School-Wide Positive Behavior Support: Getting Started Follow-up

1. School-Wide Positive Behavior Support: Getting Started Follow-up George Sugai &Vincent Samoulis OSEP Center on PBIS University of Connecticut April 10, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

2. www.pbis.org

3. New England PBS Conference November 15th Somewhere near Boston Information: www.mayinstitute.org

4. April 10 Agenda • Welcome, Advance Organizer • Brief Team Reports • SWPBS Review & Moving Forward • Non-Classroom Setings • Understanding Escalating Behavior • Evaluation & Data Management • Action Planning

5. MAIN TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SW-PBS practices & systems • Develop individualized action plan for SW-PBS • Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist • Presentation for school • Organize for upcoming school year

6. “1 Min. Team Reports • Name of School • Data Report • 1-2 Accomplishments/Activities Since January • 1 Challenge/”Speed Bump”

8. Messages Repeated! • Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable • Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

9. 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

10. 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

11. Role of “Coaching” • Liaison between school teams & PBS leadership team • Local facilitation of process • Local resource for data-based decision making

12. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

13. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

14. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

15. Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

16. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” CO PBS Agreements FCPS Data-based Action Plan Evaluation Implementation

17. Team-led Process Non-Teaching Meetings Family Behavioral Capacity Priority & Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student Teaching Communications Start with Team that “Works.”

18. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

19. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SWIS

20. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

21. School-wide 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

22. Classroom Setting Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

23. Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

24. Individual Student Systems • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

25. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

26. Few positive SW expectations defined, taught, & encouraged

27. Expectations & behavioral skills are taught & recognized in natural context Expectations

28. 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

29. Acknowledge & Recognize

30. Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

31. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support FCPS CO PBS

32. “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for nonresponders • Administrative responsibility

33. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

34. “Golden Plunger” • Involve custodian • Procedure • Custodian selects one classroom/ hallway each week that is clean & orderly • Sticks gold-painted plunger with banner on wall

35. North Myrtle Beach Primary June 8, 2004 SC

36. “Staff Dinger” • Reminding staff to have positive interaction • Procedures • Ring timer on regular, intermittent schedule • Engage in quick positive interaction

37. “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

38. “G.O.O.S.E.” • “Get Out Of School Early” • Or “arrive late” • Procedures • Kids/staff nominate • Kids/staff reward, then pick

39. Staff Acknowledgements 1 Minute New Spokesperson Attention Please • 9 minutes • Review/develop procedures for acknowledging/encouraging staff contributions & accomplishments • Report 2-3 “big ideas” from your team discussion (1 min. reports)

40. Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

41. Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review SWIS FRMS

42. Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

43. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

44. What does SWPBS look like? • >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative • Function based behavior support is foundation for addressing problem behavior. • Data- & team-based action planning & implementation are operating. • Administrators are active participants. • Full continuum of behavior support is available to all students

46. Pre Post

47. 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

48. “Mom, Dad, Auntie, & Jason” In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

49. I like workin’ at school After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

50. “I like it here.” Over past 3 years, 0 teacher requests for transfers