1. School-Wide Positive Behavior Support: Overview
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
June 5, 2008

2. Challenge

3. 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,
TOP FOUR 2005
Lack of financial support (since 2000)
Overcrowded schools
Lack of discipline & control
Drug use
#1 SPOT
>2000 lack of financial support
drug use
<1991 lack of discipline

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

5. 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

6. 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….

7. Challenge

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

9. 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)

10. Context Matters: Examples
Individual Student
vs.
School-wide

11. “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.

12. 5,100 referrals =
76,500 min =
1,275 hrs =
159 8 hrs

13. 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

14. 2 Worries & Ineffective Responses to Problem Behavior
Get Tough (practices)
Train-&-Hope (systems)

15. 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!”

16. 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

17. 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

18. 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!

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

20. 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

21. 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

22. 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

23. Worry #2: “Train & Hope”

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

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

26. Development “Map” 2+ years of primary intervention team training
Annual “booster” events
On-going development specialized secondary & tertiary intervention capacity
Coaching/facilitator school & district levels
Regular self-assessment & evaluation data
Local school/district/state leadership teams
State/region/Center TA coordination

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

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

29. 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

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

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

32. 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%

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

34. 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

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

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

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

38. 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

39. 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

40. 3-4 Year
Commitment
Top 3 School-
Wide
Initiatives
3-Tiered
Prevention
Logic
Agreements &
Supports
Coaching &
Facilitation
Administrative
Participation
Dedicated
Resources
& Time

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

43. 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

45. Referrals by Problem Behavior

46. Referrals per Location

47. Referrals per Student

48. Referrals by Time of Day

49. 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?

50. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

51. 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

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

53. 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

54. 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

55. 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

56. 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

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

58. Few positive SW expectations defined, taught, & encouraged

59. Teaching Academics & Behaviors

60. 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

61. 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

62. 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

63. Acknowledge & Recognize

64. 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

65. 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

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

67. “80% Rule” Apply triangle to adult behavior!
Regularly acknowledge staff behavior
Individualized intervention for nonresponders

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

70. Pre
Post

71. 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