1. School-Wide Positive Behavior Support: Getting Started George Sugai OSEP Center on PBIS University of Connecticut April 6, 2006 www.pbis.org www.swis.org George.sugai@uconn.edu

2. PURPOSE Provide overview of rationale, features, & outcomes of school- wide approach to positive behavior supports

3. OUTCOME OBJECTIVES Rationale for adopting proactive systems approach to improving school climate Features of School-wide Positive Behavior Support Examples of SWPBS implementation Understanding of prerequisites for participation in training & support activities

4. 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)

5. Context Matters: Examples Individual Student vs. School-wide

6. Messages Repeated! 1.Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable 2.Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

7. 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

8. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

9. 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

10. 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

11. Organizational Features Common Vision Common Language Common Experience ORGANIZATION MEMBERS

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

13. 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

14. 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

15. 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

16. 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements & Supports

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

20. Referrals by Problem Behavior

21. Referrals per Location

22. Referrals per Student

23. Referrals by Time of Day

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

25. SCHOOLWIDE 1Common 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 CLASSROOM-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 NONCLASSROOM SETTINGS Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement SECONDARY/TERTIARY INDIVIDUAL 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 SW PBS Practices

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

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

28. Sample websites (www.) pbis.org swis.org pbismaryland.org bethel.k12.or.us cde.state.co.us/pbs flpbs.fmhi.usf.edu ebdnetwork-il.org

29. 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