School-Wide Positive Behavior Support: Introduction Presented by Susan Barrett Horner & Sugai OSEP Center on PBIS University of Oregon June 7,

Advanced Organizer Review Critical Features Examples Data

Main Message! Successful Individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

Big Ideas 3-5 years Organizational Framework Critical Features same across schools-unique to the culture of the school Invest in Coaching Capacity

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

Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

Establish Commitment 1.Administrator support and active involvement 2.Behavior Support 1of top 3 school improvement goals 3.80% Faculty support 4.3 year timeline

Build Your Team Core team members will make or break the change effort. Choose the team to assure: Representation from all subject areas Representation from all staff cohorts Inclusion of a trusted administrator, discipline guru, motivator

Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student Start with Team that “Works.”

Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Representation Team

Gather Information Data: Office Referrals, Suspension, Attendance, Academic Survey Staff, Students, Administration, Parents

Integrate past school behavior plans Assure clarity of target areas Incorporate school colors or mascot Marketing Strategy

Self-Assessment 1.Completion of PBIS Staff Survey 2.Team summarizes existing school discipline data 3.Strengths, areas of immediate focus identified 4.Action plan written

80% Staff Buy In Share Data/Presentations Start Small Easy Implementation Showcase Success

Staff Buy In CITY RRAP ASK ABOUT IT !!!!

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Brainstorm classroom vs. office managed behaviors Come to consensus on language to be used Agree on behaviors to list Nuts and Bolts

Create a decision tree Repeat the Process for Office Managed Behaviors Possible administrative relations to referrals Procedures for handling referrals

Keep it as clear as possible Develop a Process Flow Chart Combine the two decision trees to create a process flow chart to guide all student behavior management. Keep it as simple as possible

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

Establish SW Expectations FRMS “High 5s” Be Respectful Be Responsible Be There/Ready Follow Directions Hands & Feet to Self

Teaching SW Expectations FRMS “Opening Day” Teach directly in context (“teaching stations”) –See/model –Practice –Acknowledge 2 day intensive by all staff/students Regular weekly/monthly review 5

Teaching guidelines Show, tell, describe. Practice frequently. Monitor/supervise use. Acknowledge/recognize.

Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly 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 paperReturn 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

RAH – at Adams City High School (Respect – Achievement – Honor) RAHClassroomHallway/ Commons CafeteriaBathrooms 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

Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Ho’ihi: Be Respectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

Kuleana: Be Responsible Turn in paperwork/$ on time Wear appropriate footwear/clothing Bring home lunch Ho’ihi: Be Respectful Care for the field trip site Listen to speakers Laulima: Be Cooperative Stay with your chaperone/group Malama: Be Safe Use the buddy system Follow school/bus rules Field Trips King Kaumualii on Kauai

Instructional Approach Behavioral expectations taught directly Teach social behaviors like academic skills Academic engagement & success are maximized Influence of instructional support is considered

Teaching guidelines Behavior management problems are instructional problems. Process for teaching social behaviors & academic skills is fundamentally same. Emphasis is on teaching functional & prosocial replacement behaviors. Instructional supports are important.

Skill Name Getting Help (How to ask for assistance for difficulty tasks) Teaching Examples 1. When you ’ re working on a math problem that you can ’ t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don ’ t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student. “Cool Tool”

“Traveling Passports” Precorrecting new kids in Tigard, Oregon Procedures –Meet with key adults –Review expectations –Go to class

“P-word” >80% of elementary students can name “five most important words,” & give contextually appropriate behavioral examples: Respect, Responsibility, Safety, Achievement, & “P-word”.

Establish procedures for encouraging SW expectations FRMS: “High Fives” Guidelines –Lots to less –Individual to group –External- to self-managed –Frequent to infrequent –Paired with social recognition –Label specific expectation & behavior –Culturally/contextually appropriate & considerate

Acknowledging SW Expectations: Rationale Humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Samples High Fives, Gotchas Traveling Passport Super Sub Slips, Bus Bucks 1 Gallon Back/front of bus Free homework coupon Discount school store, grab bag Early dismissal/Late arrival First/last in Line Video store coupon, free fries Positive Office Referrals Extra dessert Class event G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos

Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (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.

“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

Team Managed Staff Acknowledgements Continuous Monitoring Staff Training & Support Administrator Participation Effective Practices Implementation

“80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Provide Alternative Option for Students with Chronic Problem Behavior –Do not expect school- wide effort to influence behavior of 1-7% of students.

“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

Data Based Decision Making

Self-Assessment Efficient Systems of Data Management Team-based Decision Making Evidence- Based Practices Multiple Systems Existing Discipline Data Data-based Action Plan

What systems are problematic ? Referrals by problem behavior? –What problem behaviors are most common? Referrals by location? –Are there specific problem locations? Referrals by student? –Are there many students receiving referrals or only a small number of students with many referrals? Referrals by time of day? –Are there specific times when problems occur?

Referrals by Problem Behavior

Referrals per Location

Referrals per Student

Referrals by Time of Day

Designing Solutions If many students are making the same mistake it typically is the system that needs to change not the students. Teach, monitor and reward before relying on punishment. An example (Kartub et al, JPBI, 2000)

Cost Benefit: Springfield MS Washington County Office Referrals= Office Referrals= % (955) Decrease in Office Referrals

Cost Benefit: Springfield MS Washington County If one Office Referral takes 15 minutes for an administrator to process, then 955 x 15 = 14,325 minutes hours or 40 days

Cost Benefit: Springfield MS Washington County If a student misses 45 minutes of instructional time/Office Referral, then 955 x 45 minutes= 42,975 minutes hours or 119 days

To Conclude Create systems-based preventive continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach & acknowledge behavioral expectations Work from a person-centered, function-based approach Arrange to work smarter

Implementation Tools Team Checklist Self Assessment- Staff Survey SWIS

Resources