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SWPBS: Beyond Classroom Management. Carl Cole & George Sugai OSEP Center on PBIS University of Connecticut January 18, 2008 www.cber.org www.pbis.org [email protected] PURPOSE: Review features & strategies of SWPBS. What is SWPBS (PBIS)? What’s needed to sustain SWPBS?

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swpbs beyond classroom management

SWPBS:Beyond Classroom Management

Carl Cole & George Sugai

OSEP Center on PBIS

University of Connecticut

January 18, 2008

www.cber.org www.pbis.org

[email protected]

purpose review features strategies of swpbs
PURPOSE: Review features & strategies of SWPBS
  • What is SWPBS (PBIS)?
  • What’s needed to sustain SWPBS?
  • What have we learned?
  • What can your team do?
problem statement
Problem Statement

“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

swpbs logic
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)

worry teaching by getting tough
Worry“Teaching” by Getting Tough

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….starting now!”

immediate seductive solution get tough
Immediate & seductive solution….”Get Tough!”
  • Clamp down & increase monitoring
  • Re-re-re-review rules
  • Extend continuum & consistency of consequences
  • Establish “bottom line”

...Predictable individual response

reactive responses are predictable
Reactive responses are predictable….

When we experience aversive situation, we select interventions that produce immediate relief

  • Remove student
  • Remove ourselves
  • Modify physical environment
  • Assign responsibility for change to student &/or others
when behavior doesn t improve we get tougher
When behavior doesn’t improve, we “Get Tougher!”
  • Zero tolerance policies
  • Increased surveillance
  • Increased suspension & expulsion
  • In-service training by expert
  • Alternative programming

…..Predictable systems response!

erroneous assumption that student
Erroneous assumption that student…
  • Is inherently “bad”
  • Will learn more appropriate behavior through increased use of “aversives”
  • Will be better tomorrow…….
but false sense of safety security
But….false sense of safety/security!
  • Fosters environments of control
  • Triggers & reinforces antisocial behavior
  • Shifts accountability away from school
  • Devalues child-adult relationship
  • Weakens relationship between academic & social behavior programming
science of behavior has taught us that students
Science of behavior has taught us that students….
  • Are NOT born with “bad behaviors”
  • Do NOT learn when presented contingent aversive consequences

……..Do learn better ways of behaving by being taught directly & receiving positive feedback

2001 surgeon general s report on youth violence recommendations
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
slide14
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
characteristics of safe school center for study prevention of youth violence
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
lessons learned white house conference on school safety
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
it s not just about behavior
It’s not just about behavior!

STUDENT ACHIEVEMENT

Good Teaching

Behavior Management

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

slide18
Basics: 4 PBS Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

slide19
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

slide20
SWPBS

Subsystems

School-wide

Classroom

Family

Non-classroom

Student

slide21
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

slide22
Non-classroom
  • Positive expectations & routines taught & encouraged
  • Active supervision by all staff
    • Scan, move, interact
  • Precorrections & reminders
  • Positive reinforcement
slide23
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
slide24
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
slide25
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
slide27
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
  • Teach SW Expectations

~80% of Students

general implementation process getting started
GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Team

Agreements

Data-based

Action Plan

Evaluation

Implementation

slide29
Team-led Process

Behavioral

Capacity

Priority &

Status

Representation

Team

Data-based

Decision

Making

Administrator

Communications

slide30
3-4 Year

Commitment

Top 3 School-

Wide

Initiatives

3-Tiered

Prevention

Logic

Agreements &

Supports

Coaching &

Facilitation

Administrative

Participation

Dedicated

Resources

& Time

slide31
Self-Assessment

Efficient

Systems of Data

Management

Existing

Discipline

Data

Data-based

Action Plan

Team-based

Decision

Making

Multiple

Systems

Evidence-

Based

Practices

slide32
Team Managed

Staff

Acknowledgements

Effective

Practices

Implementation

Continuous

Monitoring

Administrator

Participation

Staff Training

& Support

slide33
Relevant &

Measurable

Indicators

Efficient

Input, Storage, &

Retrieval

Team-based

Decision Making &

Planning

Evaluation

Continuous

Monitoring

Effective

Visual Displays

Regular

Review

slide35
TEACHING

MATRIX

Expectations

slide39
Kuleana: Be Responsible

Plan ahead

Walk directly to destination

Ho’ihi: BeRespectful

Walk quietly when classes are in session

Laulima: Be Cooperative

Keep movement flowing

Share equipment and play space

Malama: Be Safe

Walk at all times

Walkways

King Kaumualii on Kauai

slide40
Playground / Recess / P.E.

Kuleana: Be Responsible

Take care of equipment/facilities

Plan appropriate times for drinks/restroom visits

Ho’ihi: BeRespectful

Be a good sport

Laulima: Be Cooperative

Follow rules/ procedures

Malama: Be Safe

Avoid rough, dangerous play

Use equipment properly

King Kaumualii on Kauai

slide41
Kuleana: Be Responsible

Have lunch card ready

Be orderly in all lines

Ho’ihi: BeRespectful

Use proper table manners

Eat your own food

Laulima: Be Cooperative

Wait patiently/ quietly

Malama: Be Safe

Walk at all times

Wash hands

Chew food well; don’t rush

Cafeteria

King Kaumualii on Kauai

slide42
Field Trips

Kuleana: Be Responsible

Turn in paperwork/$ on time

Wear appropriate footwear/clothing

Bring home lunch

Ho’ihi: BeRespectful

Care for the field trip site

Listen to speakers

Laulima: Be Cooperative

Stay with your chaperone/group

Malama: Be Safe

Use the buddy system

Follow school/bus rules

King Kaumualii on Kauai

character education
Character Education
  • Easy to change moral knowledge..... ...difficult to change moral conduct
  • To change moral conduct...
    • Adults must model moral behavior
    • Students must experience academic success
    • Students must be taught social skills for success
acknowledging sw expectations rationale
Acknowledging SW Expectations: Rationale
  • To learn, humans require regular & frequent feedback on their actions
  • Humans experience frequent feedback from others, self, & environment
    • Planned/unplanned
    • Desirable/undesirable
  • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
good morning class
“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.

reinforcement wisdom
Reinforcement Wisdom!
  • “Knowing” or saying “know” does NOT mean “will do”
  • Students “do more” when “doing works”…appropriate & inappropriate!
  • Natural consequences are varied, unpredictable, undependable,…not always preventive
basics guidelines
Basics Guidelines
  • Know basics & be conceptually grounded
  • Work as team
  • Use data to be strategic
  • Self-assess for relevant/priority outcomes
  • Formalize communications & acknowledgements
  • Model
  • Invest in local capacity
  • Engage in smallest effort to maintain effect
  • Integrate rather than add on
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