SWPBS Louise O'Kelly

SWPBS

Louise O’KellyDepartment of Education Tasmania

Today...

• A rationale for implementing SWPBS

• Consider the logic, systems and practices of the process?

• Review/consider each of the universal systems of SWPBS in relation to our own schools.

Tasmania

“approaches to (student) behaviour often rest on authority, coercion, exclusion and regulation, all of which are imposed on students”

“...Such deficit models of behaviour management do not appear to be working…they tend to promulgate an authority based model of interaction…” (p.19).

Atelier, (2004)

“Across the nation there is a growing sense of pressure arising from children and young people whose needs do not seem to be well met with traditional approaches to service provision.”

Atelier (2004)

Australia

Behaviour problems in schools are;

‘ongoing, growing and of national concern’ (p.3)

MCEETYA Student Behaviour Management Project (2002)

Queensland

Behaviour and behaviour management issues in schools and the development, approval, application and review of school-based policies on behaviour management, including school disciplinary absences, remain contentious and the subject of ongoing public and political debate. The historical connotation of ‘behaviour management’ is that of negative behaviour and its amelioration” (p.2).

Queensland Government MACER Report (2005)

Australian Policy Context“implement policies, programmes and processes to nurture a

safe and supportive school”

“proactive and oriented towards prevention and intervention”

“regularly monitor and evaluate their policies and programmes so that evidence based practice supports decisions and improvement”

“recognise the critical importance of pre service and ongoing professional development in creating a safe and supportive school environment” (p.8-9)

National Safe Schools Framework (2003)

Schoolwide Approach

“ ...although long proposed, until recent years schools have struggled to agree on a common and shared approach to problem behaviour, and even more difficult has been to integrate strategies to improve behaviour with teaching and learning in the context of a schoolwide, positive plan”

Cook & Radler (2006)

...a typical school can use up to fourteen different responses to problem behaviour at any one time, and that strategies and responses are most often implemented inconsistently or imprecisely.

Gottfredson (2000)

Issues for teachersBeginning Teachers

• 1.5% of respondents said they had ongoing support from their university once they began teaching

• 1.8% indicated that they received support from their employer

• 94% reported that they received most of their professional development from school colleagues

• 45% teachers indicated that they won’t be teaching in 10 years time Australian Education Union, 2006

April 12, 2023

• 65% beginning teachers DON”T feel that their pre-service education prepared them for dealing with the needs of:– Students with disabilities

– Students with low socio-economic status

– Students from non English speaking backgrounds

• The top four concerns for new teachers are:– Workload (64%)– Behaviour management (60%)– Pay (56%)– Class sizes (55%)

Australian Education Union, 2006

In service issues

• Supporting students with additional needs• IT• Behaviour and discipline

OECD Teaching and Learning International Survey; 2009‘Creating Effective Teaching and Learning Environments’

Community perceptions, media reporting & government responses

‘A battle is brewing to contain a 26 per cent spike in students being suspended from Queensland schools over the past three years. The alarming wave of aggressive and disrespectful behaviour from southeast and north Queensland students comes as the Government pours another $28.6 million into “positive behaviour strategies” this financial year.’ (p.1)

Brisbane Courier Mail 2008

ACSSO Report October 2008(Australian Council of State School Organisations)

• Discipline in schools was too lax, but few supported the return of the dreaded strap or cane.

• Brat students should be turfed from classrooms until special attention improved their behaviour.

• The importance of values such as compassion, honesty and tolerance should not be restricted to religious schools.

• Teachers who build strong relationships with families should more quickly climb the career ladder.

“…seriously damage education systems, demoralizing staff and students and making the teaching profession an unattractive option for a future workforce.’ (p.46).

Beaman & Kemp (2007)

• Stable suspension, retention and school safety data.

• Enduring community appeal of traditional punitive approaches.

• Underprepared and poorly supported teachers.

• Conflict between policy context and actual practice.

• Lack of alignment of behaviour and learning.

Behavioural HabitsBehavioural Habits

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2 Worries & Ineffective Responses to Problem Behaviour

• Get Tough (practices)

• Train-&-Hope (systems)

Get Tough• Clamp down

• Review rules (again and again)

• Increase continuum and consistency of consequences

Sugai, 2002

Get Tougher

• Zero tolerance policies

• Increased suspension & exclusion

• Off site educational placements

Sugai, 2002

“Get Tough” Problems• Foster environments of control

• Triggers & reinforces non-acceptable behaviour

• Compromises the student-teacher relationship

• Weakens relationship between academic & social behaviour learning

Sugai, 2002

Focus on Behaviour Errors• Challenging behaviour gets worse

• Classes get disrupted

• Children who challenge start hanging out together

• Adults feel powerless

Tasmanian Study

• 44 SWPBS Leadership Teams (260 individual respondents)

• 19 teachers and 6 principals from 6 case study schools.

• 3 years

Initiatives and Reviews:Where we were...

•A consistency of response in relation to the ineffectiveness of current practicein improving student outcomes

•A lack of confidence or ‘efficacy’ on the part of principals and teachers to effectivelyteach students with difficult behaviour, manifested in repeated requests forprofessional learning and support

•An overuse of sanctions and consequence based approaches reflecting a tendencyto attribute cause for misbehaviour primarily to student factors

•A concern about the lack of any systematic and systemic approach to studentbehaviour that aligned with Departmental values and with teaching and learningpractices.

Workshop responses44 SWPBS Teams 260 respondents

• ‘Despair!’

• ‘staff isolation’

• ‘Needed whole school approach’

• ‘current procedures not consistent or shared by all staff’

• ‘We failed the staff health survey’

• ‘Wanted a proactive, positive approach’

Getting Tough Is EnoughBelief that disruptive behaviour should not be tolerated because it inhibits the education of other students and that raising the intensity of punishment is the most effective way to curtail behaviour.

Reprimands, detention, suspension, expulsion and loss of privileges are most common responses to disruptive behaviour.

These are among the least effective strategies for reducing unwanted behaviour.

A strong, consistent policy of punishment and exclusion for problem behaviours – without a balanced system of teaching and rewarding expected behaviours is associated with increases in– aggression, – vandalism, – truancy and,– dropouts

Focusing On The Difficult FewAssuming that if the behaviour of the ‘difficult few’ could be contained (or relocated!) the school climate would be acceptable.

One of the three levels of effective disciplinary structure is a system for addressing a small number of students with chronic and intense disruptive behaviour.

It is not an error to focus on these students, but it is a mistake to focus on these students without first implementing preventions and at risk practices.

Schoolwide discipline is not achieved one student at a time.

Procedures must be in place to build schoolwide social competence.

Too often efforts to remove or contain the small number of the most disruptive students simply results in identification of an ever-increasing number of these students.

Looking For The Quick FixBuilding effective schoolwide discipline takes time.

A reasonable period to design and establish the three major disciplinary systems is 3 to 5 years.

A dangerous trap is to embark on a schoolwide disciplinary effort with the assumption that a program can be identified, adopted and implemented within a few months.

Schools with effective disciplinary systems typically build them over time.

Finding One Powerful TrickSchoolwide discipline is not achieved through a single strategy.

Deceptive to think that a single strategy or procedure exists to meet all the needs of a school.

Effective schoolwide discipline involves the development of at least three distinct systems.

Effective responses to schoolwide discipline problems will involve the design of an action plan that builds and integrates multiple components of a schoolwide disciplinary structure.

Believing Someone Else Has The SolutionSchool teams will need to develop and adapt disciplinary systems that meet the unique features of each school.

There is no one unified system of discipline that has or is likely to emerge as the miracle solution for schools.

School principals committed to building effective disciplinary systems need to lead the integration and ownership of those elements that establish the social culture of a school.

Believing That More Is BetterA common trap is to add more and more reform initiatives to an already overburdened staff.

It is less difficult to identify a new idea that needs implementation than to identify the existing activities that will be terminated to recover resources needed for the new initiative.

As the intensity and diversity of disciplinary problems in schools increase, educators become vulnerable to the lure of the newest fad.

Innovation is added with no consideration beyond surface level appeal (packaging, ease of use, cost).

Activity

• To what extent do these beliefs influence decision making in your schools?

Science of behaviour has taught us that students….

• Are NOT born with “bad behaviours”• Do NOT learn when presented contingent aversive

consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function

Common assumptions about academic errors

Common assumptions about behaviour mistakes

Students are trying to make the correct response.

Students are trying to be disruptive, that is to make an incorrect response.

Errors are accidental. Errors are deliberate.

Errors are inevitable. Students are refusing to cooperate.

Learning requires exploration. Students should not explore limits; they should obey them.

Students who are having difficulties need additional or modified teaching.

Students who are having difficulties should be punished.

Students who achieve good work deserve some recognition

Students should behave appropriately without needing recognition.

Why SWPBS?Why SWPBS?• School friendly

• Practical

• Systematic

• Research informed

• Ongoing development

• Values alignment

• Incorporated community

• Inclusive

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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

Problem Statement

“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

School Leadership Teams

SWPBS District Coaches

Central/regional coordination and training

SYST

EMS

PRACTICES

DATASupportingStaff Behaviour

SupportingDecisionMaking

Supporting Student Behaviour

PositiveBehaviour

Support OUTCOMES

Social Competence &Academic Achievement

•Supports that are needed to enable the accurate and durable implementation of the practices of

SWPBS

•Interventions and strategies that are research validated

•Information that is used to identify status, need for change, and effects of interventions

Academic and behaviour outcomes that are endorsed and emphasised by students, families and educators

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Schoolwide PositiveBehaviour Support

Systems

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviours

3. Procedures for teaching expected behaviour

4. Continuum of procedures for encouraging expected behaviour

5. Continuum of procedures for discouraging inappropriate behaviour

6. Procedures for on-going monitoring & evaluation

Schoolwide Systems

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What do SWPBS Schools Look Like?

• >80% of students can tell you what is expected of them & give

behavioural example

• Taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative

• Evidence based practices are being used

• Function based behaviour support is foundation for addressing

problem behaviour.

What does SW-PBS look like?• At School-wide Level:

– You can identify the behavioural expectations within 5 min of entering the school.

– Students state the behavioural expectations• Ask 10 randomly selected students

– Students are recognized for appropriate behaviour• Ask 10 randomly selected students if they have been

acknowledge for appropriate behaviour in past week.– All staff know the expectations– Data are collected and used for decision-making– Team-based process– Families actively included

BHS 2006

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50

75

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44

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60

80

100

Perc

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Pla

ce

ExpectationsDefined

ExpectationsTaught

Reward System ViolationsSystem

Decision Making Management Local Support ImplementationAverage

BHS 2007

100

80

50

62

87

60

100

77

0

20

40

60

80

100

Perce

ntage

in Pl

ace

ExpectationsDefined

ExpectationsTaught



BHS 2008

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50

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87

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Perce

ntage

in Pl

ace

ExpectationsDefined

ExpectationsTaught



BHS2009

75

40

83

50

75

94100

73.9

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20

40

60

80

100

Perce

ntage

in Pl

ace

ExpectationsDefined

ExpectationsTaught



Term 1 Relocations 2006/2007

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2005

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Suspensions

0

10

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2004 2005 2006 2007

2004

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Regional DataSchoolwide Evaluation Tool (SET Data)

At Risk Children – December 2008

• 57% Primary Prevention

• 29% Secondary Prevention

• 14% Tertiary Prevention

Data collected from Red Cards, Bum bags, Withdrawal Room Book, Teacher data (RAMP)

At Risk Children – June 2011

• 91% Primary Prevention

• 6% Secondary Prevention

• 3% Tertiary Prevention

Data collected from Red Cards, Bum bags, Withdrawal Room Book, SWIS data







Schoolwide Systems

Nemarluk

WanguriAs we build our identity we will incorporate the

social story of:

1. Be safe

2. Be kind

3. Be your best

ShepherdsonSWPBS Team = 6 (was 4) + whole school

• Keep your child safe = Dharray \amatha\ nhokala\aw yothuw

• • SAFE = Marrpara\• SMART = Gadama\• STRONG = {^\

Your school...• Do you have 3-5 expectations?• Do you have a matrix?• Has this been developed in consultation with ALL

stakeholders?• Is the matrix used to reteach replacement

behaviours to problem behaviours identified in your data?

• Is every teacher aware of and using the matrix?







Schoolwide Systems

Teaching Guidelines

• Behaviour problems are learning problems

• The process for teaching social and academic skills is fundamentally the same

• The emphasis is on teaching what we want to see rather than continually correcting what we don’t want to see.

Wangaratta High School

Your school...• Are the expectations being taught by every

teacher?• How do you know?• Are there lesson plans available?• What is your broader social learning curriculum?• Have you visited or revisited non classroom

settings?• How is reteaching using the matrix happening?







Schoolwide Systems

“Positive Office Referral”

• Balancing positive/negative adult/student contacts

• 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

Your school…

• Is there a system for checking everyone’s use of the school wide acknowledgement system?

• How is it being used to support the 6-1 work?

• Are students receiving sufficient reinforcement for using replacement behaviours?







Schoolwide Systems

Staff Managed Office Managed

Late to class/schoolUnprepared - no homework/materialsViolation of classroom expectationInappropriate language Classroom DisruptionMinor Safety ViolationCheating

Consequences are determined by teachers

Repeated minor behavioursHigh level disrespectAbusive/Inappropriate languageHarassment/IntimidationFighting/Physical aggressionSafety violations that are potentially harmful to self, others and/or property.Vandalism/Property destructionTheftTruanting

Consequences determined by senior/office staff

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Observe problem behaviour

Problem solve

Determineconsequence

Follow proceduredocumented

File necessarydocumentation

Send referral to

office File necessary documentation

Determine consequence

Followthrough withconsequences

Problem solve

Follow documented

procedure

Write referral &Escort student to office

Follow upwith student

within aweek

Is behaviour major?

Does student have 3?

NO YES

NO YES

Find a place to talk with student(s) Ensure safety

Correcting problem behaviour

• Has the list been revisited?

• What is happening in practice?

• How do you know?







Schoolwide Systems

ODRs and The BIG 5!• Examine Office Discipline Referral Rates and

Patterns – Major Problem events– Minor Problem events

– Ask the BIG 5 questions• How often are problem behaviour events occurring?• Where are they happening?• What types of problem behaviours?• When are the problems occurring?• Who is contributing?

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Using data...

Your school...

• Do you have a system for recruiting, graphing and sharing data?

• Is everyone using it?

• How do you know?

• What other data could you consider?

GB High School

• Undertook SWPBS training in 2006

• Representative team

• Developed Universals

• Experienced student outcome improvement

• Principal left

• Systemic support suspended

• Implementation stalled

Staff review6-1 Greeting Initiative

Plus Minus Interesting

The kids are starting to greet us first

I’m learning more kids names.

The place feels more positive

On the first day the kids were spooked

More people are smiling

Staff reviewGetting to class before the students

Plus Minus Interesting

Classes are starting quickly

We forgot to plan for who would round up the smokers

Kids more settled

We’re getting more done

‘Pay it Forward’

Impact on student data

• 68% reduction in suspensions

• 65% reduction in exits from class

Efficacy and Attribution

Are you more confident?

• Yes (25)

• (absolutely, definitely, immensely)

• (All but one principal reported perceiving improved confidence in their staff)

Have your views about why problem behaviours occur changed?

• Yes (25)

• (dramatic, immense used to describe in many)

• Understanding the function of behaviour assisted teachers and principals to respond to incidents more calmly and positively (18 responses), and

• Incidents are managed more confidently due to there being a whole school approach and ownership of students and a planned response to behavioural mistakes (21 responses).

Tasmanian Research: What helped??

• Consistency of teaching and responding to students achieved through the implementation of a schoolwide approach that pays attention to the systems required to support implementation by all staff (44)

• Explicit teaching of schoolwide expectations specifically, and social skills generally (42)

• The focus on understanding the function of behaviour and having consistent but positive/educative responses to behavioural errors (36)

• The consistent use of data to assist in understanding and responding to behaviour with some precision, and as a critical, ongoing evaluative tool. (42)

I don’t believe it (SWPBS) can be left though. It’s all about confidence and people lose confidence quickly, because if what they’ve done works eight times, and then two times it doesn’t work, they start to question - they believe they’re a failure because of the two times, they forget about the other eight. So you’ve got to be constantly reminded of the positives, the achievements have to be revisited all the time. The data has been outstanding because it’s just shown them that when things seem to be going haywire, you can show them the data, that it’s not. You’ve got three years of data you can say ‘look at this, our expectations of the kids has risen and that’s why things happening today look big. Three years ago you wouldn’t have even noticed those things. (Primary School Principal)

…probably for me this is the best opportunity that I’ve ever seen for a whole school design that does have that capacity to sustain beyond the Principal or a small group of people within the school. The growing capacity of the team and putting all of the structures in place so that it doesn’t matter who’s in the team or who’s leading the team. (High School Principal)

…probably for me this is the best opportunity that I’ve ever seen for a whole school design that does have that capacity to sustain beyond the Principal or a small group of people within the school. The growing capacity of the team and putting all of the structures in place so that it doesn’t matter who’s in the team or who’s leading the team. (High School Principal)

So...• Teachers and principals report that implementing SWPBS

greatly improves their confidence and capacity in relation to student behaviour.

• They also report having a better and broader understanding about behaviour function.

• Support to implement good practice relies on strong school based systems.

• Sustained implementation is much more likely with strong, reliable systemic support and structures.

Challenges

• Maintaining/sustaining effort against community pressure / media reporting and government responses to that pressure.

• The lack of alignment with teaching and learning policy and practice.

• The shifting priority of student behaviour as a focus for schools.