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School Discipline Institute “Meeting the Challenge” 2 012 Safe & Healthy Students Conference Washington DC. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 9 2012 www.pbis.org www.cber.org [email protected] Nov 1985 Kappan.

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George sugai osep center on pbis center for behavioral education research

School Discipline Institute“Meeting the Challenge”2012 Safe & Healthy Students ConferenceWashington DC

George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

August 9 2012

www.pbis.orgwww.cber.org

[email protected]


George sugai osep center on pbis center for behavioral education research

Nov 1985Kappan

Getting Tough

School Discipline Challenge:

Academic & behavior success (failure) are linked!

Teaching to Corner


George sugai osep center on pbis center for behavioral education research

“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.”

NYTimes, M. Rich Aug 7 2012

  • >1 Susp. 1 Year

  • 1 in 6 black

  • 1 in 13 Amer Indian

  • 1 in 14 Latinos

  • 1 in 20 Whites

  • Not correlated w/ race of staff

  • 13% w/ v. 7% w/o

  • 1 in 4 black K-12 students

  • High suspension correlated w/

  • Low achievement

  • Dropout

  • Juvenile incarceration

Dan Losen & Jonathan Gillespie

Center for Civil Rights Remedies at UCLA


Take a number

“Take a Number”

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students had received at least 1 office discipline referral.


George sugai osep center on pbis center for behavioral education research

Administrative Impact


George sugai osep center on pbis center for behavioral education research

InstructionalImpact


Give priority to effective practices

Give Priority to Effective Practices


Early triangle walker knitzer reid et al cdc walker et al 1995 p 201

“Early Triangle”Walker, Knitzer, Reid, et al., CDC(Walker et al., 1995, p. 201)

  • Prevention Logic

  • Reduce # new

  • Reduce intensity of existing


George sugai osep center on pbis center for behavioral education research

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

FEW

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

SOME

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

ALL

~80% of Students

Horner, Lewis, Sugai, Todd, Walker…1995


George sugai osep center on pbis center for behavioral education research

23

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007


George sugai osep center on pbis center for behavioral education research

Continuum of Support for ALL

“Theora”

Math

Science

Tech

Spanish

Reading

Writing

Soc skills

Soc Studies

Basketball

Label behavior…not people

Dec 7, 2007


George sugai osep center on pbis center for behavioral education research

Continuum of Support:

“Molcom”

Anger man.

Prob Sol.

Acc. Fdbk

Ind. play

Adult rel.

Self-assess

Attend.

Coop play

Peer interac

Align behavioral supports

Dec 7, 2007


George sugai osep center on pbis center for behavioral education research

ESTABLISHING CONTINUUM of SWPBS

Homework

  • TERTIARY PREVENTION

  • TERTIARY PREVENTION

  • Function-based support

  • Wraparound

  • Person-centered planning

  • SECONDARY PREVENTION

  • SECONDARY PREVENTION

  • Check in/out

  • Targeted social skills instruction

  • Peer-based supports

  • Social skills club

  • PRIMARY PREVENTION

  • PRIMARY PREVENTION

  • Teach SW expectations

  • Proactive SW discipline

  • Positive reinforcement

  • Effective instruction

  • Parent engagement


George sugai osep center on pbis center for behavioral education research

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway2011; Sugai, O’Keeffe, & Fallon, in press

Supporting Social Competence &

Academic Achievement

CULTURALLY

EQUITABLE

Supporting

Staff Behavior

OUTCOMES

CULTURALLY

SKILLED

CULTURALLY

VALID

DATA

SYSTEMS

Supporting

Decision

Making

PRACTICES

CULTURALLY

RELEVANT

Supporting

Student Behavior


George sugai osep center on pbis center for behavioral education research

Cultural/Context Considerations

Basic

“Logic”

Maximum

Student

Outcomes

DATA

SYSTEMS

Start w/ effective, efficient, & relevant, doable

PRACTICES

Implementation

Fidelity

Training

+

Coaching

+

Evaluation

Improve “Fit”

Prepare & support implementation


George sugai osep center on pbis center for behavioral education research

Most are responsive…but some need a bit more.

2%

7%

91%

5%

12%

83%

7%

15%

78%

4%

10%

86%


George sugai osep center on pbis center for behavioral education research

And we know who they are!

33%

41%

25%

44%

38%

17%

40%

39%

21%

42%

39%

19%

75% 81% 83% 79%

% of Students 9% 17% 22% 14%


Multi tiered systems of support

“Multi-Tiered Systems of Support”….

Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems


George sugai osep center on pbis center for behavioral education research

SWPBS Implementation Blueprint

www.pbis.org


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