SWPBS: Where Did the Triangle Come From? George Sugai OSEP Center on PBIS University of Connecticut May 17,

OBJECTIVES Celebrate your accomplishments & progress Review SWPBS features that relate to sustainability & expansion Look at some recent data

Message “Pupil achievements & behavior can be influenced (for the better or worse) by overall characteristics of school….this means focus on features promoting good functioning at classroom, departmental or whole school level.” “Improving overall level may be expected to have benefits at the extremes so long as favorable school features do actually impinge on children with special needs.” Rutter & Maughan, 2002, pp

pbis.org

OSEP Center on Positive Behavioral Interventions & Supports USF, KU, UK, MU, UNC, UF, UO & UConn IL EBD-PBIS Network, Shepperd- Pratt, May Institute

Center Logic: SWPBS Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

Behaviorism ABA PBS Foundations Behavior & physiology Learned behavior Behavior & environment Behavior lawfulness Observable behavior Socially important questions Applied settings Functional relationship PBS

Features Science of Human Behavior Local Context & Culture Prevention Logic Natural Implementers Evidence- Based Practices Systems Change & Durability Continuum of Behavior Support

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

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

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% 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

Brief Primer on “Triangle” Why? It’s showing up beyond Center website “Basics” are being overlooked It’s a guide, not a standard

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. The Louis De la Parte Florida mental Health Institute, Department of Child and Family Studies, Research and Training Center for Children’s Mental Health.

“Triangle” ?’s you should ask! Where did it come from? Why not a pyramid or octagon? Why not 12 tiers? 2 tiers? What’s it got to do w/ sped? Where did those % come from?

Original logic: Public Health & Disease Prevention Commission on Chronic Illness, 1957; Larson, 1994; Mrazek & Haggerty, 1994) Tertiary (FEW) –Reduce complications, intensity, severity of current cases Secondary (SOME) –Reduce current cases of problem behavior Primary (ALL) –Reduce new cases of problem behavior

Prevention Logic for All (Walker et al., 1996) Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior

SWIS summary (Majors Only) 1210 schools, 595,742 students Grade RangeNumber of Schools Number of Students Mean ODRs per 100 per school day K ,021 Mean = (sd=.43) ,700 Mean = (sd=.72) ,244 Mean = (sd=1.32) K-(8-12)16765,862 Mean = (sd=.96) Alt/JJ483,915 Mean = (9.03)

SWIS summary (Out of school suspensions [OSS]…Events) Grade RangeNumber of Schools Number of Students Mean OSS per 100 students K ,021 Mean = (18) ,700 Mean = (55) ,244 Mean = (84) K-(8-12)16765,862 Mean = (48) Alt/JJ483,915 Mean = (216)

SWIS summary (Out of school suspensions [OSS]…Days) Grade RangeNumber of Schools Number of Students Mean Days of OSS per 100 students K ,021 Mean = (19) ,700 Mean = (72) ,244 Mean = (67) K-(8-12)16765,862 Mean = 394 n/a Alt/JJ483,915 Mean = (374)

What’s SWPBS look like? Team- & data-based school-wide implementation 3-4 year commitment for systems change Small # positively stated expectations (within 1 min.) visible, defined, taught, & encouraged >80% of kids/adults state expectations & give behavioral example in context >80% of kids receive at least weekly acknowledgement >70% of kids received 0 or 1 major disciplinary referral 2 major disciplinary referrals

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

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter Team Matrix

Initiative, Committee PurposeOutcomeTarget 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 All students Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis All students Has not met Goal #3 School Spirit Committee Enhance school spirit Improve moraleAll students Has not met Discipline Committee Improve behavior Decrease office referrals All students Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug use All students Don EBS Work Group Implement 3- tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Team Matrix

Data: Big Ideas Always develop questions first Accuracy of data linked to quality of data systems Context matters…interpret available data on local context Link intervention decisions to local data interpretations & desired outcomes

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

SCHOOLWIDE 1Common 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 CLASSROOM-WIDE 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 NONCLASSROOM SETTINGS Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement SECONDARY/TERTIARY INDIVIDUAL 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 SW PBS Practices Evidence-based Practices

“Ohio Integrated Systems Model for Academic & Behavior Supports” Big Ideas in Beginning Reading DIBELS Florida Center for Reading Research Institute for the Development of Educational Achievement National Center for Culturally Responsive Educational Systems North Central Regional Educational Laboratory Oregon Reading First Positive Behavior Intervention and Supports School Wide Information Systems (SWIS) What Works Clearinghouse

Other SWPBS Outcomes

ODR Admin. Benefit Springfield MS, MD = % improvement = 14,325 min. = hrs = 40 days Admin. time

ODR Instruc. Benefit Springfield MS, MD = % improvement = 42, min. = hrs = 119 days Instruc. time

PBIS Messages Measurable & justifiable outcomes On-going data-based decision making Evidence-based practices Systems ensuring durable, high fidelity of implementation

Have a great school year!