School-Wide Positive Behavior Support: Getting Started

School-Wide Positive Behavior Support:

Getting Started

George Sugai & MD PBIS TeamOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutJuly 10, 2007

www.pbis.org

www.swis.org

[email protected]

www.pbis.org

pbismaryland.org

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, 41-59.

TOP FOUR 2005

• Lack of financial support (since 2000)

• Overcrowded schools

• Lack of discipline & control

• Drug use

#1 SPOT

• >2000 lack of financial support

• 1991-2000 drug use

• <1991 lack of discipline

Competing, Inter-related National Goals• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching & learning• Improve student character & citizenship• Alternatives to suspension• Responsiveness to Intervention• Eliminate bullying• Prevent drug use• School-based mental health• Social & emotional well-being• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Truancy/attendance • Leave no child behind• Etc….

PURPOSEEnhance capacity of

school teams to provide the best

behavioral supports for all students…...

MAIN TRAINING OBJECTIVES

• Establish leadership team

• Establish staff agreements

• Build working knowledge of SW-PBS practices & systems

• Develop individualized action plan for SW-PBS for upcoming year– Data: Discipline Data, EBS Self-Assessment Survey,

Team Implementation Checklist

– Presentation for school

Getting to these objectives

• Rationale, context, & features

• Implementation practices, structures, & processes

• Outcomes & examples

• Brief activities & team action planning

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)

Context Matters!

“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.

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

“Da place ta be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

“Would you eat there?”

Cafeteria staff indicate that food is being thrown on the floor, creating a safety hazard.

“Not me”

Middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.

“Class from Hell”Ms. Taken says 3rd period is her “class from hell.” It takes 10 minutes to get classes started. Half students usually leave classroom before period is over. Ms. Taken calls dean of students to her class at least once per week.

“Cliques”

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.

“You said, what?”

In two high schools, students cited & fined $113 for using profanity

“Four corners”

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.

“Not my job”

School counselor spends nearly 15% of his day “counseling” staff members who feel helpless & defenseless in their classrooms because of a lack of discipline & support.

“FTD”

On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card.

Secondary Features• Social culture is important in high school• Student-student interactions as important• Problem behaviors are different

– Tardy & truancy– Work completion– Insubordination & disrespect.– Student-student aggression & harassment

• 10th grade is “tipping point”• Adults make a difference through

– Being models– Defining clear expectations– Arranging for academic success.

Messages1. Successful Individual student

behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable

2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

2 Worries & Ineffective Responses to Problem

Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

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!”

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

Reactive responses are predictable….

When we experience aversive situation, we want select interventions that produce immediate relief

– Remove student

– Remove ourselves

– Modify physical environment

– Assign responsibility for change to student &/or others

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!

Erroneous assumption that student…

• Is inherently “bad”

• Will learn more appropriate behavior through increased use of “aversives”

• Will be better tomorrow…….

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

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

Worry #2:“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

Development “Map”

• 2+ years of team training

• Annual “booster” events

• Coaching/facilitator support @ school & district levels

• Regular self-assessment & evaluation data

• Develoment of local/district leadership teams

• State/region & Center on PBIS for coordination & TA

Role of “Coaching”

• Liaison between school teams & PBS leadership team

• Local facilitation of process

• Local resource for data-based decision making

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.

http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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

Another Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

CO PBS

FCPS

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

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

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

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

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Agreements

Team




PROCESS

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements &

Supports

Agreements

Team




PROCESS

Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

SWIS

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals by Problem Behavior

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Referrals per Location

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals by Time of Day

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

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

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

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

School-wide Systems

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

Willamette High School

Employee Entrance at TulsaDowntown Doubletree

Carmen Arace Intermediate, Bloomfield

Willamette High School

Organizational Goals

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

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.

Exp

ecta

tions

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context

Teaching Matrix Activity

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

Expected behaviors are visible

Sirrine Elementary June 8, 2004 SC

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – Athletics

RAH Practice Competitions

Eligibility Lettering Team Travel

Respect Listen to coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement

Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.

Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

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

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

Acknowledge & Recognize

• Certificates of Recognition

• Citizenship Cards

• Respect Rewards

• Positive Office Referrals

• Peer Praise

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

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Minnesota 5/06

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

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

“Good morning, class!”

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

“Bus Bucks”• Springfield P.S., OR

• Procedures– Review bus citations

– On-going driver meetings

– Teaching expectations

– Link bus bucks w/ schools

– Acknowledging bus drivers

“Super Sub Slips”

• Empowering subs in Cottage Grove, OR

• Procedures

– Give 5 per sub in subfolder

– Give 2 out immediately

“Positive Office Referral”

• Balancing positive/negative adult/student contacts in Oregon

• Procedures

– Develop equivalent positive referral

– Process like negative referral

“Piece of Paper”

In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment

Agreements

Team




PROCESS

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

CO PBSFCPS

“80% Rule”

• Apply triangle to adult behavior!

• Regularly acknowledge staff behavior

• Individualized intervention for nonresponders

– Administrative responsibility








~80% of Students

~15%

~5%



SUPPORT

“Golden Plunger”

• Involve custodian

• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 Free Period”

• Contributing to a safe, caring, effective school environment

• Procedures

– Given by Principal

– Principal takes over class for one hour

– Used at any time

“G.O.O.S.E.”

• “Get Out Of School Early”

– Or “arrive late”

• Procedures

– Kids/staff nominate

– Kids/staff reward, then pick

Agreements

Team




PROCESS

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

SWIS FRMS








~80% of Students

~15%

~5%



SUPPORT

0

300

600

900

1200

1500

Tota

l O

ffic

e D

iscip

line R

efe

rrals

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

Pre

Post

ODR Admin. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instruc. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time








~80% of Students

~15%

~5%



SUPPORT

٭

“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.

• Measurable & justifiable outcomes

• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementation

PBIS Messages

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

CONTACT INFO

[email protected]

[email protected]

www.pbis.org

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/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 appropriatel

y.

Wipe your feet.Sit

appropriately.

Documents

School-Wide Positive Behavior Support: Getting Started