School-Wide Positive Behavior Support: Getting Started George Sugai OSEP Center on PBIS University of Connecticut January 24,

PURPOSE Enhance 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 –Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist –Presentation for school Organize for upcoming school year

Getting to these objectives Rationale, context, & features Implementation practices, structures, & processes Outcomes & examples Brief activities & team action planning

Rose, L. C., & Gallup. A. M. (2005). 37 th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, TOP FOUR 2005 Lack of financial support (since 2000) Overcrowded schools Lack of discipline & control Drug use #1 SPOT >2000 lack of financial support drug use <1991 lack of discipline

Why Bother? In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs, & 1 teacher gave out 273 ODRs 2 high schools used law enforcement to give students $113 fines for incidents of profanity In 1 urban school district: , 400 kindergartners were expelled In 1 state 55% white, 73% Latino, & 88% Black 4 th graders aren’t proficient readers UConn has no behavior/classroom management course for teachers or administrators 1 st response to school violence is “get tougher” In 1 K-3 school in Mar, no teacher could give reading levels of their students 2 nd grade student receives “body sock” & “lemon drop” therapy to treat violent school behavior In 1 state 7% of “high experience” teachers & 17% of reading specialists can identify at least 2 indicators of early reading success (e.g., phonmic awareness, fluency) Across nation, students who are truant are given out-of-school suspensions

2001 Surgeon General’s Report on Youth Violence: Recommendations Establish “intolerant attitude toward deviance” –Break up antisocial networks…change social context –Improve parent effectiveness Increase “commitment to school” –Increase academic success –Create positive school climates Teach & encourage individual skills & competence

School-based Prevention & Youth Development Programming Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist Teach children social skills directly in real context “Foster respectful, supportive relations among students, school staff, & parents” Support & reinforce positive academic & social behavior through comprehensive systems Invest in multiyear, multicomponent programs Combine classroom & school- & community-wide efforts Precorrect & continue prevention efforts

Lessons Learned: White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student- teacher-family relationships are important High rates of academic & social success are important Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterents

Lessons Learned: White House Conference on School Safety Early Correlates/Indicators Significant change in academic &/or social behavior patterns Frequent, unresolved victimization Extremely low rates of academic &/or social success Negative/threatening written &/or verbal messages

Competing, Inter-related National Goals Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Eliminate bullying Prevent drug use Prepare for postsecondary education Provide a free & appropriate education for all Prepare viable workforce Affect rates of high risk, antisocial behavior Leave no child behind Etc….

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)

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….consider function

Non-examples of Function- Based approach “Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

Worry #2: “Train & Hope”

Development “Map” 2+ years of team training Annual “booster” events Coaching/facilitator 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

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

Kutash, 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.

Academic SystemsBehavioral Systems 1-5% 5-10% 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

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

Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Administrator Specialized Support Student Community Non-Teaching Teaching Family Representation Start with Team that “Works.” Team-led Process Meetings

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

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

Work as team for 9 minutes Complete “Establishing Team Membership” (1 p. 4-5) Touch “Committee Group Work” (6) Touch “Guidelines for Conducting Leadership Team Meetings” (3) Touch “EBS Self-Assessment Survey” (4) Present 2-3 “big ideas” from your group (1 min. reports) Attention Please 1 Minute Leadership Team Review

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements & Supports

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

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

Referrals by Problem Behavior

Referrals per Location

Referrals per Student

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

Do we need to tweak our action plan? How often? Who? What? Where? When? How much? If problem, Which students/staff? What system? What intervention? What outcome? + If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment

Discipline Data Review 8 minutes Complete “Discipline Referral Data Self-Assessment” Checklist (9) Touch “Data-Decision Making” (B) Report 2-3 “big ideas” from your team discussion (1 min. reports) Attention Please 1 Minute

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements What are 4 Elements?

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

Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult- student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Classroom Setting Systems

Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Nonclassroom Setting Systems

MESSAGE: To maximize, achievement, need both good instruction & behavior management.

Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Individual Student 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

Expectations Expectations & behavioral skills are taught & recognized in natural context

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

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 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 __________

Teaching Academics & Behaviors

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

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

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

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

“80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Individualized intervention for nonresponders –Administrative responsibility

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

Relevant & Measurable Indicators Team-based Decision Making & Planning Continuous Monitoring Regular Review Effective Visual Displays Efficient Input, Storage, & Retrieval Evaluation SWISFRMS

What does SWPBS look like? >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students

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