School Climate: Positive Behavior Support, MTSS, and Academic Achievement George Sugai Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 25 June

Presentations

PURPOSE To discuss how school climate relates to SWPBS and academic achievement, & how positive school climate might be conceptualized & achieved. EXAMPLES School Climate Social Skills Instruction Culture EXAMPLES School Climate Social Skills Instruction Culture

Common Vision/Values Common Language Common Experience Quality Leadership Effective Organizations GOAL: “Big Outcome”

SWPBS FeatureAction 1. What is 1 thing you learned about PBIS that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above? Action Steps - Homework

Why School Climate & MTSS?

School Climate & Discipline School Violence & Mental Health Disproportionality & School-Prison Pipeline

Getting Tough Teaching to Corner Nov 1985 Kappan School Discipline Challenge: Academic & behavior success (failure) are linked!

PBIS (aka SWPBS, MTSS-B, MTBF, RtI-B…) Framework Continuum Academically All

PBIS is about….

SYSTEMS PRACTICES DATA 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 PBIS emphasis

CORE FEATURES MTSS/PBIS

Positive School Climate Did you feel that!

VIOLENCE PREVENTION 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)

Biglan, Colvin, Hoagwood, Mayer, Patterson, Reid, Walker

Coercive Cycle

Biglan, Dishion, Mayer, Patterson, Reid, Severson, Walker

Positive Reinforcement Cycle

Negative School Behavior Negative School Behavior Negative Student Behavior Negative Student Behavior What’s It Take to Shift from Negative to Positive School Climate??? Positive Student Behavior Positive Student Behavior Positive School Behavior Positive School Behavior Coercive Cycle Positive Reinforcement Cycle

DecisionSWPBS FeatureAction Yes ? No1. Do >80% of students engage in socially appropriate interactions w/ peers daily? Yes ? No2. Do >80% of staff have more positive than negative social interactions with their students daily? Yes ? No3. Do >80% of staff model positive expected social behavior daily? Yes ? No4. Do >80% of students experience high levels of successful academic engagement every hour? Yes ? No5. Are we using data to monitor the above? Yes ? No6. Is our team monitoring & coordinating implementation of above? School Climate Self-Assessment – 3 min.

Multi-Tiered Systems of Support Arranging environment to be conducive to teaching & learning (N. Haring, 2012)

CORE FEATURES MTSS/MTBF

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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

All Some Few Dec 7, 2007 Continuum of Support for All

Continuum of Support “Theora” Dec 7, 2007 Science Soc Studies Comprehension Math Soc skills Basketball Spanish Label behavior…not people Decoding Writing Technology

Continuum of Support for ALL: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…..not kids Self-assess Homework Technology Behavior Support

Continuum of Support for ALL: “________” Dec 7, 2007 __________ _________ ________ __________ _______ _________ ________ ___________ _________ __________

SWPBS: Core Practice Features SECONDARY PREVENTION Team-led implementation w/ behavior expertise Increased social skills instruction, practice Increased supervision & precorrection Increased opportunities for reinforcement Continuous progress monitoring TERTIARY PREVENTION Multi-disciplinary team w/ behavior expertise Function-based behavior support Wraparound, culture-driven, person-centered supports & planning School mental health Continuous monitoring of progress & implementation fidelity Increased precorrection, supervision, reinforcement PRIMARY PREVENTION Team-led implementation Behavior priority Social behavior expectations SW & CW teaching & encouraging of expectations Consistency in responding to problem behavior Data-based decision making Precision Engagement Feedback Practice Teamwork

ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION Homework

Teaching social skills explicitly Establishing stimulus control….like academic skills

Punishment teaches Punishment signals error. Punishment does not teach SS. Punishment signals error. Punishment does not teach SS. Teach “1 hour every Monday” SS are needed all day. SS are prompted & practiced all day. SS are needed all day. SS are prompted & practiced all day. Not my responsibility SS are needed to learn. SS are needed to teach. SS are needed to learn. SS are needed to teach. Bad behavior is trait SS (good/bad) learned & taught. Teaching SS should be formal. SS (good/bad) learned & taught. Teaching SS should be formal. Social Skills Misrules

“Power of Habits” Charles Duhigg, 2012 CUEHABITREWARD Dessert Satisfied Eat TV remote Entertained Sit & watch Teased Teasing stops Hit Difficult work Work removed Destroy work Carrot Walk Ignore Try Satisfied?! Entertained?! Teasing stops?! Work removed?! CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit) Subtitle: “Why We Do What We Do in Life & Business”

Establishing/Replacing Habit Charles Duhigg (2014) All three elements are addressed in SSI

Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus 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. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

DecisionSWPBS FeatureAction Yes ? No1. Do most (80%) of our staff agree that social skill expectations can be taught? Yes ? No2. Do we have plan for teaching school-wide social skill expectations? Yes ? No3. Do we teach school-wide social skill expectations in our classrooms? Yes ? No4. Do we teach school-wide social skill expectations throughout the day? Yes ? No5. Are we using data to monitor the above? Yes ? No6. Is our team monitoring & coordinating implementation of above? Social Skills Self-assessment

Consider culture & context Where’d you learn that?

Potential for cultural exchange & conflict

Culture = Flexible, dynamic, & changed/shaped over time & across generations & setting. Collection of learned behaviors, maintained by similar social & environmental contingencies Sugai, O’Keeffe, & Fallon 2012

References Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in School-wide Positive Behavior Support: A review of current literature. Journal of Positive Behavior Interventions, 14, , doi: / Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, , / Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain- Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13,

Common Vision/Values Common Language Common Experience Quality Leadership Effective Organizations “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained by a common outcome” Skinner, 1953, Science of Human Behavior

Factors Directly & Indirectly Contributing To Student Learning Louis, Leithwood, Wahlstrom, & Anderson (2010). School Leadership School Conditions Teachers Classroom Conditions Student/Family Background MTSS

Implementation Drivers PBIS Implementation Blueprint (2015 rev, pbis.org)

Internal Coaching Support External Coaching Support Basic MTBF Implementation Framework Team Support Regional/State Leadership

RCT & Group Design PBIS Studies Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), Reduced major disciplinary infractions Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation Improvements in academic achievement Enhanced perception of organizational health & safety Reductions in teacher reported bullying behavior & peer rejection Improved school climate

Concluding comments Now what?

SWPBS FeatureAction 1. What is 1 thing you learned about PBIS that you did not know before? 2. What 3 “big ideas” will you take back to your colleagues? 3. What is 1 practice you will do tomorrow that you have not done before? 4. What is 1 practice you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above? Action Steps – Homework

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