participation, & leadership Present rationale/need/features to staff & secure >80% agreement to move forward Establish school & district leadership teams & coaching support that work