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School-wide Positive Behavior SupportRob Horner, George Sugai, Celeste Rossetto DickeyUniversity of Oregon and University of Connecticut
www.pbis.orgwww.swis.org
Goals/ Materials for today Provide a logic for considering school-wide Positive Behavior Support
(PBS). Define the core features of School-wide PBS Define the implementation approach Define the outcomes achieved by schools that adopt school-wide PBS to
criterion
Materials PowerPoint slides References Discipline matrix (curriculum matrix) Working Smarter matrix Teaching plan formats (and examples)
Main Messages Supporting social behavior is central to achieving
academic gains.
School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.
Implementation of any evidence-based practice requires a more coordinated focus than typically expected.
Six Basic Recommendations for Implementing PBIS Never stop doing what is already working
Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals Do a small number of things well
Do not add something new without also defining what you will stop doing to make the addition possible.
Six Basic Recommendations for Implementing PBIS Collect and use data for decision-making
Adapt any initiative to make it “fit” your school community, culture, context.
Families Students Faculty Fiscal-political structure
Establish policy clarity before investing in implementation LAUSD.pptx
Logic for School-wide PBS Schools face a set of difficult challenges today
Multiple expectations (Academic accomplishment, Social competence, Safety)
Students arrive at school with widely differing understandings of what is socially acceptable.
Traditional “get tough” and “zero tolerance” approaches are insufficient.
Individual student interventions Effective, but can’t meet need
School-wide discipline systems Establish a social culture within which both social and
academic success is more likely
Problem BehaviorsInsubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.
Exist in every school Vary in intensity Are associated w/
variety of contributing variables
Are concern in every community
The Challenge 80% of principals indicate that “too much time is
spent dealing with disruptive and dangerous students.”
National Association of Elementary School Principals, 1997
81% of teachers polled state that their worst behaved students are a barrier to effective education in their classrooms
Public Agenda, 2004
The Challenge More than 50% of all crime in the United
States is committed by 5-7% of youth between the ages of 10-20
APA Commission on Youth Violence, 1993
Each school day 100,000 students in the United States bring weapons to school
Walker, 1994
The Challenge 7.4% of students surveyed reported that they
had been threatened or injured by a weapon during the past year.
4% reported that they missed at least one day of school because they felt unsafe.
Center for Disease Control’s Center for Injury Prevention and Control (1997)
The Challenge Exclusion and punishment are the most
common responses to conduct disorders in schools.
Lane & Murakami, (1987) Rose, (1988) Nieto, (1999) Sprick, Borgmeier, & Nolet, (2002)
Exclusion and punishment are ineffective at producing long-term reduction in problem behavior
Costenbader & Markson (1998)
The Challenge Punishing problem behaviors (without a
proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.
Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Skiba & Peterson, 1999
Research Findings Reviews of over 600 studies on how to
reduce school discipline problems indicate that the least effective response to school violence are: Counseling (talking therapies) Psychotherapy Punishment
Gottfredson, 1997 Lipsey, 1991; 1992 Tolan & Guerra, 1994 Elliott, Hamburg, Williams, 1998
Research Findings The same research reviews indicate that the
most effective responses to school violence are: Social Skills Training Academic Restructuring Behavioral Interventions
Gottfredson, 1997 Elliot, Hamburg, & Williams, 1998 Tolan & Guerra, 1994 Lipsey, 1991; 1992
What is School-wide Positive Behavior Support?
School-wide PBS is: A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to be effective learning environments for all students.
Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that
support effective practices)
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
SYSTEMS
PRACTICESDAT
A
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence, Academic Achievement and Safety
SupportingDecisionMaking
School-wide PBS
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%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
27
School-wide Systems(All students all settings all times)
Create a positive school culture:School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
Classroom
SWPBSSubsystems
Non-classroomFamily
Student
School-w
ide
Invest in Prevention (school-wide)Build a Culture of Competence
Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for
behavioral errors. Information-based problem solving Do not expect school-wide efforts to affect
students with chronic problem behavior.
Define School-wide Expectationsfor Social Behavior
Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid
doing) Memorable Examples:
Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults
Activity Define three-five core behavioral
expectations you would recommend for your school.
Core value Positive – Short Memorable
How would you include families, students, community members in the process?
How would you assess if the teaching had been effective?
Teach Behavioral Expectations Transform broad school-wide Expectations
into specific, observable behaviors. Use the Expectations by Settings Matrix
Teach in the actual settings where behaviors are to occur
Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and
focused on student success.
Curriculum Matrix
Location 1 Location 2 Location 3 Location 4 Location 5 Location 6
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
Discipline Matrix
Location 1
Lunch
Location 2 Location 3
Classroom
Location 4 Location 5 Location 6
Expectation 1
Respect
Sit with your class
Listen when others speak/
Expectation 2
Responsible
Clean up your area
Be on task
Expectation 3
Expectation 4
Expectation 5
CLASS HALL GYM COMMONS BUS OFFICE
BeRespectful
Positivecommentsto eachother
TalkQuietly
Share Use whitephone tocall home
BeResponsible
Havebooks andpencil
Walk onRight
WearSoft-SoledShoes
Sit quietly
Be-ThereBe-Ready
Get toClass onTime
Get toClass onTime
FollowDirections
Stop playwhenasked
Hands andFeet to self
Keephandsand feetto self
Handholding only
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
Teaching Matrix Activity(Identify cells that you would change)
Classroom Lunchroom Bus Hallway Assembly
Respect Others
No food in class
Eat your own food
Stay in your seat
No harassmentNo violence
Arrive on time to speaker
Respect Environment & Property
Recycle paper
Return traysKeep feet on
floorDo not litter
Leave the auditorium as clean as you
find it.
Respect Yourself
Do your bestWash your
handsBe at stop on
timeUse your
wordsNo hatsNo gum
Respect Learning
Have materials
ready
Eat balanced diet
Go directly from bus to
class
Go directly to class
Discuss topics in class w/ others
Teaching Matrix Activity(Identify cells that you would change)
Classroom Lunchroom Bus Hallway Assembly
Respect Others
No food in class
Eat your own food
Stay in your seat
No harassmentNo violence
Arrive on time to speaker
Respect Environment & Property
Recycle paper
Return traysKeep feet on
floorDo not litter
Leave the auditorium as clean as you find it.
Respect Yourself
Do your bestWash your
handsBe at stop on
timeUse your
wordsNo hatsNo gum
Respect Learning
Have materials
ready
Eat balanced diet
Go directly from bus to
class
Go directly to class
Discuss topics in class w/ others
Norwegian
Activity: Teaching Matrix Define your school-wide expectations Define a set of possible locations Select 1 location:
Define the best example of behaving appropriately.
Identify the most common behavioral error in that location, and identify the positive alternative.
Write these two positive behaviors in each cell of the matrix.
Teaching Behavioral Expectations Teach behavior the same way you teach other
subjects
Define the concept to be learned (the label) Provide rationale/ logic
Provide positive examples, and emphasize the key features of the positive examples
Juxtapose positive examples with negative examples to build precision
Practice positive performance with recognition
Teaching Behavioral Expectations
Define the Expectation(s): Provide a Rationale: Teach the Critical Discrimination: Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Teach for fluency (practice)? Reinforcement. How will this skill be maintained?
Nolan
Activity As a team (your table)
Use the behavioral expectations from one member of the team as the standard for your “school”
Select a location in the school
Write a teaching plan that can be delivered to 20-60 students in 15-18 min.
Continuum of Consequences for Behavioral Errors
Do not ignore problem behavior. (unless ignoring is part of a specific program)
Define specific teacher responses for “minor” and “major” problem behavior.
Define a general “rule” for when a teacher should send a student to the office.
Do NOT expect office referrals to change behavior. Use office referrals to (a) prevent problem behavior from being
rewarded, (b) prevent escalation, and (c) prevent problem behavior from interrupting on-going instruction.
Use teaching to change behavior See www.swis.org for a list of behavioral definitions for problem
behavior.
Page 37
Activity:(Record your personal score, then compare)
On a scale of 1-10 (10=high) To what extent do teachers/staff in your school
have a clear and consistent understanding of when to send a student to the office?
To what extent do teachers/staff in your school use consistent definitions for types of problem behavior (e.g., harassment, disruption, dress code violation, non-compliance)?
On-going Reward of Appropriate Behavior
Every faculty and staff member acknowledges appropriate behavior.
5 to 1 ratio of positive to negative contacts
System that makes acknowledgement easy and simple for students and staff.
Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)
Beginning of class recognition Raffles Open gym Social acknowledgement
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.
Brag Box I would like to share that Mr./ Mrs. Miss _________ ,
_ _______________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
To build staff moral we began recognizing the positive things we were seeing among the adults in our building.
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.” Judy Cameron, 2002 Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001
“The undermining effect of extrinsic reward on intrinsic motivation remains unproven”
Steven Reiss, 2005
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the classroom: Bribery or best practices. School Psychology Review, 33, 344-362
Use of rewards in
Education
“What the Worlds Greatest Managers Do Differently”-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees:
1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like
their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.
“What the Worlds Greatest Administrators Do Differently”-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where Faculty:
1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like
their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.
“What the Worlds Greatest Teachers Do Differently”-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where students:
1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like
their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.
Action: Rate your school culture1. Use a student perspective2. Use a staff perspective
Low High
Predictable
Consistent
1 2 3 4 5
1 2 3 4 5
Positive 1 2 3 4 5
Safe 1 2 3 4 5
Activity: 7 min You are interested in student’s being
respectful of each other. How would you build an acknowledgement
system that promotes and encourages being respectful of others? In elementary grades In middle school In high school
Use of Data for Decision-making Use of data to guide implementation
Team Implementation Checklist
Use of student data (office discipline referrals) to assess impact. www.swis.org
Iowa Elementary SchoolsTeam Checklists 02-04, % Items Fully & Partially Implemented
0
20
40
60
80
100
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3
AdamsES-D
Douds ES * Iowa Valley ES* JacksonES-D
MLKES-D
MonroeES-D
ParkAve.ES-D
Prescott ES* Stockport ES-P* StoweES-D
Pe
rce
nt
(%)
Imp
lem
en
ted
% Imp. % Partially Imp.
1 2 3 4
Middle School with 500 students
Change Report OptionsChange Report Options0.005.006.5011.0017.0012.0011.0016.009.00127.500.000
0
10
20
30
40
50
60
70
Refe
rrals
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Month
Total Ref versus Ref/Day/MoNV High School
January 10
Data As of Jan 10th
Change Report OptionsChange Report Options1.41.82.72.52.753.4900.000
Activity: Rate each cell as: In place, Partial, Not In place
Data are collected Data are shared with Admin and/or team
Data are shared at least quarterly with whole faculty
Information about our implementation of discipline practices
In Place
Partially In Place
Not In place
In Place
Partially In Place
Not In place
In Place
Partially In Place
Not In place
Information about office discipline referrals
In Place
Partially In Place
Not In place
In Place
Partially In Place
Not In place
In Place
Partially In Place
Not In place
Information about students with more significant problem behaviors
In Place
Partially In Place
Not In place
In Place
Partially In Place
Not In place
In Place
Partially In Place
Not In place
Invest in Sustainability Systems It is not adequate to invest in practices that
work, if those practices do not sustain
Glenn Latham
Practices and Systems for School-wide Behavior Support Practices
Define expectations Teach expectations Monitor expected
behavior Acknowledge
expected behavior Correct behavioral
errors (continuum of consequences)
Use information for decision-making
Systems Admin Leadership Team-based
implementation Defined commitment Allocation of FTE Budgeted support Development of
decision-driven information system
Formal policies
Efficient Systems of Support Combine rather than add initiatives
Never stop doing what works Look for smallest change that produces largest effect
Different systems for different challenges The need for continuous self-assessment
Link behavioral and academic outcomes No new resources required
for school-wide
Efficient Systems of Support “The typical school operates 14 different
prevention activities concurrently, and the typical activity is implemented with poor quality.”
Gottfredson, Gottfredson, Czeh, Cantor, Crosse & Hantman, 2000
Summary Invest in prevention Build a social culture of competence Focus on different systems for different
challenges Build local capacity through team processes, and
adaptation of the practices to fit the local context Use data for decision-making Begin with active administrative leadership
Examples
Why should we be committed to implementation of SWPBS?
SWPBS benefits children Reduction in problem behavior
Office discipline referrals Suspensions Expulsions Improved effectiveness for intensive interventions
Increased student engagement Risk and protective factors improve Students perceive school as a safer, more supportive environment
Improved academic performance When coupled with effective instruction
Improved family involvement
Comparison of SET Score and Reduction in ODRMaryland
80%
97%
87%
78%
90%94%
97%
88% 89%
57%
50%55%
37%
22%
42%
86%
55%
73%
26%
57%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SET Score
ODR Reduction
ODR rates (Majors only) for Schools Meeting and Not Meeting PBS Implementation Criteria: Illinois
Elementary Schools
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
Not at Criterion: N = 87 At Criterion: N = 53
Mean
OD
Rs p
er
100 s
tud
en
ts p
er
Day Schools at criterion average a 25% lower ODR rate
Implementing PBIS is related to reduction in Office Discipline Referrals
SET Total Score and ODR/100 Students/Year: One Chicago School
0
20
40
60
80
100
120
140
01-02 02-03 03-04
SE
T T
ota
l: O
DR
pe
r 1
00
SET
ODR
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Irving ES200102
Irving ES200203
Irving ES200304
Irving ES200405
Pct6up 12% 3% 3% 0%
Pct2to5 24% 17% 8% 3%
Pct0to1 65% 80% 89% 97%
Irving ES 200102 Irving ES 200203 Irving ES 200304 Irving ES 200405
ODR/100 1.13 .51 .39 .08
TIC Total 76% 82% 82% 88%
Irving Triangle (0-1); SET and ODR Summary
0
20
40
60
80
100
120
01-02 02-03 03-04 04-05
Pec
ent o
r R
ate % 0-1
TIC
ODR
Illinois Mean Proportion of Students Meeting ISAT Reading Standard
t test (df 119) p < .0001
46.60%
62.19%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
PBIS NOT in place N = 69 PBIS IN place N = 52
Mea
n P
erce
ntag
e of
3rd
gra
ders
m
eetin
g IS
AT
Rea
ding
Sta
ndar
d
Kent
Iowa Elementary School
Examples
FRMS
Video link
Why should we be committed to implementation of SW-PBIS?
Benefits to faculty and staff: Improved consistency across faculty
Better collaboration in support of individual students
Improved classroom management Classroom routines Strategies for preventing and pre-empting problem behavior
Reduced faculty absenteeism Increased faculty retention Improved substitute performance/perception Increased ratings of faculty “effectiveness”
Staff perceive themselves as more effective due to coherent planning, improved student behavior, effective strategies for addressing problems.
Why should we be committed to implementation of SW-PBIS?
Benefits to District/Community Improved cost effectiveness
1 ODR = 15 min staff time; 45 min student time
Sustained effects across administrator, faculty, staff, student change.
Cost of re-creating systems draws away from effective education.
Administrative benefits of scale Cost savings for data systems Effective transitions among faculty when they shift from one school
to another.
Effective innovation Data systems promote innovation. Focus on research-based practices
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
What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School
Savings in Administrative time
ODR = 15 min Suspension = 45 min
13,875 minutes 231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min Suspension = 216 min
43,650 minutes 728 hours
121 6-hour school days
Summary Invest in prevention Build a social culture of competence Focus on different systems for different
challenges Build local capacity through team processes, and
adaptation of the practices to fit the local context Use data for decision-making Begin with active administrative leadership
Examples