1. PBS – Respect & Responsibility
Use cells & breaks
Work as team collaboratively
Others
Hydrate & stretch
Self-assess
Be safe & watch cords
Self
Pre-cycle & recycle
Maintain neat working area
Environment

2. School-Wide Positive Behavior Support: Overview
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
May

4. PURPOSE
Provide brief overview of features, practices & systems of positive school culture for EVERYONE in school
Rationale
Features
Examples
Data

5. Rationale

6. 2 SWPBS is about…. Improving classroom & school climate
Decreasing reactive management
Maximizing academic achievement
Improving support for students w/ EBD
Integrating academic & behavior initiatives

7. Context Matters!
Examples
Individual Student
vs.
School-wide

8. “Reiko” What would you do?
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?

9. “Kiyoshi” What would you do?
Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
What would you do?

10. “Mitch” What would you do?
Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.
What would you do?

11. “Rachel” What would you do?
Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
What would you do?

12. Fortunately, we have a science that guides us to…
Assess these situations
Develop behavior intervention plans based on our assessment
Monitor student progress & make enhancements
All in ways that can be culturally & contextually appropriate
Crone & Horner, 2003

13. However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

14. “159 Days!” Reiko is in this school!
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.
Reiko is in this school!

15. 5,100 referrals =
76,500 min =
1,275 hrs =
159 8 hrs

16. Kiyoshi is in this school!
“Da place ta be”
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Kiyoshi is in this school!

17. Mitch is in this classroom!
“Cliques”
During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.
Mitch is in this classroom!

18. Rachel is in this school!
“Four corners”
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.
Rachel is in this school!

19. “FTD” You are in this School!
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this School!

20. Questions!
What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?
Are these environments safe, caring, & effective?
Context Matters!

21. 2 Worries & Ineffective Responses to Problem Behavior
Get Tough (practices)
Train-&-Hope (systems)

22. Worry #1 “Teaching” by Getting Tough10
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!”

23. 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

24. 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

25. 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!

26. Erroneous assumption that student…12
Erroneous assumption that student…
Is inherently “bad”
Will learn more appropriate behavior through increased use of “aversives”
Will be better tomorrow…….

27. 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

28. 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

29. 13 VIOLENCE PREVENTION 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
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)

30. Biggest, durable effect17
SWPBS
Practices
School-wide
Classroom
Smallest #
Evidence-based
Biggest, durable effect
Family
Non-classroom
Student

31. EVIDENCE- BASED INTERVENTION PRACTICES
SCHOOL-WIDE
1. Leadership team
Behavior purpose statement
Set of positive expectations & behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based monitoring & evaluation
EVIDENCE- BASED INTERVENTION PRACTICES
CLASSROOM
All school-wide
Maximum structure & predictability in routines & environment
Positively stated expectations posted, taught, reviewed, prompted, & supervised.
Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices
Continuum of strategies to acknowledge displays of appropriate behavior.
Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT
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
NONCLASSROOM
Positive expectations & routines taught & encouraged
Active supervision by all staff (Scan, move, interact)
Precorrections & reminders
Positive reinforcement
FAMILY ENGAGEMENT
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

32. Worry #2: “Train & Hope” 34

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

34. Features

35. Supporting Social Competence &
Approach
4 Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES 15
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

36. 23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings 23
ALL
~80% of Students

37. RtI 24 K Response to Intervention IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
UNIVERSAL SCREENING
RtI

38. Responsiveness to Intervention
Etc.
Literacy & Writing
Numeracy & Sciences
SWPBS
Specials
Social Sciences

39. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90% 25

40. Continuum of Support for ALL23
RTI
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

41. GENERAL IMPLEMENTATION PROCESS
Team
Readiness agreements, prioritization, & investments
3-4 year implementation commitment
Local capacity for training, coordination, coaching, & evaluation
Systems for implementation integrity
Agreements
Data-based
Action Plan
Evaluation
Implementation

42. Team-led Process Non-Teaching Meetings Family Behavioral Capacity
Priority &
Status
Representation
Specialized Support
Administrator
Team
Community
Data-based
Decision
Making
Administrator
Student
SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations.
An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.
Teaching
Communications
Start with
Team that
“Works.”

43. Are outcomes measurable?
Sample Teaming Matrix
Initiative, Committee
Purpose
Outcome
Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to threat/crisis
Dangerous students
Has not met
School Spirit Committee
Enhance school spirit
Improve morale
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk drug users
Don
EBS Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
Eric, Ellen, Marlee, Otis, Emma
Are outcomes measurable?

44. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
SECONDARY PREVENTION
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach SW expectations
Proactive SW discipline
Positive reinforcement
Effective instruction
Parent engagement
PRIMARY PREVENTION
~80% of Students

45. 52 Statement of Behavior Purpose 3-4 Year Commitment 3-Tiered
Prevention
Logic
Top 3 School-
Wide
Initiatives
Agreements &
Supports
Administrative
Participation
Coaching &
Facilitation
SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort.
Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track.
The “Team Implementation Checklist” can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3.
Dedicated
Resources
& Time

46. M Self-Assessment Efficient Systems of Data Management Existing
Discipline
Data
Data-based
Action Plan
Team-based
Decision
Making
Multiple
Systems
Evidence-
Based
Practices
SAY: Team should work from a specific action plan that specifies (a) what needs to be achieved, (b) what needs to be done, (c) who needs to do the work, (d) what resources are needed to achieve the desired outcome, (e) when the outcomes need to be achieved, (f) how progress will be monitored.
Data must be collected to specify the above features of an action.
A variety of data sources should be considered:
The EBS Survey allows staff members to give their perception of what is in place and the degree to which it needs to be improved. (Appendix 4).
2. Office discipline referrals are collected in most schools and represent an excellent source of information to determine the general effectiveness of the school-wide discipline systems. (See
Academic achievement data also can be used to identify which students might need behavioral supports.
Other information also might be available to guide how the action plan is developed and implemented, for example, (a) attendance/tardy patterns, (b) bus citations, (c) staff/parent recommendations.
The Team Implementation Checklist (Appendix 3) can be used as an implementation self-monitoring tool, especially, w/r to systems level elements of school-wide PBS.
SWIS

48. 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

50. Referrals by Problem Behavior

51. Referrals per Location

52. Referrals per Student

53. Referrals by Time of Day

54. Examples

55. Few positive SW expectations defined, taught, & encouraged

56. Establish 3 to 5 Clearly Stated, Positive Expectations
Example of Expectations from a few Project REACH schools

57. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL 3. BEHAVIOR EXAMPLES
Teaching Matrix
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
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.
2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

58. PBS – Respect & Responsibility
Use cells & breaks
Work as team collaboratively
Others
Hydrate & stretch
Self-assess
Be safe
Self
Pre-cycle & recycle
Maintain neat working area
Environment

59. Typical Contexts/ Routines Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
All
Use inside voice.
Raise hand to answer/talk.
Recycle paper.
Put writing tools inside desk.
Do your best.
Ask.
Morning Meeting
Eyes on speaker.
Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
Homework
Do own work.
Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.
Do homework night/day before.
Transition
Keep hands to self.
Put/get materials first.
Have plan.
Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready.
Ask if unclear.
Teacher Directed
Use materials as intended.
Independent Work
Return with done.
Use time as planned.
Problem to Solve
Stop, Step Back, Think, Act
1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES

60. Family Teaching Matrix
SETTING
At home
Morning Routine
Homework
Meal Times
In Car
Play
Bedtime
Respect Ourselves
Respect Others
Respect Property
1. SOCIAL SKILL
2. NATURAL CONTEXT
Expectations
3. BEHAVIOR EXAMPLES

61. Teaching Academics & Behaviors57

62. Acknowledge & Recognize

63. Recognize Expected Behavior (Students & Staff)
Examples of acknowledgement (“gotcha”) tickets from a few Project REACH schools, plus an example of the Wall of Fame.

64. Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

65. 18 Team Managed Staff Acknowledgements Effective Practices
Implementation
Continuous
Monitoring
Administrator
Participation
Staff Training
& Support
SAY: School leadership teams and educational leaders should never implement an action plan until the people and resources are organized to support an initially successful implementation.
As indicated previously, the effort must begin with agreements and commitments by a majority of the staff (>80%). However, maximizing accurate and consistent implementation of an action plan requires attention to these elements.
FCPS
CO PBS

66. 18 Relevant & Measurable Indicators Efficient Input, Storage, &
Retrieval
Team-based
Decision Making &
Planning
Evaluation
Continuous
Monitoring
Effective
Visual Displays
Regular
Review
SAY: No implementation effort should be conducted without a means of assessing for progress toward action plan goals and objectives. All data mentioned previously that are used for action planning should be included in an on-going data monitoring system for measuring progress.
One of the most relevant and commonly available school data-bases is office discipline referrals. To be effective, office discipline referrals must have elements that are clearly defined, have been agreed upon by all staff, and have routines for regularly review and decision making.
For more information about the features of high quality office discipline referral systems, see and Appendix 9 for Office Discipline Referral Forms and Checklists.
SWIS
FRMS

67. Data & Outcomes

68. Pre
Post

70.
Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. click “Research” “Evidence Base”

71. 05%
20%
11%
22%
84%
58%

72. PBIS Messages Measurable & justifiable outcomes
On-going data-based decision making
Evidence-based practices
Systems ensuring durable, high fidelity of implementation