Including ALL Students & Positive School Culture Tim Lewis & George Sugai OSEP Center on PBIS September 18,

PURPOSE Provide brief overview of features, practices & systems of positive school culture for EVERYONE in school

School-wide Positive Behavior Support 2 Parts G: Principles & Features T: Practices & Data

“141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

5,100 referrals = 76,500 min = 1,275 hrs = hrs

BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990)

Evaluation Criteria

SWPBS is for EVERYONE by….

What is School-wide Positive Behavior Support (PBIS)?

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

RtI Response to Intervention

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

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

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 INTERVENTION PRACTICES CLASSROOM 1.Classroom-wide positive expectations taught & encouraged 2.Teaching classroom routines & cues taught & encouraged 3.Ratio of 6-8 positive to 1 negative adult- student interaction 4.Active supervision 5.Redirections for minor, infrequent behavior errors 6.Frequent precorrections for chronic errors 7.Effective academic instruction & curriculum 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

~80% of Students ~15% ~5% ESTABLISHING A 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

Implementation Levels Student Classroom School State District Country

PBS Implementation Blueprint Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic Leadership Team Active & Integrated Coordination

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

Tim: More Data & Examples Tim

Impact of SW-PBS: Implications For Educators Concerned with Children and Youth At-risk and Those with Disabilities Tim Lewis, Ph.D. University of Missouri

Starting Point We can’t “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

Universal School-Wide Features Clearly define expected behaviors (Rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for record-keeping and decision making

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

I am….All SettingsClassroo m HallwaysCafeteriaBathroomsPlaygroundAssemblies SafeKeep bodies calm in line Report any problems Ask permission to leave any setting  Maintain personal space  Walk  Stay to the right on stairs  Banisters are for hands Walk Push in chairs Place trash in trash can  Wash hands with soap and water  Keep water in the sink  One person per stall  Use equipment for intended purpose  Wood chips are for the ground  Participate in school approved games only  Stay in approved areas  Keep body to self Walk Enter and exit gym in an orderly manner Respect- ful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly  Be honest  Take care of yourself  Walk quietly so others can continue learning  Eat only your food  Use a peaceful voice  Allow for privacy of others  Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language  Be an active listener  Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices  Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Return to class promptly Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic Benton

Self-contained Special Education Building - St. Louis Enrollment % free and reduced lunch Ages 13 and up Serves 8 component districts Physically Impaired Autism Language Impaired Hearing Impaired Multiple/ Severe Disabilities Emotional/ Behavioral Disorder

Self Contained School Supported by PBS Coach Prior to implementing school-wide system, Identified 33 students (17%) with chronic behavior teachers felt would require intensive individualized plans

Reported Results Reduction in inappropriate behavior (verbal aggression, sleeping in class, off task, disruption) Increased prosocial behaviors and task completion Post universal systems, only 5 students (2%) required intensive individualized support plans

Prevention & Supports For Identified and At-risk Students Social Behavior

Does Implementation of SW-PBS improve individual interventions? Illinois “profile” analysis. – Assessment of intervention effectiveness Very Low, Low, Med, High, Very High – School-wide – Individual Intervention

N=223 N=169 N=38 N=17 t = (335) p<.0001 t = 2.30 (27) p <.03 Partial N=169 Full N=22 3 Parti al N=1 7 Full N=38

Mental Health Outcomes Does School-wide SW-PBS fit within a comprehensive mental health model of prevention and intervention? Minimizing and reducing “risk factors” by building “protective factors”

A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale

Impact on Moving Students to More Restrictive Settings Columbia Public Schools Elementary Schools who implement SW-PBS referred students to alternative/special school at lower rates compared to schools who were not implementing SW-PBS (r = , p < 0.01) Elementary Schools who implemented SW-PBS have less recidivism to alternative settings once students returned to home-school

Prevention & Supports For Identified and At-risk Students Achievement

Early Literacy & Behavior (Kelk & Lewis, 2001) What are the effects of three instructional conditions a) social skill instruction, b) phonological / phonemic awareness instruction, and c) a combination of social skill instruction and phonological awareness instruction on the reading related and/or social behavior of at-risk kindergarten children ? Kelk,M. (2001). Preventive early interventions for at-risk children in kindergarten. Unpublished Dissertation, University of Missouri.

Early Literary Outcome Social Skill Outcomes Phonemic Instruction +/-- Social Skill Instruction -+/- Phonemic and SS Instruction ++ Control Group --

Small Group and Individual Interventions Supporting Students At-Risk and those with Disabilities Within Their Home School

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

Small Group/Targeted Essential Features Part of the continuum – must link to school-wide PBS system Efficient and effective way to identify students Intervention matched to presenting problem but not highly individualized

SSRS-T Social Skills Non PBSPBS Pre Mean72.8 (56-86)78.3 (70-84) Post Mean80 (61-103)90 (77-125) P Value.11.04* SSRS-T Problem Behavior Non PBSPBS Pre Mean123.6 ( )124.8 ( ) Post Mean121.4 ( )124.7 ( ) P Value * Significance at the.05 P Value Table 1. Pre- and Posttest Scores for Subjects on Dependent Variable (SSRS-T)

Intensive / Individual Essential Features Linked to school-wide system When small group not sufficient When problem intense and chronic Driven by Functional Behavioral Assessment

Process (FBA to PBS) Conduct functional behavioral assessment Create plan based on functional assessment outcome Develop infra-structure to support behavior change (school environment must change)

Structural Analysis Setting Factors Assessment Tool Level 1: Classroom Set-up and Structure Level 2: Context Specific Activities Level 3: Instructional Delivery and Tasks Level 4: Student Behavior Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30,

Field Elementary School SW-PBS and RtI with Literacy

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

Field Elementary School High Diversity – School has 290 students; 50% minority; 20% English Language Learners; 13% special education Instructional leader turnover Poverty – 79% of students qualify for free and reduced lunches Highly transient population

Field Elementary School +Teachers and Staff committed to the increasing academic and social success of all students +A committed Principal who supported faculty in their efforts to change the way the taught to improve children’s lives

Field Elementary School Academic Standing – Annual Yearly Progress (AYP) 5% of all students scored proficient in 2005, according to the Missouri Assessment Program. Breakdown by ethnicity: – 0% African American – 18% Caucasian – 0% Students with disabilities – 0% English Language Learners – 7% Free/Reduced Priced Lunch

Field Elementary School Literacy In 2004–05, 44% students required intensive support for reading and writing Social Behavior In Averaging 10.4 discipline referrals per day

Positive Behavior Supports

MU College of Education — 140 years of discovery, teaching and learning Impact From 10.4 per day To 1.6 per day

Impact Literacy In 2004–05, 44% students required intensive support for reading and writing. This number shrunk to 31% in 2007–08. Shifted to a structured, explicit, research-based core literacy program with three tiers: – One: Benchmark – Two: Strategic Intervention – Three: Intensive Intervention Monitor progress in fall, winter and spring

Impact Improved Academic Standing – Annual Yearly Progress In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%). African American: 0% improved to 16% Caucasian: 18% improved to 57% Students with disabilities: 0% improved to 25% English Language Learners: 0% improved to 27%

Implications & Conclusion

SW-PBS allows educators to build environments that increase the likelihood of student academic and social behavior success through a systemic and supportive process

On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).