SWPBS Overview: Establishing Continuum of Support for All

1. SWPBS Overview: Establishing Continuum of Support for All George Sugai Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research University of Connecticut www.PBIS.org www.cber.org George.sugai@uconn.edu

2. Purpose Provide over/review of SWPBS w/ focus on….. • School partnerships with CMCC • Defining SWPBS • SWPBS Rationale & Features • District Leadership & SWPBS

3. Challenge

4. “141 Days!” 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.

5. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

6. 2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual social skills & competence

7. School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts

8. Lessons Learned: White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting student-teacher-family relationships are important • High rates of academic & social success are important • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterrents

9. Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules • Social skills instruction, character education & good citizenship. • After school – extended day programs

10. SWPBS Logic Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students (Zins & Ponte, 1990)

11. SWPBS is about….

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. RtI

15. Continuum of Support for ALL Few Some All Dec 7, 2007

16. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • Secondary Prevention • Check in/out • Primary Prevention • SWPBS ~80% of Students

19. Referrals by Problem Behavior

20. Referrals per Location

21. Referrals per Student

22. Referrals by Time of Day

23. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

24. School-wide 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

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

26. Classroom • 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

27. 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

28. 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

29. Team-led Process

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

31. Sample Implementation “Map” • 2+ years of school team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • On-going preparation of trainers • Development of local/district leadership teams • Establishment of state/regional leadership & policy team

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. Carmen Arace Intermediate, Bloomfield

35. It's The Westwood Way!

36. It's The Westwood Way! Magnets

37. TEACHING MATRIX Expectations

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

39. RAH – Athletics

40. Acknowledge & Recognize

41. Janney Jaguers Jan 06

42. 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: ________________________________________ Minnesota 5/06

43. It's The Westwood Way! Classroom Rugs

44. “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

45. McCormick Elementary School, MD Monitoring Dismissal

46. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

47. District Leadership Investments • Positive prevention & behavior • Formalized coordination & leadership authority • Family, school, & community support network • Integrated continuum of evidence based behavior practices • Local behavior capacity & continuous professional development • Fidelity of intervention implementation

48. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org www.cber.org