School-wide Positive Behavior Support for All Lou DeLoreto E.O. Smith High School George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June

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

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)

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

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

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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

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

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

~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBS: Example 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 ~15%

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

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

SCHOOL-WIDE 1.1. 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 EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

Core Values at E.O. Smith

Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup 1 million workers, 80,000 managers, 400 companies 1.Do I know what is expected of me at work? 2.Do I have materials & equipment to do my work right? 3.At work, do I have opportunity to do what I do best every day? 4.In last 7 days, have I received recognition or praise for doing good work? 5.Does my supervisor, or someone at work, seem to care about me as person? 6.Is there someone at work who encourages my development? 7.At work, do my opinions seem to count? 8.Does mission/purpose of company make me feel my job is important? 9.Are my co-workers committed to doing quality work? 10.Do I have best friend at work? 11.In last 6 months, has someone at worked talked to me about my progress? 12.This last year, have I had opportunities at work to learn & grow?

S.B. BIG IDEAS School-wide Early Screening & Prevention Continuum of Supports for All Students Academic & Behavior Success Modeling of Desired Behavior Frequent Acknowledgements Active & Visible Supervision Evidence-based Policy Decisions

PBIS at EOS Timeline January George Sugai presents PBIS to faculty May Adoption of 5 core values & SW matrices Summer PBIS team review disciplinary data September Introduce SW positive reinforcement October Introduce PBIS to PNH and SC April Core values week- Introduce PBIS to students September Begin introducing academic and behavioral intervention programs

SWS Programs Academic study halls Writing Center Collaborative Assistance Team Advisory Positive After School Support (P.A.S.S.) Depot Campus Credit recovery

SWS Practices Incorporate 5 core values into the school culture Data reviews of academic and behavioral data Literature reviews of effective programs Quarterly faculty presentations on student performance Develop SW programs to meet the needs of all students Embrace a philosophy of creating an opportunity of success for all

Focus on reducing the frequency of offenses by a small number of students Continue to use OSS for mandated offenses Case manager “interventionist” model Increase “in-school” behavioral supports aimed at changing behavior