School-wide Positive Behavior Support: What, Why, How

1. School-wide Positive Behavior Support:What, Why, How Rob Horner University of Oregon www.pbis.org

2. Goals • What: Define the core features of SWPBS • Why: Define if SWPBS is appropriate for your school • How: Define the process for implementing SWPBS

3. 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.

4. Six Basic Recommendations for Implementing PBIS • Never stop doing what already works • 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.

5. 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 Discipline Foundation Policy.pptx

6. WHAT IS SWPBS • Logic • Core Features

7. 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

8. Context • Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

9. Insubordination, 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. Vary in intensity Exist in every school, home and community context Place individuals at risk physically, emotionally, academically and socially Problem Behaviors

10. Context • Our success lies in our unwavering commitment to the best interest of individuals and their families. • What we do in the name of PBS is not about a model, a brand or a manual. It is about the thoughtful construction of effective places to live, learn, work and play.

11. Sobering Observation Reduction in Incidence of Mental Retardation and Learning Disabilities The Oregon Department of Education has released graduation rates for all public high schools. Nearly one-third of all high school students don't receive a diploma after four years of study. by Betsy Hammond, The Oregonian Monday June 29, 2009, © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 "All organizations [and systems] are designed, intentionally or unwittingly, to achieve precisely the results they get."R. Spencer Darling Business Expert Rise in Incidence of Autism

12. Systems Change • Effective practices produce effective outcomes only within effective systems • We have invested in defining effective practices but not in defining the systems needed for these practices to produce effective outcomes.

13. School-wide PBS • Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

14. What is School-wide Positive Behavior Support? • School-wide PBS is: • A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment 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 intervention supports. • Implementation of the systems that support effective practices

15. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

16. School-wide PBS • Establishing additional supports for students with more intense needs

17. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE 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 27

18. School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% ~80% of Students

19. Math Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Behavior Health Reading

20. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

21. Supporting Social Competence, Academic Achievement and Safety School-wide PBS OUTCOMES Supporting Student Behavior Supporting Decision Making PRACTICES DATA SYSTEMS Supporting Staff Behavior

22. School-wide PBS • Braiding proven practices with practical systems: • Policies, Team meetings, Data Systems

23. SWPBS Practices School-wide Classroom • Smallest effort • Evidence-based • Biggest, durable effect Family Non-classroom Student

24. Create Effective Learning Environments • Predictable • Consistent • Positive • Safe

25. 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

26. 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.

27. Curriculum Matrix

30. 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.

31. 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

32. Acknowledge & Recognize

33. 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.

34. To build staff moral we began recognizing the positive things we were seeing among the adults in our building.

35. 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

36. “What the Worlds Greatest Managers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews 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.

37. “What the Worlds Greatest Administrators Do Differently” -- Buckingham & Coffman 2002, GallupInterviews 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.

38. “What the Worlds Greatest Teachers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews 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.

39. Action: Rate your school culture1. Use a student perspective2. Use a staff perspective

40. 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

41. MINIMIZE CROWDING & DISTRACTIONS • Smooth movement/transitions • Precorrect for problems • Teach routines & prompts • 2. ESTABLISH PREDICTABILITY • Teach routines • Precorrect for errors • Specific directions • 3. POSITIVELY STATED EXPECTATIONS • Taught • Practiced • Acknowledged • 4. 4 POSITIVE FOR 1 NEGATIVE INTERACTION • Authentic • Culturally/developmentally appropriate • Equally distributed across all • More for some • MULTIPLE OPPORTUNITIES TO RESPOND • Frequent • Active • Doable • All • 6. ACTIVE ENGAGMENT • W/ instructor • W/ curriculum • Active • Observable • All • ACTIVELY SUPERVISE • Move • Scan • Interact • Reinforce • 8. HANDLE MINOR PROACTIVELY • Quickly • Quietly • Preventively • Positively • 9. MULTIPLE ACKNOWLEDGEMENT STRATEGIES • Authentic • Culturally/developmentally appropriate • Equitably distributed across all • More for some • 10. SPECIFIC FEEDBACK • Informative • Positive • Contingent • Relevant

42. Six Elements of a School Discipline System 1. Policy and Logic 2. Problem Behavior Definitions 3. Discipline Referral Form 4. Guidelines for responding to problem behavior 5. Data System 6. Decision-making Process

43. WHY CONSIDER SWPBS • Is SWPBS possible? • Is SWPBS needed in our school? • Will SWPBS benefit our students, staff, families?

44. States Implementing SWPBS10,000+ schools in 48 states California Illinois Number of Schools States

45. Scott Spaulding, Claudia Vincent Pbis.org/evaluation/evaluation briefs California Hawaii

46. Current Research • School-wide PBS is “evidence-based” • Reduction in problem behavior • Increases in academic outcomes • Horner et al., 2009 • Bradshaw et al., 2006; in press • Behavioral and Academic gains are linked • Amanda Sanford, 2006 • Jorge Preciado, 2006 • Kent McIntosh • School-wide PBS has benefits for teachers and staff as well as students. • Scott Ross, 2006 • Sustaining School-wide PBS efforts • Jennifer Doolittle, 2006

47. North CarolinaPositive Behavior Support Initiative February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center http://www.dpi.state.nc.us/positivebehavior/

48. North CarolinaPositive Behavior Support Initiative State PBS Coordinator Heather R Reynolds Dr. Bob Algozzine

49. Dr. Bob Algozzine North CarolinaPositive Behavior Support Initiative Non-PBS Comparison Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

50. Dr. Bob Algozzine North CarolinaPositive Behavior Support Initiative Schools with Low ODRs and High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students