1. ©Scott & Alter, 2008 A 6-Step Plan for Implementing School-wide Positive Behavior Supports Terrance M. Scott, Ph.D. Peter J. Alter, Ph.D. University of Louisville October 23, 2008 Educational Research Newsletter Ernweb.com audioconferences

2. ©Scott & Alter, 2008 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% STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS

3. ©Scott & Alter, 2008 Discipline Works When …. Prevention creates more Positive than negative consequences Punishment (Failure) Reinforcement (success) 4 : 1

4. ©Scott & Alter, 2008 Underlying Principles of 3-Tiered Prevention Models 4 Components What are the predictable failures? What can we do to prevent failure? How will we maintain consistency? How will we know if it’s working? 1234 Same at Every Level!!

5. ©Scott & Alter, 2008 Establish Commitment; Establish and Maintain Team 1

6. ©Scott & Alter, 2008 Systemic Organization, Structure, and Buy-In 1.be representative of staff and have active administrative involvement and support 2.gather baseline information about school climate and issues 3.present PBS to school stakeholders (staff, faculty, parents, etc.) 4.achieve agreement to move forward among critical mass of school (80% rule of thumb) 5.insure the availability of funds and resources to support the process

7. ©Scott & Alter, 2008 PBS Involvement Remember: PBS involves all of us – we decide what our focus will be – we decide how we will monitor – we decide what our goals are – we decide what we’ll do to get there – we evaluate our progress – we decide whether to keep going or change

8. ©Scott & Alter, 2008 Obtain 80% Staff Consensus A “YES” vote means that I agree to: Provide input in determining what our school’s problems are and what our goals should be Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community Follow through with all school-wide decisions, regardless of my feelings for any particular decision Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

9. ©Scott & Alter, 2008 EXAMPLE

10. ©Scott & Alter, 2008 Purpose: Characterize school’s unique problem areas, times, and contexts –School-Wide Behavior Survey –Assessing and Planning Behavior Support in Schools –Essential Questions for School Safety Planning

11. ©Scott & Alter, 2008 Initiative, Project, Committee PurposeOutcomeTargeted Group Staff Involved Part of SIP? Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

12. ©Scott & Alter, 2008 Establish, Define & Teach School-Wide Expectations 2

13. ©Scott & Alter, 2008 Agree on Logical & Realistic Plans Tasks – Brainstorm where, when, who, what, and why of predictable problems in the school –Brainstorm rules, routines, and physical arrangements that might prevent predictable problems –Create a system for teaching and reinforcing appropriate behavior –Discuss and vote to achieve consensus on logical and realistic plans

14. ©Scott & Alter, 2008 Groups Discuss Brainstorm in small groups (arranged by role in the school) Prompt to think about locations Usually takes about 20 minutes

15. ©Scott & Alter, 2008 Define by Location Each group identifies a location and then describes the predictable problems Entire group then adds additional perspective

16. ©Scott & Alter, 2008 Refine Problems Ask for locations and then: -time -condition -reason

17. ©Scott & Alter, 2008 Predictable Problems Summary

18. ©Scott & Alter, 2008 Brainstorm Prevention Prompt to spend majority of time thinking proactively Brainstorm location by location Record all ideas

19. ©Scott & Alter, 2008 Rules – agreed upon by team - willing/able to enforce – posted, brief, positively stated Routines – avoid problem contexts, times, groupings, etc. – consistent Physical Arrangements – clear physical boundaries – supervision of all areas Prevention Strategies

20. ©Scott & Alter, 2008 Group Volunteers Solutions Record all ideas before discussing Brainstorm only - no booing or hissing (yet)

21. ©Scott & Alter, 2008 Record Solutions Record all solutions by location Prompt for routines and arrangement - not just rules

22. ©Scott & Alter, 2008 Define Suggested Solutions Three Questions: What does that mean? Would it work? Would we do it / Is it realistic?

23. ©Scott & Alter, 2008 Discuss, Compromise, and Vote Prompt and facilitate group discussion and compromise to achieve consensus Consensus typically is defined as 80% vote

24. ©Scott & Alter, 2008 Collaborative Solutions

25. ©Scott & Alter, 2008 EXAMPLE

26. ©Scott & Alter, 2008 Elementary Lunchroom Problems Lexington, KY long lines create conflicts, pushing, shoving, etc. poor table manners, leave mess behind scattered student movements create confusion and accidents

27. ©Scott & Alter, 2008 Elementary Lunchroom Strategies Lexington, KY (those achieving group consensus) –Post rules –Immediate rewards –Separate table for serious offenders –All classes should arrive and be picked up on time –Raise hand for assistance - monitors carry utensils

28. ©Scott & Alter, 2008 Teach Traffic Flow (Stay to right) Teach behaviors (one hand on rail, hands to side, single file) Model behavior Use Signal (right hand raised open palm) to prompt quiet Elementary Hall & Stair Strategies Lexington, KY

29. ©Scott & Alter, 2008 Effective Instruction of Behavioral Expectations 3

30. ©Scott & Alter, 2008 Teach it Where it Happens

31. ©Scott & Alter, 2008

32. EXAMPLE Teachable Expectations 1. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules) 2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line) 3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)

33. ©Scott & Alter, 2008

34. These banners are hanging in the commons area and in our gymnasium.

35. ©Scott & Alter, 2008

37. School Expectations Respect Ourselves Respect OthersRespect Property All Settings Be on task. Give your best effort. Respect authority. Be kind. Hands and feet to selves. Help others. Share.. Recycle. Clean up after yourselves. Use only what you need. Care of your belongings. Hallways and Walkways Walk.Use appropriate voice level Use whisper voices in halls. Use quiet voice on walkways. Keep hallways and walkways clean. Playground Have a plan.Play safe. Include others. Share equipment. Take turns. No put-downs. Pick up litter. Use equipment properly Use garbage can for litter. Bathrooms Wash your hands. Respect privacy. Keep the bathroom clean. Lunchroom Eat your own food.Use soft voices. Practice good table manners. Pick up & clean your table. Stay seated, get up only with permission. Library and Computer Lab Use whisper voices.Take care of books, magazines & computers. Push in chairs. Assembly Sit in one spot.Active listening. Appropriate applause. Buses Obey bus rules. Matrix Durham Elementary, Edmonton, Alberta, Canada

38. ©Scott & Alter, 2008 EXAMPLE

39. ©Scott & Alter, 2008

40. Terra Centre Tigers care: We’re Respectful We’re Responsible We’re Ready to Learn

41. ©Scott & Alter, 2008

42. Rule:Behavior: I am respectful. Raise hand for help Use quiet voices I am responsible. Eat your lunch Keep hands, feet & food to yourself I am ready to go. Clean up messes Line up quietly Face front Here are the three R’s for lunchtime in the cafeteria:

43. ©Scott & Alter, 2008 Rule:Behavior: I am respectful. Raise my hand Listen to others Stay in my personal space I am responsible. Follow Directions Complete my assignments Clean up after myself I am ready to learn. Be prepared for class Always do my best Learn from my mistakes Here are the three R’s of our Fifth Grade classroom:

44. ©Scott & Alter, 2008 Establish On-going System for Recognizing Behavioral Expectations 4

45. ©Scott & Alter, 2008 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

46. ©Scott & Alter, 2008 Consistent Consequences Reinforcement –Continuum of reinforcers for different levels of success –Use the least amount necessary –Immediate and consistent to begin –Approximate and/or pair with natural reinforcers –Make part of routine and systems –Pre-plan and teach consequences –Fade Move toward more natural reinforcers Use more group contingencies Increase ratios of behavior to reinforcement

47. ©Scott & Alter, 2008 EXAMPLE

48. ©Scott & Alter, 2008 Beach Party Limbo

49. ©Scott & Alter, 2008 Picnic Time

50. ©Scott & Alter, 2008 Extra Effort Club

51. ©Scott & Alter, 2008 Great Cafeteria Behavior

52. ©Scott & Alter, 2008

55. The Lucky Winner Is...

56. ©Scott & Alter, 2008 Establish System for Responding to Behavioral Violations 5

57. ©Scott & Alter, 2008 Consistent Consequences Responding to negative behavior –Immediate and consistent –Try to keep with natural consequences –Use the least amount necessary to get desired behavior Pre-plan and teach –Correction and re-teaching Use only with reinforcement for replacement behavior Should defeat function of problem behavior

58. ©Scott & Alter, 2008 Monitoring Strive For Five

59. ©Scott & Alter, 2008

60. Decision Flowchart

61. ©Scott & Alter, 2008 ACTION PLANNING TIME

62. ©Scott & Alter, 2008 Develop a School-Wide Monitoring System 6

63. ©Scott & Alter, 2008 Key features of data systems that work The data are accurate The data are very easy to collect (1% of staff time) Data are used for decision-making –The data must be available when decisions need to be made (weekly?) –Difference between data needs at a school building versus data needs for a district –The people who collect the data must see the information used for decision-making.

64. ©Scott & Alter, 2008 Portable Referral Form

65. ©Scott & Alter, 2008

66. EXAMPLE

67. ©Scott & Alter, 2008 Date, Student, & Reporting Staff

68. ©Scott & Alter, 2008 Individual Student Data

69. ©Scott & Alter, 2008

70. Formative Evaluation 7

71. ©Scott & Alter, 2008 Who?

72. ©Scott & Alter, 2008 What?

73. ©Scott & Alter, 2008 When?

74. ©Scott & Alter, 2008 Where?

75. ©Scott & Alter, 2008 EXAMPLE

76. ©Scott & Alter, 2008 PBS with Fidelity in Fairfax, VA Black/Hispanic Suspension Rate Shwaery & Scott, 2007

77. ©Scott & Alter, 2008 High School Example Rural Southern Illinois 707 9th-12th graders 36.8% Free and Reduced lunch 28% Non-White 1600 Office Discipline Referrals (ODR’S) for Tardy Behavior in a 90 day period

78. ©Scott & Alter, 2008 High School Process Rural Southern Illinois Rules –Tardy rule is “must be inside room when bell rings” –When the warning bell rings you must be moving Routines –Warning bell rings 30 seconds prior to the tardy bell Arrangements –Faculty and staff stand in doorways and hallways during passing times –Provide prompts to students to keep moving

79. ©Scott & Alter, 2008 High School Results Rural Southern Illinois 0 Detentions 90 Day Period PrePBIS PostPBIS

80. ©Scott & Alter, 2008 Doctoral Program In Behavior Disorders Terry Scott and Peter Alter College of Education and Human Development University of Louisville Louisville, KY 40292 t.scott@louisville.edu Peter.alter@louisville.edu