Establishing Multi-tiered Behavior Support Frameworks to Achieve Positive

School-wide Climate

George Sugai Tim Lewis Rob HornerUniversity of Connecticut University of Missouri University of Oregon

www.pbis.org

Sr+

• Children & Youth & Their Families

• School & District Leaders

• APBS, OSEP, OSHS

• Researchers & Implementers

Praise & Acknowledgement

PURPOSE

Provide overview & booster on

implementation of multi-tiered behavior

frameworks (MTBF) to enhance leadership

team implementation capacity when

establishing positive school climates

Describe core features of MTBF (George)

Describe MTBF practices & systems to maximize implementation fidelity (Tim)

Describe MTBF data practices & systems to improve decision making & action planning (Rob)

Q&A & Discussions (All)

1:00

Agenda

2:00

3:15

4:30

3:00 Break

5:00 Adjourn

www.pbis.org

PresentationsSCTG

Webinars, Overviews, Materials

MTBF Core Features

PBIS, SWPBS, MTSS-B,….

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

CORE FEATURESMTSS/MTBF

Getting Tough

Teaching to Corner

Applied Challenge:Academic & behavior success (failure) are

linked!

MTBF is about….Improving classroom

& school climate

Decreasing reactive management

Maximizing academic

achievement

Improving support for

students w/ EBD

Integrating academic &

behavior initiatives

HOW?

Establish positive school

climate Maximizing academic success

Teaching important social

skills

Recognizing good behavior

Modeling good behavior

Supervising actively

Communicating positively

Biglan, Colvin, Mayer,Patterson,

Reid, Walker

Preventing development of antisocial behavior &

establishing positive school climates

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• Justice Center & Council of State Governments (2014)

• White House Conference on School Violence (2006)

Understanding mechanism (Function) matters!

KID(-) School Climate

• Non-compliance & non-cooperation

• Disrespect• Teasing, harassment, &

intimidation• Disengagement & withdrawal• Nonattendance, tardy, &

truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use

SCHOOL(-) School climate

• Reactive management• Exclusionary disciplinary practices• Informal social skills instruction• Poor implementation fidelity of

effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision making• Inefficient, ineffective instruction• Negative adult role models

Coercive Cycle

SCHOOL(+) School Climate

• Positive > negative contacts• Predictable, consistent, &

equitable treatment• Challenging academic

success• Adults modeling expected

behavior• Recognition &

acknowledgement• Opportunity to learn• Safe learning environment• Academic & social

engagement

KID(+) School Climate

• Compliance & cooperation• Respect & responsibility• Positive peer & adult

interactions• Engagement & participation• Attendance & punctuality• Anger & conflict management• Safe & clean environment• Healthy food & substance use• Self-management behavior

Positive Reinforcement Cycle

Negative SchoolBehavior

Negative StudentBehavior

What’s It Take to Shift from Negative to Positive School Climate???

Positive StudentBehavior

Positive SchoolBehavior

Coercive Cycle

Positive Reinforcement

Cycle

Common Vision/Values

Common Language

Common Experience

QualityLeadership

Effective Organizations“Organizations are groups of individuals whose

collective behaviors are directed toward a common goal & maintained by a common outcome”

Skinner, 1953, Science of Human Behavior

GOAL (Big Outcome)

PBIS (aka SWPBS, MTBF)

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

SYST

EMS

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

SWPBS emphasis

“How far away is the wood, Dad?”

Considering Culture, Context, & Learning

History

Maryland

Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

CORE FEATURES:School-Wide PBS

(Tier 1)

Leadership team

Behavior purpose statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide expected

behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-based

monitoring & evaluation

CORE FEATURESTargeted PBS (Tier 2)

Team & data driven

Behavior expertise

Increased social skills instruction &

practice

Increased adult supervisionIncreased opportunity for positive reinforcement

Continuous progress

monitoring

Increased precorrection

CORE FEATURESIntensive PBS (Tier 3)

Multi-disciplinary Team & data driven

Behavior expertise

Functional Based Behavior Support

Planning

Wraparound Supports & Culture Driven Person

Centered Planning

Comprehensive School Mental Health Supports

Continuous progress monitoring, positive

reinforcement & adult supervision

Increased precorrection

SWPBS: Core Practice Features

SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•

TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement

PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making

Prec

isio

n

Enga

gem

ent

Feed

back

Prac

tice

Team

wor

k

Universal

Targeted

IntensiveContinuum of

Support“Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior/practice…..not humans

Self-assess

Homework

Technology

Universal

Targeted

IntensiveContinuum of Support for ALL:“________”

Dec 7, 2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

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• • • • • •

State Dept. of _______

PBIS Initiative

Outcome Improve

School Climate

SIG/SPDG

RtI/MTSS

SSHS/SDFS

School Climate

Turnaround

Character Education

Alternative Schools

Restorative Systems

Social Emotional Learning

Organization?

Aligning & Braining Initiatives

Nation

State/Territory

District

School

Classroom

Student

Past initiatives

have failed due to lack of integration & alignment of ALL systems

H. George Feb 2015

Factors Directly & Indirectly Contributing To Student Learning

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

Student/ Family Background

MTSS

Implementation Drivers

• SWPBS practices, data, systems

• Policy, funding, leadership, priority, agreement

District Behavior Team

• 2 yr. action plan• Data plan• Leadership• Team meeting

schedule

School Behavior Team • SWPBS

• CWPBS• Small group• Individual student

School Staff

• Academic• Expectations &

routines• Social skills• Self-management

Student Benefit

Internal Coaching Support

External Coaching Support

Basic MTBF Implementation Framework

Team Coaching Support

Regional/State Leadership

Agreements

Team

Data-based Action Plan

“Plan”

Implementation“Do”

Evaluation“Check”

General Implementation

Process

State

District

School

Students

Staff

Principal, Superintendent

All Staff, Students,Administrators

= Coaching

School/District/State

Leadership Team

Collect data, analyze, &

decide

Select evidence-based

practice

Establish measurable

outcome

Implement deliberately & continuously

Arrange to implement with

fidelity

Monitor implementation

& progress

Develop implementation

plan/system

PolicyVisibility

Political Support

Technical Assistance

Enhancing

Implementation Fidelity:

Practices & Systems

Basics & Advanced

Enhancing

Decision Making

Defendable actions &

decisions

Concluding

comments, Q&A,

discussions

What next?

Upcoming Center Events

New England PBIS ForumNovember 2015 Norwood, MA

PBIS Leadership ConferenceOctober 21-24 2015 Chicago, IL

NESWPBISMay 21-22 2015 Groton, MA

Lewistj@missouri.edu

RobH@oregon.edu

George.sugai@uconn.edu

www.pbis.org