school-wide positive behavior support: getting started
DESCRIPTION
School-Wide Positive Behavior Support: Getting Started. George Sugai & MD PBIS Team OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut July 10, 2007 www.pbis.org www.swis.org [email protected]. www.pbis.org. pbismaryland.org. TOP FOUR 2005 - PowerPoint PPT PresentationTRANSCRIPT
School-Wide Positive Behavior Support:
Getting Started
George Sugai & MD PBIS TeamOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutJuly 10, 2007
www.pbis.org
www.swis.org
www.pbis.org
pbismaryland.org
Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.
TOP FOUR 2005
• Lack of financial support (since 2000)
• Overcrowded schools
• Lack of discipline & control
• Drug use
#1 SPOT
• >2000 lack of financial support
• 1991-2000 drug use
• <1991 lack of discipline
Competing, Inter-related National Goals• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching & learning• Improve student character & citizenship• Alternatives to suspension• Responsiveness to Intervention• Eliminate bullying• Prevent drug use• School-based mental health• Social & emotional well-being• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Truancy/attendance • Leave no child behind• Etc….
PURPOSEEnhance capacity of
school teams to provide the best
behavioral supports for all students…...
MAIN TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS practices & systems
• Develop individualized action plan for SW-PBS for upcoming year– Data: Discipline Data, EBS Self-Assessment Survey,
Team Implementation Checklist
– Presentation for school
Getting to these objectives
• Rationale, context, & features
• Implementation practices, structures, & processes
• Outcomes & examples
• Brief activities & team action planning
SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
Context Matters!
“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.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place ta be”
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
“Would you eat there?”
Cafeteria staff indicate that food is being thrown on the floor, creating a safety hazard.
“Not me”
Middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.
“Class from Hell”Ms. Taken says 3rd period is her “class from hell.” It takes 10 minutes to get classes started. Half students usually leave classroom before period is over. Ms. Taken calls dean of students to her class at least once per week.
“Cliques”
During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.
“You said, what?”
In two high schools, students cited & fined $113 for using profanity
“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.
“Not my job”
School counselor spends nearly 15% of his day “counseling” staff members who feel helpless & defenseless in their classrooms because of a lack of discipline & support.
“FTD”
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card.
Secondary Features• Social culture is important in high school• Student-student interactions as important• Problem behaviors are different
– Tardy & truancy– Work completion– Insubordination & disrespect.– Student-student aggression & harassment
• 10th grade is “tipping point”• Adults make a difference through
– Being models– Defining clear expectations– Arranging for academic success.
Messages1. Successful Individual student
behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable
2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success
2 Worries & Ineffective Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1“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!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
Reactive responses are predictable….
When we experience aversive situation, we want 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!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
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!
• 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….
• 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
Worry #2:“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitator support @ school & district levels
• Regular self-assessment & evaluation data
• Develoment of local/district leadership teams
• State/region & Center on PBIS for coordination & TA
Role of “Coaching”
• Liaison between school teams & PBS leadership team
• Local facilitation of process
• Local resource for data-based decision making
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
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
http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.
http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.
Academic Systems Behavioral Systems
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
Designing School-Wide Systems for Student Success
Another Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
CO PBS
FCPS
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
3-4 YearCommitment
Top 3 School-Wide
Initiatives
Coaching &Facilitation
DedicatedResources
& Time
AdministrativeParticipation
3-Tiered Prevention
LogicAgreements &
Supports
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking Evidence-
BasedPractices
MultipleSystems
ExistingDiscipline
DataData-based Action Plan
SWIS
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals by Problem Behavior
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
Referrals per Location
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Referrals by Time of Day
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Office Discipline Referrals
• Definition– Kid-Teacher-Administrator interaction
– Underestimation of actual behavior
• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions
– Distinction between office v. classroom managed
– Continuum of behavior support
– Positive school-wide foundations
– W/in school comparisons
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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
School-wide Systems
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Few positive SW expectations defined, taught, & encouraged
Willamette High School
Employee Entrance at TulsaDowntown Doubletree
Carmen Arace Intermediate, Bloomfield
Willamette High School
Organizational Goals
Common Vision
Common Language
Common Experience
ORGANIZATION MEMBERS
Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly 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•__________
Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC
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 – Athletics
RAH 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.
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
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
• 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
Acknowledge & Recognize
• Certificates of Recognition
• Citizenship Cards
• Respect Rewards
• Positive Office Referrals
• Peer Praise
Guiding Principles
• “Knowing” or saying “know” does NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate
• Natural consequences are varied, unpredictable, undependable,…not preventive
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
Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship
(Circle the trait you observed)
Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
“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.
“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 Sub Slips”
• Empowering subs in Cottage Grove, OR
• Procedures
– Give 5 per sub in subfolder
– Give 2 out immediately
“Positive Office Referral”
• Balancing positive/negative adult/student contacts in Oregon
• Procedures
– Develop equivalent positive referral
– Process like negative referral
“Piece of Paper”
In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Team Managed
StaffAcknowledgements
ContinuousMonitoring
Staff Training& Support
AdministratorParticipation
EffectivePractices
Implementation
CO PBSFCPS
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders
– Administrative responsibility
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
“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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Relevant &MeasurableIndicators
Team-basedDecision Making &
Planning
ContinuousMonitoring
RegularReview
EffectiveVisual Displays
EfficientInput, Storage, &
Retrieval
Evaluation
SWIS FRMS
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
0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Tota
l ODR
s
Pre
Post
ODR Admin. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
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
٭
“We found some minutes?”
After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.
• Measurable & justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of implementation
PBIS Messages
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Tota
l ODR
s
CONTACT INFO
www.pbis.org
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/Computer Lab
Assembly 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 appropriatel
y.
Wipe your feet.Sit
appropriately.