Project Hi’ilani PBS Team Follow-up George Sugai Center on Positive Behavior Interventions & Supports May 6, 2008

Main Topics SW Positive Behavior Support Non Classroom Settings Classroom Management Noncompliance & Escalations Targeted Interventions Action Planning

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? 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

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

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

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 RTI Continuum of Support for ALL Dec 7, 2007

Pre Post

Schools doing SW-PBS well report a 25% lower rate of ODRs

N =23N = 8 N = 23 N = 8

84% 58% 11% 22% 05% 20% SWPBS schools are more preventive

88%69% 08% 17% 04% 14% SWPBS schools are more preventive

3% 8% 89% 10% 16% 74% 11% 18% 71% K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) Mean Proportion of Students ODR rates vary by level

K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) 32% 43% 25% 48% 37% 15% 45% 40% 15% A few kids get many ODRs

Classroom SWPBS Subsystems Non-classroom Family Student School-wide

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

Few positive SW expectations defined, taught, & encouraged

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 __________

Acknowledge & Recognize

Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

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

Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources Family

Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom

Classroom SWPBS Subsystems Non-classroom Family Student School-wide

Nonclassroom Settings Particular times or places where supervision is emphasized –Cafeteria, hallways, playgrounds, bathrooms –Buses & bus loading zones, parking lots –Study halls, library, “free time” –Assemblies, sporting events, dances Where instruction is not available as behavior management tool

Classroom v. Nonclassroom Classroom –Teacher directed –Instructionally focused –Small # of predictable students Nonclassroom –Student focused –Social focus –Large # of unpredictable students

MANAGEMENT FEATURES Physical/environmental arrangements Routines & expectations Staff behavior Student behavior

BASIC MANAGEMENT PRACTICES Expected behaviors/routines taught directly Active supervision –Movement –Scanning –Interact Precorrections Positive reinforcement of expected behavior

SYSTEMS FEATURES School-wide implementation –All staff –Direct teaching 1 st day/week –Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

Basics “Active Supervision: Self-Assessment” YES or NO

Name______________________________Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student ContactsTotal # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student ContactsTotal # Non-Classroom Management: Self-Assessment

1.Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

Douglas County S.D., CO 4-08

HEEIA ELEMENTARY Cafeteria Example Elizabeth “Becca” Falelua

Other examples Talk-Walk-Squawk Recess then Lunch Adopt-a-Bathroom Neighborhood Watch 1-Way Cones “Music-Mags-Munchies” Numbers instead of alphabet Movement between hallway & classroom “Trash-Trays-n-Travel” & “Whisper While you Walk” “Game Rule” cards Participation in assembly

Why does everyone need to be involved? Staff outnumbered Adult presence –Prompts desired behavior –Deters problem behavior “Being a good citizen” –Contribute to school climate

Example Supervisors’ Activities For each item on Self-Assessment share one specific strategy you try to use. Observe colleague. Video tape & assess. Agree on one item that everyone will emphasize next week, & tell all staff. Complete Self-Assessment for one setting next week, & turn into Tom on Friday.

Classroom SWPBS Subsystems Non-classroom Family Student School-wide

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

Why formalize classroom management? Arrange environment to maximize opportunities for –Academic achievement –Social success –Effective & efficient teaching

Three Basic CM Elements 1.Instructional/Curricular Management 2.Environmental Management 3.Proactive Behavior Management

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

Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

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

Responsiveness to Intervention Academic + Social Behavior

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

RtI

Essential Behavior & Classroom Management Practices See Classroom Management Self-Checklist (7r)

Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total #Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____ to 1 Classroom Management: Self-Assessment

Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes___

Romanowich, Bourett, & Volmer, 2007

School Days Percent of Intervals Engaged in Problem Behavior Class B Results

School Days Percent of Intervals Engaged in Problem Behavior Class B Results + Compos ite Peers Peer

Percent of Intervals Engaged in Problem Behavior Study 2 Results School Days

Percent of Intervals Engaged in Problem Behavior Peer Study 2 Results + Compo site Peer