School-wide Positive Behavior Support for All

Lou DeLoretoE.O. Smith High School

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

June 1 2010

www.pbis.org www.cber.org www.swis.org

www.pbis.org

www.CBER.org

• 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)

SWPBS is about….

SWPBS is

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS: Example

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•

~15%

RtI

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

SCHOOL-WIDE1.1. 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

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

Core Values at E.O. Smith

Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup

1 million workers, 80,000 managers, 400 companies

1. Do I know what is expected of me at work?

2. Do I have materials & equipment to do my work right?

3. At work, do I have opportunity to do what I do best every day?

4. In last 7 days, have I received recognition or praise for doing good work?

5. Does my supervisor, or someone at work, seem to care about me as person?

6. Is there someone at work who encourages my development?

7. At work, do my opinions seem to count?

8. Does mission/purpose of company make me feel my job is important?

9. Are my co-workers committed to doing quality work?

10. Do I have best friend at work?

11. In last 6 months, has someone at worked talked to me about my progress?

12. This last year, have I had opportunities at work to learn & grow?

PBIS at EOS Timeline

•January 2006- George Sugai presents PBIS to faculty•May 2006- Adoption of 5 core values & SW matrices•Summer 2006- PBIS team review disciplinary data •September 2006- Introduce SW positive reinforcement•October 2006- Introduce PBIS to PNH and SC •April 2007- Core values week- Introduce PBIS to students•September 2007- Begin introducing academic and behavioral intervention programs

SWS Programs

• Academic study halls• Writing Center• Collaborative Assistance Team• Advisory • Positive After School Support (P.A.S.S.)• Depot Campus• Credit recovery

SWS Practices

• Incorporate 5 core values into the school culture• Data reviews of academic and behavioral data• Literature reviews of effective programs• Quarterly faculty presentations on student performance• Develop SW programs to meet the needs of all students• Embrace a philosophy of creating an opportunity of

success for all

Total Number of Students Committing Offenses by School Year

8884

110117

0

20

40

60

80

100

120

140

2005-2006 2006-2007 2007-2008 2008-2009

Numb

er of

Stud

ents

9th Grade

10th Grade

11th Grade

12th Grade

Total

Total Number of Student Incidents by School Year

164132

266

199

0

50

100

150

200

250

300

2005-2006 2006-2007 2007-2008 2008-2009

Num

ber o

f Inc

iden

ts

Total Suspensions by Year By Type

34

3121

111119

254

198

0

50

100

150

200

250

300

2005-2006 2006-2007 2007-2008 2008-2009

Year

Nu

mb

er o

f S

usp

ensi

on

s

ISS

OSS

2010-11

Focus on reducing the frequency of offenses by a small number of students

Continue to use OSS for mandated offenses

• Case manager “interventionist” model• Increase “in-school” behavioral supports aimed

at changing behavior