School-wide Positive Behavior Support: Outcomes, Data, Practices, & Systems George Sugai Center on Positive Behavioral Interventions & Supports University of Connecticut October

PURPOSE Considerations for adopting & implementing SWPBS with integrity & for sustainability Know your SWPBS Basics Invest in Systems Capacity Work Smarter

Know your basics!

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) 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

SWPBS is

SWPBS is more than behavior management

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

~80% of Students ~15% ~5% 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

RTI Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

Practice & Policy

RtI

Responsiveness to Intervention

Elementary School Suspension Rate

Elementary School

NC Positive Behavior Support Initiative Dr. Bob Algozzine Schools w/ Low ODRs & High Academic Outcomes Office Discipline Referrals per 100 Students Proportion of Students Meeting State Academic Standard

Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

SCHOOL-WIDE 1.1. Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

Evaluation Criteria

Allday & Pakurar (2007)

Horner, R., & Sugai, G. (2008). Is school- wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. click “Research” “Evidence Base”

Enhanced PBIS Implementation Logic

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign learning & teaching environments

Keep off the grass! Saying doing it “positively!”

Few positive SW expectations defined, taught, & encouraged

3-5 Positively Stated Behavioral Expectations across Texas

Employee Entrance at Tulsa Downtown Doubletree

Teaching Bobcat PRIDE at Lee Elementary

Acknowledging & Celebrating at Puckett Elementary

Acknowledging & Celebrating Behavioral Expectations in Texas

Invest in systems capacity!

Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

Working Smarter Invest in smallest evidence-based practice w/ biggest documented impact “add 1, drop 2” Adapt to local culture/context Establish local capacity for accurate & fluent implementation Use data for decision making Give equal priority to academic & social behaviors Invest in prevention by responding early & positively to errors Establish integrated continuum of SWPBS