School-Wide Positive Behavior Support: Overview

1. School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 30 2009 www.pbis.org www.cber.org www.swis.org In collaboration with Bob Putnam, May Institute

2. PURPOSE Provide brief overview of features, practices & systems of positive school culture for EVERYONE in school • Rationale • Features • Examples • Data

4. Rationale

5. 5. COMPETING INITIATIVES • SW discipline • Class management • Social skills programs • Character education • Bully proofing • Life skills • Anger management • HIV/AID education • Conflict management • Drug-free • Parent engagement • School spirit • Violence prevention • Dropout prevention • Relaxation room • Afterschool peer support • School based mental health clinic…… Our Challenges……. 2 • 3. NEGATIVE SCHOOL CLIMATE • Bullying & harassment • 447 teacher abs yr • Staff/parents unsafe SWPBS is framework for…. • 1.REACTIVE MANAGEMENT • 5100 ref/yr • Marcus 14 days det. • 5. COMPETING INITIATIVES • SW discipline • Class manage • Social skills program • 2. POOR ACHIEVEMENT • 25% 3rd at grade • >50% 9th 2+ “F” • 4. INEFFECTIVE SPED • 25% on IEPS • EBD sent to Alt school • Tasha spends day w/ nurse

6. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

7. 18 School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

8. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

9. Classroom • All school-wide • Maximum structure & predictability in routines & environment • Positively stated expectations posted, taught, reviewed, prompted, & supervised. • Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices • Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies • Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

10. Individual Student • 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

11. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

12. 34 Worry“Train & Hope”

13. PBS Systems Implementation Logic Visibility PBS Implementation Blueprint www.pbis.org Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

14. Features

15. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

16. 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 23 ALL ~80% of Students

17. 24 K Response to Intervention RtI

18. Team GENERAL IMPLEMENTATION PROCESS • Readiness agreements, prioritization, & investments • 3-4 year implementation commitment • Local capacity for training, coordination, coaching, & evaluation • Systems for implementation integrity • Data-based decision making • Integrated behavioral initiatives Agreements Data-based Action Plan Evaluation Implementation

19. Team-led Process Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications Start with Team that “Works.”

20. Working Smarter Are outcomes measurable?

21. Sample Teaming Matrix Are outcomes measurable?

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

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

26. Referrals by Problem Behavior

27. Referrals per Location

28. Referrals per Student

29. Referrals by Time of Day

30. www.swis.org

31. Examples

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

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

34. Saying & doing it “Positively!” Keep off the grass!

35. Welcome Rugs It's The Westwood Way!

36. It's The Westwood Way! Magnets

38. Carmen Arace Intermediate, Bloomfield

39. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

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

41. RAH – at Adams City High School(Respect – Achievement – Honor)

42. RAH – Athletics

43. RRespectTo show consideration, appreciation, and acceptance • Respect yourself• Respect others• Demonstrate appropriate language and behavior IIntegrityAdherence to an agreed upon code of behavior • Be responsible• Do your own work• Be trustworthy and trust others DDisciplineManaging ones self to achieve goals and meet expectations • Strive for consistency• Attend class daily; be on time• Meet deadlines; do your homework PPerseveranceHolding to a course of action despite obstacles • Stay positive• Set goals• Learn from mistakes EExcellenceBeing of finest or highest quality • Do your personal best• Exceed minimum expectations• Inspire excellence in others NEHS website, Oct. 26, 2004

44. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

45. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

46. Reviewing Strive for Five • Be respectful. • Be safe. • Work peacefully. • Strive for excellence. • Follow directions. McCormick Elem. MD 2003

47. Acknowledge & Recognize

48. OMMS Business Partner Ticket 6 7 8 Date: ________________Student Name __________________________________For Demonstrating: Safety Ethics Respect (Circle the trait you observed)Comments: ___________________________________________Authorized Signature: ____________________________________Business Name: ________________________________________ Colorado 5/06

49. BUS BUCKS • Springfield P.S., OR • Procedures • Review bus citations • On-going driver meetings • Teaching expectations • Link bus bucks w/ schools • Acknowledging bus drivers SUPER SUBSLIPS • Empowering subs in Cottage Grove, OR • Procedures • Give 5 per sub in subfolder • Give 2 out immediately POSITIVE REFERRALS • Balancing pos./neg. adult/student contacts in OR • Procedures • Develop equivalent positive referral • Process like negative referral

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