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School-Wide PBIS: Middle/High Getting Started. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 12, 2008 www.pbis.org www.cber.org www.swis.org [email protected] www.pbis.org. PURPOSE

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school wide pbis middle high getting started

School-Wide PBIS:Middle/High Getting Started

George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

August 12, 2008

www.pbis.org www.cber.org www.swis.org

[email protected]

slide3
PURPOSE

Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.

main yr 1 2 outcome objectives
MAIN YR 1-2 OUTCOME OBJECTIVES
  • Leadership team
  • Staff agreements
  • Working knowledge of SW-PBS practices & systems
  • Yr 1 SW-PBS individualized action plan
    • Proposal, Agreements, Team, Data

Today: Content Orientation

Tomorrow: Team Action Plan

getting started today
Getting Started - Today
  • Foundations (George)
    • Rationale, Definitions, Features
  • Practices & Systems (Charlie)
    • Teaming, agreements, data-decision making
    • Teaching & encouraging expectations
    • Discouraging rule violations
141 days
“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.

slide9
5100 referrals =

51,000 min @10 min =

850 hrs =

141 days @ 6 hrs

da place ta be
“Da place ta be”

During 4th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.

four corners
“Four corners”

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.

smoke pit
“Smoke Pit”

45 cigarette smoking violations have been reported in past month by security staff & neighbors.

where ya supposed to be
“Where ya supposed to be?

During 3rd & 6th block periods, more students are in the hallways & outside the building than in class…& neighbors are complaining!

ms hs worry about
MS/HS worry about…
  • Low academic achievement
  • Antisocial school culture & behavior
    • Insubordination, dress code, language use, etc
    • Low attendance, tardies, substance use
    • Withdrawal, depression, emotional disturbances
    • Dropping out, substance use, delinquency
  • Graduation, careers, postsecondary
  • Social skill deficits
2 worrisome ineffective responses to problem behavior
2 Worrisome & Ineffective Responses to Problem Behavior
  • Get Tough (practices)
  • Train-&-Hope (systems)
worry 1 getting tough approach
Worry #1:Getting Tough approach

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. When you’re ready to take responsibility for your actions & behave like an adult, you can be in my classroom!”

increasingly aversive reactive discipline continuum
Increasingly “aversive” reactive discipline continuum
  • Warning
  • ODR & warning
  • ODR & in-school suspension
  • ODR & out-school suspension
  • Expulsion hearing
get tough philosophy
Get Tough Philosophy
  • Increase monitoring for future problem behavior
  • Clamp down on rule violators
  • Re-re-re-review rules & sanctions
  • Extend continuum of aversive consequences
  • Improve consistency of use of punishments
  • Establish “bottom line”
predictable reactive responses
Predictable reactive responses

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

  • Removing student
  • Removing ourselves
  • Modifying physical environment
  • Assign responsibility for change to student &/or others
system s response get tougher
System’s response…Get tougher
  • Zero tolerance policies
  • Security guards & metal detectors, & surveillance cameras
  • Student uniforms
  • Expulsion
  • Exclusionary options (e.g., alternative programs)
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
assumptions
Assumptions
  • Adolescents should know better…most do
  • Adolescent will “get it” & change…many do
  • Adolescents must take responsibility for own behavior….most know they should & do….appropriately & inappropriately
  • Punishment teaches right way….not really
  • Parents will take care of it…many try
  • Adolescents will learn from natural consequences….most do

WHAT ABOUR NON-RESPONDERS?

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

pay attention to function
Pay attention to function
  • “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
  • “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”
  • “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”
so how should we respond
So…How should we respond?
  • Surgeon General’s Report on Youth Violence (2001)
  • Coordinated Social Emotional & Learning (Greenberg et al., 2003)
  • Center for Study & Prevention of Violence (2006)
  • White House Conference on School Violence (2006)
  • Positive, predictable school-wide climate
  • High rates of academic & social success
  • Formal social skills instruction
  • Positive active supervision & reinforcement
  • Positive adult role models
  • Multi-component, multi-year school-family-community effort
sw pbs logic
SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students

(Zins & Ponti, 1990)

slide32
Supporting Social Competence &

Academic Achievement

4 PBS Elements

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

p. 10-11

slide33
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

p. 16

~80% of Students

general implementation process getting started
p. 24-32

Team

GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Agreements

Data-based

Action Plan

Evaluation

Implementation

slide35
p. 12-14

SWPBS

Subsystems

School-wide

Classroom

Family

Non-classroom

Student

slide36
p. 33 A

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

slide37
p. 69

Non-classroom

  • Positive expectations & routines taught & encouraged
  • Active supervision by all staff
    • Scan, move, interact
  • Precorrections & reminders
  • Positive reinforcement
slide38
p. 78

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
slide39
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
slide40
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
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