1. School-Wide Positive Behavior Support: District Features & Outcomes George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 18, 2009 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. PURPOSE Describe & discuss features of district-wide implementation of SWPBS. What does district-wide SWPBS look like? What outcomes can I expect? Your task: “Is SWPBS needed & doable investment in my district?

3. Our Challenges……. SWPBS is framework for…. 1.REACTIVE MANAGEMENT 5100 ref/yr Marcus 14 days det. 2. POOR ACHIEVEMENT 25% 3 rd at grade >50% 9 th 2+ “F” 3. NEGATIVE SCHOOL CLIMATE Bullying & harassment 447 teacher abs yr Staff/parents unsafe 4. INEFFECTIVE SPED 25% on IEPS EBD sent to Alt school Tasha spends day w/ nurse 5. COMPETING INITIATIVES SW discipline Class manage Social skills program 5. COMPETING INITIATIVES SW discipline Class management Social skills programs Character education Bully proofing Life skills Anger management HIV/AID education Conflict management Drug-free Parent engagement School spirit Violence prevention Dropout prevention Relaxation room Afterschool peer support School based mental health clinic……

4. VIOLENCE PREVENTION 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

5. Effective Behavioral Interventions Effective Academic Instruction Systems for Durable & Accurate Implementation Continuous & Efficient Data- based Decision Making POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS) =

6. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable for all students (Zins & Ponti, 1990)

7. Evaluation Criteria

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

9. 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

10. 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

11. RtI Response to Intervention

12. Responsiveness to Intervention Academic + Social Behavior

13. All Some Few RTI Continuum of Support for ALL Dec 7, 2007

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

16. 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 School-wide

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

18. 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, including contingent & specific praise, group contingencies, behavior contracts, token economies Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. Classroom

19. 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 Individual Student

20. 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 Family

21. My Worry “Train & Hope”

22. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS School-wide agreements District-wide commitment & investment 3-4 year training commitment Local training, coordination, coaching, & evaluation Systems for implementation integrity

23. PBS Implementation Blueprint www.pbis.org Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic Leadership Team Active & Integrated Coordination

24. Challenge

25. Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter Are outcomes measurable?

26. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

27. ~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS 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 SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

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

29. Saying & doing it “Positively!” Keep off the grass!

33. Carmen Arace Intermediate, Bloomfield

34. Establish 3 to 5 Clearly Stated, Positive Expectations

35. Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus 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. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

36. Define Expectations for Each Setting & Routine (Project REACH)

37. Expectations Expectations & behavioral skills are taught & recognized in natural context

38. Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act

39. Family Teaching Matrix SETTING At home Morning Routine Homework Meal Times In CarPlayBedtime Respect Ourselves Respect Others Respect Property Expectations

40. Teaching Academics & Behaviors

41. Acknowledge & Recognize

42. Janney Jan 06

43. Recognize Expected Behavior (Students & Staff)

44. OMMS Business Partner Ticket 6 7 8 Date: ________________ Student Name __________________________________ For Demonstrating: Safety EthicsRespect (Circle the trait you observed) Comments: ___________________________________________ Authorized Signature: ____________________________________ Business Name: ________________________________________ Colorado 5/06

45. Monitoring Dismissal McCormick Elementary School, MD

46. What does SWPBS look like? >80% of students (& staff) can tell you what is expected & behavioral example because they have been taught, actively supervised, practiced, & acknowledged Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior Data- & team-based action planning & implementation are operating High rates of continuous active supervision & positive reinforcement Administrators are active participants. Full continuum of behavior support is available to all students

47. Data & Examples

48. www.pbis.org Horner, R., & Sugai, G. (2007). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. http://www.pbis.org/files/101007eviden cebase4pbs.pdf.

49. Pre Post

50. SET: Project REACH

51. Key-to-Success Project 1999-2001

52. Key-to-Success Project

53. LC Elementary School Suspension Rate

54. LC Elementary School

55. FC, MD Trends in Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity

56. FC, MD Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity

57. ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time

58. ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time

59. “She can read!” With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school- wide literacy. Result: >85% of students in 3 rd grade are reading at/above grade level.

60. “We found some minutes?” After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.

61. “Mom, Dad, Auntie, & Jason” In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

62. I like workin’ at school After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003- 2004).

63. “I like it here.” Over past 3 years, 0 teacher requests for transfers

64. National ODR/ISS/OSS July 2008 K-66-99-12 # Sch1756476177 # Std781,546311,725161,182 # ODR423,647414,716235,279 ISS# Evnt638 avg/100# Day124961 OSS# Evnt63024 avg/100# Day107461 # Expl0.030.290.39 2409 1,254,453 1,073,642

65. July 2, 2008 ODR rates vary by level

66. July 2, 2008

68. 84% 58% 11% 22% 05% 20%

69. 88%69% 08% 17% 04% 14%

71. # IL PBIS Schools & # Ext. & Int. Coaches June 30, 2008

73. Collective SUMMARY >80%

74. PBS Implementation Blueprint www.pbis.org Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic Leadership Team Active & Integrated Coordination

75. Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

76. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org