1. School-Wide Positive Behavior Support: Overview
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
October 16, 2008

3. 2 SWPBS is about…. Improving classroom & school climate
Decreasing reactive management
Maximizing academic achievement
Improving support for students w/ EBD
Integrating academic & behavior initiatives

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

5. OUTCOME OBJECTIVES
Rationale for adopting proactive systems approach to improving school climate
Features of School-wide Positive Behavior Support
Examples of SWPBS implementation
Samples of Outcome Data

6. “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.

7. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

8. SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students
(Zins & Ponti, 1990)

9. 3 Guiding Principles Data Academic & behavior success Outcomes
Research-validated practices
Instructional approach
Prevention
Integration
Culture & context
Continuum of behavior support
School-wide for all
Evaluate
Team

10. 2 Worries & Ineffective Responses to Problem Behavior
Get Tough (practices)
Train-&-Hope (systems)

11. 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!”

12. 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

13. 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

14. 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!

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

16. 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

17. 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

18. 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)

19. Biggest, durable effect5
SWPBS
Practices
School-wide
Classroom
Smallest #
Evidence-based
Biggest, durable effect
Family
Non-classroom
Student

20. Worry #2: “Train & Hope”

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

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

23. 8 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
ALL
~80% of Students 8

24. 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% 10

25. Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems

26. RtI 10/27 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

27. Continuum of Support for ALL9
RTI
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

28. Aurora, CO, EBD, all schools
Two messages:
1. high rates of problem behaviors & reactive “get tough” management
2. teaching to the corner

29. GENERAL IMPLEMENTATION PROCESS: “Getting Started”16
Team
GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Agreements
Data-based
Action Plan
SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.
Evaluation
Implementation

30. 17 Team-led Process Behavioral Capacity Priority & Status
Representation
Team
Data-based
Decision
Making
Administrator
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.
Communications

31. 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

32. ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
Function-based support
Wraparound/PCP
Special Education
Audit
Identify existing practices by tier
Specify outcome for each effort
Evaluate implementation accuracy & outcome effectiveness
Eliminate/integrate based on outcomes
Establish decision rules (RtI)
~5%
~15%
SECONDARY PREVENTION
Check in/out
Targeted social skills instruction
Peer-based supports
Social skills club
PRIMARY PREVENTION
Teach & encourage positive SW expectations
Proactive SW discipline
Effective instruction
Parent engagement
~80% of Students

33. 17 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered
Prevention
Logic
Agreements &
Supports
Coaching &
Facilitation
Administrative
Participation
Dedicated
Resources
& Time
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.

34. Sample Behavior Statements
Ex. 1 G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens.
Ex. 2 At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

35. 17 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

37. 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

39. Referrals by Problem Behavior

40. Referrals per Location

41. Referrals per Student

42. Referrals by Time of Day

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

44. INTERVENTION PRACTICES SCHOOL-WIDE CLASSROOM INDIVIDUAL STUDENT
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
INTERVENTION
PRACTICES
CLASSROOM
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
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

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

46. Expectations & behavioral skills are taught & recognized in natural context

47. Teaching Matrix Expectations 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.
Expectations

48. Teaching Matrix Activity
Teaching Matrix Activity
Classroom
Lunchroom
Bus
Hallway
Assembly
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

49. RAH – at Adams City High School (Respect – Achievement – Honor)
Classroom
Hallway/
Commons
Cafeteria
Bathrooms
Respect
Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor
Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism

50. RAH – Athletics RAH Practice Competitions Eligibility Lettering
Team Travel
Respect
Listen to coaches directions; push yourself and encourage teammates to excel.
Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.
Show up on time for every practice and competition.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter; be where you are directed to be.
Achievement
Set example in the classroom and in the playing field as a true achiever.
Set and reach for both individual and team goals; encourage your teammates.
Earn passing grades; Attend school regularly; only excused absences
Demonstrate academic excellence.
Complete your assignments missed for team travel.
Honor
Demonstrate good sportsmanship and team spirit.
Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.
Show team pride in and out of the school. Stay out of trouble – set a good example for others.
Suit up for any competitions you are not playing. Show team honor.
Cheer for teammates.
Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

51. 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

52. Teaching Academics & Behaviors

53. Acknowledge & Recognize

54. Acknowledging SW Expectations: Rationale
To learn, humans require regular & frequent feedback on their actions
Humans experience frequent feedback from others, self, & environment
Planned/unplanned
Desirable/undesirable
W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

55. Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”
Cameron, 2002
Cameron & Pierce, 1994, 2002
Cameron, Banko & Pierce, 2001

56. 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

57. 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

58. “80% Rule” Apply triangle to adult behavior!
Regularly acknowledge staff behavior
Individualized intervention for nonresponders
Administrative responsibility

59. 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

60.
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.

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