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Creating Positive High School Learning Environments. George Sugai Neag School of Education, UConn May 18, 2006 [email protected] www.pbis.org. My job today…. Describe context for work we do in schools…focus on HS - PowerPoint PPT Presentation
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Creating Positive High School Learning Environments
George Sugai
Neag School of Education, UConn
May 18, 2006
www.pbis.org
My job today…
• Describe context for work we do in schools…focus on HS
• Describe & discuss what School-wide Positive Behavior Support looks like in HS
We work w/ HS that worry about…
• Low academic achievement & performance
• Antisocial behavior– Aggressive actions, dress code, language use, etc
• Low attendance• Dropping out• Substance use• Mental health issues
– Social w/drawal, depression, emotional disturbances, etc
• Social skill deficits
Problem behavior happens….
• Insubordination/noncompliance
• Verbal/physical aggression
• Social withdrawal
• Skipping class/late to class
• Classroom disruptions
• Vandalism/stealing
• Harassment
•
Typical response focuses on “Get Tough” consequences
• Review rules & increase monitoring
• Increase security
• Remove, suspend, expel, exclude
• Set zero tolerance policies
Assumptions
• Students will “get it,” & take responsibility for change
• Someone else will address problem
• Punishment teaches how to act
• Remove troublemakers to improve climate
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
2001 Surgeon General’s Report
• Risk factors associated with increasing # of antisocial behaviors– Antisocial peer networks
– Reinforced deviancy
• Recommendations (rearrange contingencies…..prevention)– Establish “intolerant attitude toward
deviance”
• Break up antisocial networks…change social context
• Improve parent effectiveness
– Increase “commitment to school”
• Increase academic success
• Create positive school climates
– Teach & encourage individual skills & competence
So…how should we respond?
• Understand unique features of high schools
• Understand adolescent development
• Adopt preventive approach
• Adopt evidence-based practices
PBS implementation challenges in HS
• Limited research data
• Disagreement about need
• Low fidelity of implementation
• Slow rate of progress
• Wide range of student competence & narrow curricular/programmatic options
• Dropout option/alternative
• HS Instructional Philosophy
•
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
What do PBS schools look like? • “All” staff commit to active participation in
improving school climate• “All” staff members directly teach &
encourage expected social behaviors• “All” staff increase their daily positive contacts
with kids in- & outside classroom• Administrators increase their involvement in
proactive student interactions & support• “All” students are actively engaged & involved
in at least one school-related activity• Data are used for decision making• Formal supports in place for non-responders
“Positive Office Referral”
• Balancing positive/negative adult/student contacts in Oregon
• Procedures– Develop equivalent positive referral
– Process like negative referral
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
Assumptions about adolescents
• Adolescents should know better…most do
• Adolescents must take responsibility for own behavior….most know they should & do….appropriately & inappropriately
• Adolescents will learn from natural consequences….most do
Guiding Principles
• “Knowing” or saying “know” does NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate
• Natural consequences are varied, unpredictable, undependable,…not preventive
What about non-responders?
• More intensive & formal supports provided– Adult mentoring
– Social skills instruction
– Academic accommodations
– Student/family centered planning
• Adoption of function based approach
Questions to ponder
• Does current school climate positively support academic & social success for 70-80% of students?
• Are most staff consistently proactive in their approach to supporting student social behavior
• Are effective & efficient supports in place for students whose behaviors are unresponsive to school-wide efforts?
To conclude: Improving school climate is
about….• Increasing staff positive, active involvement
in teaching & encouraging appropriate behavior
• Balancing use of consequences for rule violations w/ consequences for rule-following
• Discontinuing use of ineffective, non-outcome linked activities
• Increasing student & staff involvement, priority, & responsibility for establishing positive school climate
• Establishing continuum of positive supports for all students