School-Wide PBIS: Middle/High Getting Started. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 12, 2008 www.pbis.org www.cber.org www.swis.org George.email@example.com. www.pbis.org. PURPOSE
School-Wide PBIS:Middle/High Getting Started
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
August 12, 2008
www.pbis.org www.cber.org www.swis.org
Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.
Today: Content Orientation
Tomorrow: Team Action Plan
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.
5100 referrals =
51,000 min @10 min =
850 hrs =
141 days @ 6 hrs
During 4th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.
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.
45 cigarette smoking violations have been reported in past month by security staff & neighbors.
During 3rd & 6th block periods, more students are in the hallways & outside the building than in class…& neighbors are complaining!
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. When you’re ready to take responsibility for your actions & behave like an adult, you can be in my classroom!”
When we experience aversive situation, we select interventions that produce immediate relief by
WHAT ABOUR NON-RESPONDERS?
……..Do learn better ways of behaving by being taught directly & receiving positive feedback
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students
(Zins & Ponti, 1990)
Supporting Social Competence &
4 PBS Elements
Systems for Students with High-Risk Behavior
Systems for Students with At-Risk Behavior
Wide Systems for
Staff, & Settings
~80% of Students
p. 33 A
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