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Getting Tough

Teaching to Corner

Nov 1985 KappanSchool Discipline

Challenge:Academic & behavior success (failure) are

linked!

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Theory of Change & Priority

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Climate

Teachers

Classroom Climate

Schools = excellent PREVENTION opportunity (6 hrs/day, 180 days/yr) that can be safe, predictable, positive for ALL students

Positive, doable, effective PRACTICESexist to maximize academic/behavioral success

Implementation SYSTEMS needed for students to experience & benefit from effective practices

BIG IDEAS �

Classroom & School Climate

Multi-tiered Systems Support

Reported, observed, experienced by all

Continuum of outcomes, data, practices, & systems.

Climate affectsteaching & learning

affects climate

�

AcademicSuccess

BehaviorSuccess

School Climate & Discipline

School Violence &Mental Health

Disproportionality & School-Prison Pipeline

Every StudentSucceeds Act

SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools

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• 9/10 seen negative impact on student mood & behavior following election; most worry about continuing impact remainder of school year.

• 8/10 reported heightened anxiety by marginalized students, incl. immigrants, Muslims, AA, & LGBT.

• 4/10 heard derogatory language to these groups.

• 5/10 said students were targeting each other based on which candidate they supported.

• 6/10 reported responsive administrators, but 4/10 have no plans for reporting hate/bias incidents.

• 2500 specific incident descriptions of bigotry & harassment related to election rhetoric, incl. graffiti (e.g., swastikas), assaults, property damage, fights, threats of violence.

• 5/10 hesitant to discuss election in class. Some principals have told teachers not to discuss election.

Responses from 10,000 educators…..

SPLC, 12 Jan 2017 https://www.splcenter.org/20161128/trump-effect-impact-2016-

presidential-election-our-nations-schools

Southern Poverty Law Center, 12 Jan 2017https://www.splcenter.org/hate-map

Hate group increase

since 2015

# of anti-government

“patriot” groups in

2015

# of KKK groups in

2015

Anti-Muslim hate group increase

since 2015

SPLC, 12 Jan 2017https://www.splcenter.org/20161129/ten-days-after-harassment-and-intimidation-aftermath-election

21%

Southern Poverty Law Center, 15 Feb 2017https://www.splcenter.org/hate-map

http://www.pbis.org/whats-new

Nation Climate Change

School Climate

Implementation Fidelity

Equity, Discipline, & Culture

Family Engagement

Bullying & Hate

ESSA & School Climate Alignment & Integration

�

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Student

Teacher

AdministratorFamily

Community

Potential for cultural exchange & conflict

“George Sugai?” Learning History

1951 Sansei Santa Cruz, CA. Parents born Watsonville

Buddhism v. “Elks” little league

baseball

Ex Order 9066: Mom interned, Dad

moved to UT

No Japanese, fork v. hashi, soy sauce v.

shoyu

Only 2 JA, 1 AA @ LGHS, Stones v. Beatles

BF: Dale, Jim, Lansing, “Molly,” Roger

UCSB, hippies, BoA

ESC Nature director, “Gary” v.

toilet

CA, WA, CO, KY, NH, OR, CT

Bi-racial: Fernandez

Hapa: Sugai-Fernandez

Shaped into “damn behaviorist!”

________________Your Name

1.

5.

4.

3.

2.

6.

7.

8.

9.

10.

Individual Learning History & Context

1. Indicate 10 key life events/influences (you, students, parents, staff, etc.)2. Summarize in 4 descriptors.3. Describe how learning history affects how you describe & act on what you

experience.

Culture = Group of individuals

Overt/verbal behavior

Shared learning history

Differentiates 1 group from others

Predicting future behavior

Flexible,dynamic,&changed/shapedovertime&acrossgenerations &setting.

Collectionoflearnedbehaviors,maintainedby similarsocial&environmentalcontingencies

Sugai, O’Keeffe, & Fallon 2012

�

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How does my learning history affect

my actions?

Do I have experience w/ individuals who are diverse?

Are my actions equitable?

Do I stop & check before I act?

Do I act w/ team?

Do I use data to guide my actions?

McIntosh et al., 2016

� “When programs & practices effectiveness have been

demonstrated by causal evidence, generally obtained through high quality outcome evaluations.”

National Institute of Justice“Causal evidence that documents a

relationship between an activity, treatment, or intervention and its

intended outcomes, including measuring the direction & size of change, & the extent to which a change may be attributed to the activity or intervention. Causal

evidence depends on the use of scientific methods to rule out, to the

extent possible, alternative explanations for the documented

change”

National Institute of Justice

“EBPs are practices that are supported by multiple, high-quality

studies that utilize research designs from which causality can be inferred

&that demonstrate meaningful effects on student outcomes”

Cook & Cook, 2013

“EBP in psychology is the integration of the best available research with clinical expertise in the context of patient characteristics, culture, &

preferences.”

American Psychological Association, 2006

“Strong evidence means that the evaluation of an intervention

generates consistently positive results for the outcomes targeted

under conditions that rule out competing explanations for effects

achieved (e.g., population & contextual differences)”

HHS SAMHSA, 2009

Samples of Definitionsfor “Evidence-based”

“An approach in which current, high-quality research evidence is

integrated with practitioner expertise & client preferences & values into the process of making clinical decisions.”

ASHA, www.asha.org

“Process in which the practitioner combines well-research interventions with clinical experience, ethics, client

preferences, & culture to guide & inform the delivery of treatments &

services”

Socialworkpolicy.org, 2015

“Treatment or service, has been studied, usually in an academic or

community setting, & has been shown to be effective, in repeated studies of the same practice and

conducted by several investigative teams.”

National Alliance on Mental Health, 2007

1. Empirical Support

• Functional Relationship

• Meaningful Effect Size• Replication• Context

2. Student Fit• Need (+/-)• Priority

3. Context-Environment

Fit• Language• Developmental• Educational• Cultural

1. Empirical Support

• Functional Relationship

• Meaningful Effect Size

• Replication• Context

�

SWPBS aka MTSS, PBIS, MTSS-B, MTBF, RtI-B…

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

�Implement w/

Fidelity Develop Continuum of Evidence-based

Practices & Systems

Develop Local Expertise &

Implementation Fluency

Use Team to Coordinate Implementation

Monitor Progress Continuously

Screen Universally

Decide with Data

PBIS & MTSS Share

Functions

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PRACTICES

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Doing Business

�

PBIS (SWPBS) is about

Improving classroom &

school climate

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

�

Universal

Targeted

Intensive

All

Some

Few

Dec 7, 2007

ContinuumofSupportforAll

Universal

Targeted

IntensiveContinuum of

Support“Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Dec7,2007

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Supportsforallstudentsw/disabilitiesaremulti-tiered

Self-assess

Homework

Technology

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Universal

Targeted

IntensiveContinuumofSupportforALL:“________”

Dec7,2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

�

Continuum Logic & Key PBIS Working Elements

Outcomes Data Practices Systems

INCREASED EFFORT

IntensityFrequencyDuration

SpecializationDifferentiation

Teaming

Responsive-to-Treatment

�

84.0

39.7

11.3

39.3

4.7

39.7

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Students % Effort

% of Students V. % of Contributions(Horner, 2011)

16% of

students

engage in

79% of

challenging

behavior

2979 ES 889 MS 390 HS

Low risk

Some risk

High risk

~34% ~30%~19% ~12%

~34%~26%

~25%~21%

~32%~44%

~56%~67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall2012 Fall2013 Fall2014 Fall2015

Phonem

icAwanress&W

ordDe

coding

EarlyLiteracyAchievementinPilotSchools:Changein1stGradeRiskStatusfrom2012- 2015

~34% ~30%~19% ~12%

~34%~26%

~25%~21%

~32%~44%

~56%~67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall2012 Fall2013 Fall2014 Fall2015

Phonem

icAwanress&W

ordDe

coding

EarlyLiteracyAchievementinPilotSchools:Changein1stGradeRiskStatusfrom2012- 2015

Mike Coyne et al., April 2016

Fall 2012 2013 2014 2015

After 3 years, pilot schools have• More than doubled # students meeting grade literacy level goals. • More than halved # students at significant risk for reading failure.

34% to 12% High Risk

32% to 67% Low

On track for reading success

At significant risk for reading failure

A first grade classroom before CT’s K-3 Reading Model

A first grade classroom after 3+ years of CT’s K-3

Reading Model

CT’s K-3 Reading Model Works

Mike Coyne et al., April 2016

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Integrated MTSSAcademic Systems Behavioral Systems

Circa 1996

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Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

ACADEMIC-BEHAVIOR ASSOCIATIONAlgozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship

between academic achievement and social behavior. Journal of Positive

Behavioral Interventions, 13, 3-16.Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based

interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104,100-109.

Schools Using PBISAugust 2016

> Tier 1 23,363 schools

Schools Implementing PBIS by State

2015-16

21 states >500 schools8 states >1000 schools

Proportion Schools Implementing PBIS by State 2015-16

13 States >40% Implementing PBIS

PBIS Tier I Fidelity by State 2015-16

Meeting Tier I Fidelity Criterion

Assessing Tier I Fidelity

Using PBIS

62% (8,328/13,414) Tier I Criterion

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PBIS Tier II Fidelity by State 2015-1635% (2,402/6,827) Met Tier II Criterion

PBIS Tier III Fidelity by State 2015-16

0

500

1000

1500

2000

2500

AK AR AZ CA

CO CT

DC DE FL GA

GU HI IA ID IL IN KS KY LA M

AM

DM

E MI

MN

MO

MS

MT

NC

ND NE

NH NJ

NM NV

NY

OH

OK

OR PA RI

SC SD TN TX UT

VA VT WA WI

WY

MetTier3FidelityCriterion ReportingTier3Fidelity ImplementingPBIS

21% (1,436/6,827) Met Tier III Criterion

Elem Major ODR Middle Major ODR

High Major ODR SpainWales

UK

Iceland

NetherlandsNorway

DenmarkCanadaUS

Virgin IsCaymanJamaicaBermuda

Puerto Rico

AustraliaNew Zealand

Lesotho

South Africa

Japan

Taiwan

S. KoreaHong Kong

Turkey

Guam

Saudi Arabia

Qatar

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School Climate

Individual & group level construct

Shared beliefs, values, & attitudes

Shaped interactions between &

among students, teachers, &

administrators

Sets norms of (un)acceptable school behavior

KID: Negative School Climate

• Non-compliance & non-cooperation

• Disrespect• Teasing, harassment, &

intimidation• Disengagement & withdrawal• Nonattendance, tardy, &

truancy• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use

SCHOOL:Negative School climate

• Reactive management• Exclusionary disciplinary

practices• Informal social skills instruction• Poor implementation fidelity of

effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision

making• Inefficient, ineffective

instruction• Negative adult role models

CoerciveCycle

Creates environments of

control

Triggers & reinforces antisocial behavior

Shifts accountability away from school

Devalues child-adult relationship

Weakens academic &

social behavior development

SCHOOL: Positive School Climate

• Positive > negative contacts

• Predictable, consistent, & equitable treatment

• Challenging academic success

• Adults modeling expected behavior

• Recognition & acknowledgement

• Opportunity to learn• Safe learning environment• Academic & social

engagement

KID:Positive School Climate

• Compliance & cooperation• Respect & responsibility• Positive peer & adult

interactions• Engagement & participation• Attendance & punctuality• Anger & conflict

management• Safe & clean environment• Healthy food & substance

use• Self-management behavior

PositiveReinforcementCycle

NegativeSchoolBehavior

NegativeStudentBehavior

What’sItTaketoShiftfromNegativetoPositiveSchoolClimate?

Easytosay….requiressustainedprioritytodo.

Positive StudentBehavior

PositiveSchoolBehavior

Coercive CyclePositive

Reinforcement Cycle

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NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

• Academic success• Positive engagements• Active supervision• Reteaching• Many response opportunities• Welcoming environment• Positive reinforcement• Teaching social skills• Positive expectations• Model expected behavior•

• Academic failure• Reactive management• Exclusion• Reprimands• Non-compliance• Social withdrawal• Low rates praise• Negative engagements• Bullying • Negative expectations••

PBIS goal to establish & maintain positiveteaching & learning environment

Where is your classroom & school on the climate scale?NegativeClimate ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı ı Positive

Climate

• Academic success• Positive engagements• Active supervision• Reteaching• Many response opportunities• Welcoming environment• Positive reinforcement• Teaching social skills• Positive expectations• Model expected behavior•

• Academic failure• Reactive management• Exclusion• Reprimands• Non-compliance• Social withdrawal• Low rates praise• Negative engagements• Bullying • Negative expectations••

PBIS goal to establish & maintain positive teaching & learning environment

Where is your classroom & school on the climate scale?

CoerciveCycle

ReinforcingCycle

63

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10

Num

ber o

f sta

ff

#staffscoringschoolclimate

1(negative)to10(positive)JGHS – 2016 HS

0

2

4

6

8

10

12

14

16

18

20

1 2 3 4 5 6 7 8 9 10

Num

ber o

f sta

ff

#staffscoringschoolclimate

1(negative)to10(positive)

JGHS – 2016 HS

0

2

4

6

8

10

12

14

1 2 3 4 5 6 7 8 9 10

#staffscoringschoolclimate

1(negative)to10(positive)

CHHS – 2016 HS

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12

0

2

4

6

8

10

12

14

1 2 3 4 5 6 7 8 9 10

#staffscoringschoolclimate

1(negative)to10(positive)

CHHS – 2016 HS

Student Behavior Student Behavior

Staff Behavior Staff Behavior

NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

Quick Climate Scale for ____________ (setting)

Inappropriate language/gesturesRough physical play Academic failureTeasing, intimidation, harassmentTardyUnexcused absentIn appropriate seeking assistance

Appropriate languageRespectful language

Appropriate playAcademic success

Appropriate problem solvingPunctual

AttendanceAppropriate seeking assistance

Verbal reprimandsBehavior correctionsDetentionLow rates student contactReactive managementLow opportunities to respondLow academic engagement

Specific verbal praisePositive initiations

Positive active supervisionHigh student engagement

Many opportunities to respondPrecorrections

High academic engagement

NegativeClimate 0 1 2 3 4 5 6 7 8 9 10 Positive

Climate

Quick Climate Scale for ______________

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HOW?

Establish positive school

climate Maximizing academic success

Teaching important

social skills

Recognizing good behaviorModeling good

behavior

Supervising actively

Communicating positively

Biglan, Colvin, Mayer,Patterson,

Reid, Walker

�

Team-led Process

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Emphasizing & Teaching Positive Expectations

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Carmen Arace Intermediate, BloomfieldArabic Expectations at Awsaj Academy Elementary 2011-2012

S. Thomas

MacNeill Secondary School, Richmond, British Columbia 4 Nov 2013

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School-Wide & Classroom PBIS

(Tier 1)

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

�

Teaching how to determine hypotenuse of triangle

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

“C2 = A2 + B2 where C is

side opposite right

angle….”

“Watch me,…If A = 3 & B

= 4, then C2 = 25, & C =

5….”

“I noticed that everyone got

#1 & #3 correct. #2 was

tricky because no right angle….”

“Work w/ your partner &

calculate hypotenuse of

triangle for these 3 examples……”

“Work w/ another partner

& do these 4 examples….”

“Teaching by Getting Tough”“I hate this f___ingschool & you’re a

dumbf_____!”

“That’s disrespectful

language, girl. I’m sending you to the

office so you’ll learn never to say

those words again….starting

now!”

Punishment teaches• Punishment signals error.

• Punishment does not teach SS.

Teach “1 hour every Monday”

• SS are needed all day.

• SS are prompted & practiced all day.

Not my responsibility• SS are needed to learn.

• SS are needed to teach.

Bad behavior is trait• SS (good/bad) learned & taught.

• Teaching SS should be formal.

Social Skills Misrules

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“Power of Habits”….or Challenging Behavior

Charles Duhigg, 2012

CUE HABIT REWARD

Dessert SatisfiedEat

TV remote EntertainedSit & watch

Teased Teasing stopsHit

Difficult work

Work removed

Destroy work

Carrot

Walk

Ignore

Try

Satisfied?!

Entertained?!

Teasing stops?!Work

removed?!

CHALLENGE:Replacingcurrentbehavior(stronghabit)withnewbehavior(weakhabit)

�

CUE• Remove

competing cue

• Add desired cue

HABIT• Teach

acceptable alternative

• Teach desired alternative

REWARD• Remove

reward for old habit

• Add reward for new habit

All three elements are considered in SSI…& addressing challenging behavior

Establishing/Replacing HabitCharles Duhigg, 2014

�

Social Skill Teaching & Learning PhasesWhite & Haring, 1980

• New skill w/ accuracy• Show, model, explain w/ feedbackAcquisition

• Speed & consistency• Practice w/ feedbackFluency

• Sustained accuracy & fluency• Practice w/ less feedbackMaintenance

• Use in new context• Teach, practice in variety of conditionsGeneralization

• Modify & fit behavior in new context• Teach variations w/ feedbackAdaptation

�

1ASSESS

current skill

2TEACH for acquisition (model) &

fluency (practice)

3PRECORRECT

for use in required settings

4Actively MODEL,

SUPERVISE, shape &

REINFORCE

5Train w/ new examples for

GENERLIZATION

Basic Behavior Teaching Processes�

1ASSESS

current skill

2TEACH for acquisition (model) &

fluency (practice)

3PRECORRECT

for use in required settings

4Actively MODEL,

SUPERVISE, shape &

REINFORCE

5Train w/ new examples for

GENERLIZATION

Basic Behavior Teaching Processes

What, when, how,

where

1ASSESS

current skill

2TEACH for acquisition (model) &

fluency (practice)

3PRECORRECT

for use in required settings

4Actively MODEL,

SUPERVISE, shape &

REINFORCE

5Train w/ new examples for

GENERLIZATION

Basic Behavior Teaching Processes

Accuracy, speed, ease,

conditions

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1ASSESS

current skill

2TEACH for acquisition (model) &

fluency (practice)

3PRECORRECT

for use in required settings

4Actively MODEL,

SUPERVISE, shape &

REINFORCE

5Train w/ new examples for

GENERLIZATION

Basic Behavior Teaching Processes

Remind, prompt,

rehearse, prepare

1ASSESS

current skill

2TEACH for acquisition (model) &

fluency (practice)

3PRECORRECT

for use in required settings

4Actively MODEL,

SUPERVISE, shape &

REINFORCE

5Train w/ new examples for

GENERLIZATION

Basic Behavior Teaching Processes

Recognize accuracy, fluency,

condition

1ASSESS

current skill

2TEACH for acquisition (model) &

fluency (practice)

3PRECORRECT

for use in required settings

4Actively MODEL,

SUPERVISE, shape &

REINFORCE

5Train w/ new examples for

GENERLIZATION

Basic Behavior Teaching Processes

Monitor, reinforce

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions

�

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context Teaching Matrix Activity

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

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Waratah Special Day School, BC

Nopera Noah

Waratah Special Day School, BC

Eddie

Waratah Special Day School, BC

Hugh

Waratah Special Day School, BC

Mathew

Waratah Special Day School, BC Verney Road School, Victoria BC 2015

Senior Years

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Verney Road School, Victoria BC 2015

Middle Years

Verney Road School, Victoria BC 2015

EarlyYears

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

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – AthleticsRAH Practice Competitions Eligibility Lettering Team Travel

Respect Listen to coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.

Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Douglas County S.D., CO 4-08 Acknowledge & Recognize

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20

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

“GOLDEN PLUNGER”• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe,

caring, effective school environment

• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”• Procedures

– Kids/staff nominate – Kids/staff reward, then pick

“DINGER”• Reminding staff to have positive

interaction• Procedures

– Ring timer on regular, intermittent schedule

– Engage in quick positive interaction

Theory of Change & Priority

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Climate

Teachers

Classroom Climate

EXPECTATIONS

TYPICAL HOME ROUTINES

Morning Homework Playtime Mealtime Bedtime

Respect Say “good

morning”

Try your

best

Use your

words

Say

“thank

you”

Say “good

night”

ResponsibilityPut

clothes in

washer

Put

backpack

& homework

by

backdoor

Put toys

away

Wash

handsBrush

teeth

SafetyReturn

food to

refrig-erator

Put home-

work in

backpack

Put toys

in room

when done

Keep

chair legs

on floor

Put toys

on shelf

Link

ing

Pos

itive

Beh

avio

r at S

choo

l & H

ome Be

SafeBe

RespectfulBe

Ready to Learn

Morning••

••

••

After School

••

••

••

Mealtime••

••

••

Bedtime••

••

••

Home Example

3/28/17

21

Tooborac Public School, BC

Home Example

Link

ing

Pos

itive

Beh

avio

r at S

choo

l & H

ome Safety Respect Responsibility

School

••

• Honor diversity •

• Finish homework before e-games

•

Driving

• Fill gas tank•

• Tell when expected home

••

Mealtime

• Turn stove off•

• Eat dinner with family

•

••

With Friends

• Designate driver•

• Be supportive bystander

•

••

High School Home Example

Do I have to do SW acknowledgements in my class?

I don't have time to teach SS every day.

It's not fair to students who always behave.

What is best classroom/behavior management book?

Didn’t we do this couple of years ago, & didn’t work then?

“Overheard in staff lunchroom” Theory of Change & Priority

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Climate

Teachers

Classroom Climate

3/28/17

22

INSERT SWIS GRAPH OF LOCATION

36.9% (226/611) Classroom

63.1% (385/611) NON-ClassroomGetting Tough

Teaching to Corner

Applied Challenge:Academic & behavior success (failure) are

linked!

Creates environments of control

Triggers & reinforces antisocial behavior

Shifts accountabilityaway from child

Weakens child-adult relationship

Weakens academic & social behavior

PRACTICES

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Doing Business

�

Assumptions

Evidence-based classroom & management PRACTICES exists

DATA needed to judge implementation fidelity & student responsiveness

CONTINUUM needed to select, organize, & implement practices

School-wide SYSTEMS needed to support classroom implementation

1. School-wide SYSTEMS needed to support classroom implementation

1 Administrator

2 Coaching

3 Data

4 SW Team

5 Priority

6 Organizational Efficiency

7 Continuum Logic

8 Effective Academic Instruction

9 Evidence-basedPriority

10 MTSS

3/28/17

23

1 Administrator

2 Coaching

3 Data

4 SW Team

5 Priority

7 Continuum Logic

8 Effective Academic Instruction

9 Evidence-based Priority

10 MTSS

6 Organizational Efficiency

Classroom Implementation Support System CONTINUUM needed to select, organize, & implement practices

Classroom Teaching Matrix

ClassroomContinuum

Continuous Active

Supervision

Frequent Positive Active Engagement

Small Group Skills Practice

Peer Mentoring

Check-In Check-Out

Behavioral Contracting

FBA-BIP

Effective Instruction

Good Behavior Game

Practices evidence-base is well developed

www.pbis.org

CommonVision/Values

CommonLanguage

CommonExperience

QualityLeadership

Effective Organizations

GOAL:EffectiveSchool,Family,CommunityOrganizations

3/28/17

24

PRACTICES

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

Doing Business

�Assumptions

Evidence-based classroom & management PRACTICES exists

DATA needed to judge implementation fidelity & student responsiveness

CONTINUUM needed to select, organize, & implement practices

School-wide SYSTEMS needed to support classroom implementation

1. School-wide SYSTEMS needed to support classroom implementation

1 Administrator

2 Coaching

3 Data

4 SW Team

5 Priority

6 Organizational Efficiency

7 Continuum Logic

8 Effective Academic Instruction

9 Evidence-basedPriority

10 MTSS

1 Administrator

2 Coaching

3 Data

4 SW Team

5 Priority

7 Continuum Logic

8 Effective Academic Instruction

9 Evidence-based Priority

10 MTSS

6 Organizational Efficiency

Classroom Implementation Support System

2. CONTINUUM needed to select, organize, & implement practices

Classroom Teaching Matrix

ClassroomContinuum

Continuous Active

Supervision

Frequent Positive Active Engagement

Small Group Skills Practice

Peer Mentoring

Check-In Check-Out

Behavioral Contracting

FBA-BIP

Effective Instruction

Good Behavior Game

3/28/17

25

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions

�Rules within Routines Matrix

Routines

Rules

Entering Classroom Seat Work Small Group

ActivityLeaving

Classroom

Be Safe

Be Respectful

Be Responsible

Expectations

Classroom Routines

Group work Desk work Quizzes and tests Arrival Dismissal

RespectOffer ideas

Complete all tasks

Sit with feet on the ground

Get up and stretch if

necessary

Study for all assessments

Read through and double-

check all work

Get all supplies for

the day

Lock belongings in

locker

Check on homework

Pack necessary materials

Responsibility

Compliment others’ ideas

Listen and make eye contact

Work silently

Read quietly if finished ahead of others

Keep eyes on your own

paper

Study with others

Keep phone off and in bag

Move out of the way

quickly in the hall

Let others sit with you on

the bus

Hold doors for those with

bags

Ready to Learn

Keep materials organized

Move desks quietly

Keep desk area clean

Keep aisles clear

Keep desk area clean

Use scrap paper

Close locker doors quietly

Move chairs quietly

Push chairs under desks

Walk in the hallways

Dmyers, Oct 2016

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

All Times Use inside voice.

Raise hand to answer/talk.

Recycle paper.

Return supplies.

Do your best.

Have plan.

Lesson Introduction Eyes on speaker. Organize materials.

Add tasks & due dates to

calendar.

HomeworkDo own work.

Turn in e-folder before due date.

Return supplies.

Maintain your e-folder.

Keep to-do calendar

current.

Transition Use inside voice.

Keep hands to self.

Put/get materials first.

Keep hands to self.

Have plan.

Go directly.Be punctual.

“I Need Assistance”

Raise hand or show

“Assistance Card”.Wait 2 minutes & try again.

Have materials ready.Have plan.

Ask if unclear.

Teacher Lecture Eyes on speaker.

Keep hands to self.Use materials as intended.

Have plan.

Ask.

Independent & Lab Work

Use inside voice.

Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.

Ask or e-ask.

Problem Solving Stop, Step Back, Think, Act Stop, Step Back, Think, Act Stop, Step Back, Think, Act

EXAMPLETeachableExpectations(Classroom)

Native, Tribal

Values

!"#$%&'()*(+&

,#-%%!../&

!.")(+$%&

0000000000000&

EXPECTATIONS

!

$+)!1&

2!.,$$3"!$&

&

#$,)"!$&

&

(+3$2$+3$+)&

'.!4&

&

)"!+(+5&(+&

'.!46$7()(+5&

)*$&!../&&

Kamaksrij iq

Respect

!"#$%&'()$#*+&

,%$-#&$'()./$"#&

0)#1&2-%$&

3)"4&5#1$%6&

.$%65"-*&6.-2$&

7()$#*+&

85(%&6$*9&-"4&

5#1$%6&

-%5("4&+5(&

&

7()$#*+&

85(%&6$*9&-"4&

5#1$%6&-%5("4&

+5(&

85(%&6$*9&-"4&

5#1$%6&-%5("4&+5(&

7()$#*+&

Inuuiaqatiuni ikayuutijiq

Responsibility

:-;$&-&6$-#&

<$&.%$.-%$4&

0)#1&/-#$%)-*6&

<$&-*$%#&

&

=-)6$&1-"4&)9&

-&'($6#)5"&

,->$&"5#$6&

01$"&

"$2$66-%+&

?)6#$"&

@5%>&5"&+5(%&

2*-66&-66)A"/$"#&

'()$#*+&

=-)6$&1-"4&)9&+5(&

1-;$&-&'($6#)5"&

B(#&$'()./$"#&

-0-+&)"&.%5.$%&

.*-2$&

&

Savaqatigiiyujiq

Cooperation

:$*.&5#1$%C6&

0)#1&2*-66&

/-#$%)-*6&

&

=-)6$&1-"4&)9&

+5(&2-"&

$D.*-)"&)#&#5&

#1$&5#1$%6&)"&

-&4)99$%$"#&

0-+&

:$*.&5#1$%&)9&

"$$4$4&

:$*.&5#1$%6&2*$-"&

(.&

:$*.&2*$-"&#1$&

2*-66&

Shishmaref School AK, Lyon Johnson, Aug 9, 2011

Entering & Exiting

Classroom

Teacher Lecture Homework Requesting

AssistanceIndependent

Study

ComePrepared

• Have materials

• Note-taking app

•

• Completedbefore class

•

• Have questionready

•

• Have work ready

•

•

•

•

•

ActResponsibly

• Hands to self

•

• Eyes on speaker

•

• Scheduletime

•

• Raisehand

•

• Converselater

•

•

•

•

•

RespectOthers

• Inside voice

•

• Appropriate questioning

•

• Own work

•

• Try again later

•

• Use own supplies

•

•

•

•

•

Engage in Learning

• Go directly to desk & get ready

•

• Take notes

•

• Specify task

•

• Try 1 more time

•

• Specify outcome

•

•

•

•

•

High School Example SW to CW PBIS….basics!1. • SW Tier 1 implemented w/ fidelity

2. • SW & CW data-based decision making

3. • CW linked to SW expectations

4. • CW linked to expectations and common routines & settings

5. • Effectively aligned & delivered instructional practices & curricula

6. • Full-time application of basic behavior management practices

7. • SW based CW Tier 2/3 practices & supports

3/28/17

26

Effective Classroom Behavior

Management1. Positive Reinforcement

2. Active Supervision

3. Precorrect

4. Maximize Academic Success

5. Actively Supervise

�

1. Positively reinforce

Developmental,Cultural, Contextual

2. Actively supervise

Model

3. Precorrect4. Maximize academic success

3/28/17

27

5. Teach academic routines & social skills

“Doing it correctly?

IMPLEMENTATION

Effective Not Effective

PRAC

TIC

E Effective

Not Effective

Maximum

Student Benefits

Fixsen & Blase, 2009

2015

Schools = excellent PREVENTION opportunity (6 hrs/day, 180 days/yr) that can be safe, predictable, positive for ALL students

Positive, doable, effective PRACTICESexist to maximize academic/behavioral success

Implementation SYSTEMS needed for students to experience & benefit from effective practices

BIG IDEAS �

Classroom & School Climate

Multi-tiered Systems Support

Reported, observed, experienced by all

Continuum of outcomes, data, practices, & systems.

Climate affectsteaching & learning

affects climate

�

AcademicSuccess

BehaviorSuccess

1. Climate is context for success

2. Climate generally measured by stakeholder report

3. Academic & behavior success (failure) is interactive

4. Impact of evidence-based interventions affected by implementation context & fidelity

5. MTSS is systems framework logic for organizing selection & implementation of evidence-based practices

MAIN

IDEAS

3/28/17

28

CommonVision/Values

CommonLanguage

CommonExperience

QualityLeadership

Effective Organizations

GOAL:EffectiveSchool,Family,CommunityOrganizations

Upcoming Events

Northeast PBIS

May 18-19

Mystic, CT

PBIS Forum

Sep 27-29

Chicago, IL

New England PBIS

Nov 14-15

Norwood, MA