School-wide Positive Behavior Support at Bassick H.S.? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 16l 2011 www.pbis.org www.cber.org www.swis.org

Who am I? Why Care about Positive School Climate in H.S.? What is School-Wide Positive Behavior Support? Should SWPBS be Considered?

“159 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

“Teaching” by Getting Tough 10 “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!” Restraint and Seclusion $107 fine for profanity Out-school suspensions

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

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… 12 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

Positive predictable school-wide climate VIOLENCE PREVENTION Positive predictable school-wide climate High rates academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort 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)

2006 White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student-teacher-family relationships are important High rates of academic & social success are important Punishment & insight-based counseling least effective for most intensive problem behaviors Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterrents

SWPBS is Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students

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

23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

Supporting Social Competence & Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Continuum of Support for ALL 23 Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

ESTABLISHING CONTINUUM of SWPBS: Example TERTIARY PREVENTION Function-based support Wraparound Person-centered planning ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement ~80% of Students

RtI IMPLEMENTATION W/ FIDELITY TEAM FACILITATED PROBLEM SOLVING CONTINUUM OF EVIDENCE-BASED INTERVENTIONS CONTENT EXPERTISE & FLUENCY CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING TEAM FACILITATED PROBLEM SOLVING RtI

Biggest, durable effect 17 SWPBS Practices School-wide Classroom Smallest # Evidence-based Biggest, durable effect Family Non-classroom Student & Family

EVIDENCE- BASED INTERVENTION PRACTICES SCHOOL-WIDE 1. Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM All school-wide Maximum structure & predictability in routines & environment Positively stated expectations posted, taught, reviewed, prompted, & supervised. 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. Continuum of strategies for responding to inappropriate behavior. 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 NONCLASSROOM Positive expectations & routines taught & encouraged Active supervision by all staff (Scan, move, interact) Precorrections & reminders Positive reinforcement FAMILY ENGAGEMENT 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

54 A School-wide Leadership team Behavior purpose statement Set of positive expectations & behaviors Procedures for teaching SW & classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring & evaluation

Core Values at E.O. Smith

Few positive SW expectations defined, taught, & encouraged

58 Teaching directly in context 2. NATURAL CONTEXT 1. SOCIAL SKILL Teaching Matrix 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. 2. NATURAL CONTEXT 1. SOCIAL SKILL Teaching directly in context Expectations 3. BEHAVIOR EXAMPLES

P Perseverance Holding to a course of action despite obstacles • Stay positive • Set goals • Learn from mistakes R Respect To show consideration, appreciation, and acceptance • Respect yourself • Respect others • Demonstrate appropriate language and behavior I Integrity Adherence to an agreed upon code of behavior • Be responsible • Do your own work • Be trustworthy and trust others D Discipline Managing ones self to achieve goals and meet expectations • Strive for consistency • Attend class daily; be on time • Meet deadlines; do your homework E Excellence Being of finest or highest quality • Do your personal best • Exceed minimum expectations • Inspire excellence in others      NEHS website, Oct. 26, 2004

PBS – Respect & Responsibility Use cells & converse @ breaks Work as team collaboratively Others Hydrate & stretch Self-assess Be safe Self Pre-cycle & recycle Maintain neat working area Environment

58 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES Teaching Matrix 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. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

RAH – at Adams City High School (Respect – Achievement – Honor) Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

RAH – Athletics RAH Practice Competitions Eligibility Lettering Team Travel Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition; Compete x%. Take care of your own possessions and litter; be where you are directed to be. Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Attend school regularly; only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble – set a good example for others. Suit up for any competitions you are not playing. Show team honor. Cheer for teammates. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Willowbrook High School Discipline Data 2007-2009 Decreasing disrespectful behavior in high school Willowbrook High School PBIS in Illinois

Most are responsive…but some need a bit more. Mean % Students 2009-2010 Majors Only Most are responsive…but some need a bit more. 9% 19% 24% 18% 91% 81% 76% 82% N = 2565 713 266 474 OSEP PBIS Center Aug 2010

Mean % ODRs 2009-2010 Majors Only And we know who they are! 74% 82% 84% 79% Students: 9% 19% 24% 18% OSEP PBIS Center Aug 2010

Maximum Student Benefits “Making a turn” IMPLEMENTATION Effective Not Effective PRACTICE Maximum Student Benefits Fixsen & Blase, 2009

1 million workers, 80,000 managers, 400 companies Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup Do I know what is expected of me at work? Do I have materials & equipment to do my work right? At work, do I have opportunity to do what I do best every day? In last 7 days, have I received recognition or praise for doing good work? Does my supervisor, or someone at work, seem to care about me as person? Is there someone at work who encourages my development? At work, do my opinions seem to count? Does mission/purpose of company make me feel my job is important? Are my co-workers committed to doing quality work? Do I have best friend at work? In last 6 months, has someone at worked talked to me about my progress? This last year, have I had opportunities at work to learn & grow? 1 million workers, 80,000 managers, 400 companies

Are we ready/committed? Response to Intervention (SRBI) Implementation fidelity Continuum of evidence-based practices Continuous progress monitoring Universal screening Data-based decision making Team-based implementation Team/cadre-based implementation Administrator Grade/depart. Rep. Specials Classified Specialized Parents Students Community Administration support Team Logistical support School climate reporting Active, positive supervision Data-based Basics Teach & acknowledge behavior Invest in academic engagement & success School-wide practices (1.-7.) Priority School climate in top 3 >80% of staff agree & actively participate Administrative leadership District acknowledgement