1. SWPBS: Beyond Classroom Management
Carl Cole & George Sugai
OSEP Center on PBIS
University of Connecticut
January 18, 2008

2. PURPOSE: Review features & strategies of SWPBS
What is SWPBS (PBIS)?
What’s needed to sustain SWPBS?
What have we learned?
What can your team do?

3. Problem Statement
“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

4. SWPBS Logic
Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students
(Zins & Ponte, 1990)

5. Worry “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!”

6. 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

7. Reactive responses are predictable….
When we experience aversive situation, we select interventions that produce immediate relief
Remove student
Remove ourselves
Modify physical environment
Assign responsibility for change to student &/or others

8. 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!

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

10. 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

11. 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

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

13. 2001 Surgeon General’s Report on Youth Violence: Recommendations
Change social context to break up antisocial networks
Improve parent effectiveness
Increase academic success
Create positive school climates
Teach & encourage individual social skills & competence

14. School-based Prevention & Youth Development Programming Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist
Teach children social skills directly in real context
“Foster respectful, supportive relations among students, school staff, & parents”
Support & reinforce positive academic & social behavior through comprehensive systems
Invest in multiyear, multicomponent programs
Combine classroom & school- & community-wide efforts
Precorrect & continue prevention efforts

15. Characteristics of Safe School Center for Study & Prevention of Youth Violence
High academic expectations & performance
High levels of parental & community involvement
Effective leadership by administrators & teachers
A few clearly understood & uniformly enforced, rules
Social skills instruction, character education & good citizenship.
After school – extended day programs

16. Lessons Learned: White House Conference on School Safety
Students, staff, & community must have means of communicating that is immediate, safe, & reliable
Positive, respectful, predictable, & trusting student-teacher-family relationships are important
High rates of academic & social success are important
Positive, respectful, predictable, & trusting school environment/climate is important for all students
Metal detectors, surveillance cameras, & security guards are insufficient deterrents

17. It’s not just about behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems

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

19. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.
~80% of Students

20. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

21. 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

22. Positive expectations & routines taught & encouraged
Non-classroom
Positive expectations & routines taught & encouraged
Active supervision by all staff
Scan, move, interact
Precorrections & reminders
Positive reinforcement

23. 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

24. 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

25. Family 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

26. 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

27. Identify existing efforts by tier Specify outcome for each effort
CONTINUUM of SWPBS
Tertiary Prevention
Function-based support
Audit
Identify existing efforts 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
Primary Prevention
Teach SW Expectations
~80% of Students

28. GENERAL IMPLEMENTATION PROCESS: “Getting Started”
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

29. Team-led Process Behavioral Capacity Priority & Status Representation
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

30. 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.

31. 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.

32. 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.

33. 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.

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

35. 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.
TEACHING
MATRIX
Expectations

36. 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

37. 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.

38. School Behavioral Standards
E’ Ola Pono- to live the proper way
School Behavioral Standards
All Settings
Walkways
Playground
Recess
P.E.
Cafeteria
Restrooms
Arrival/ Dismissal
Assembly
Field Trips
Kuleana Be
Responsible
Be on time
Be prepared w/ necessary supplies
Be accountable for choices
Respond to/complete tasks
Keep area clean & litter free
Plan ahead
Walk directly to destination
Take care of equipment/facilities
Plan appropriate times for drinks/ restroom visits
Have lunch card ready
Be orderly in all lines
Flush
Turn off water
Use restroom at designated times
Use facilities for intended purposes
Have money/pass ready
Listen attentively
Keep hands and feet to yourself
Turn in paperwork/$ on time
Wear appropriate footwear/clothing
Bring home lunch
Ho’ihi
Respectful
Use appropriate voice
Listen to/follow directions of staff
Respect self, others property
Be polite/use manners
Express appreciation
Accept/respect differences in people
Use quiet voices when classes are in session
Be a good sport
Include others in your play
Use proper table manners
Eat your own food
Observe privacy of others
Use polite words and actions
Listen to JPO’s supervisors and bus driver
Use quiet voice and polite words on bus
Focus on program
Sit quietly
Clap at appropriate times
Care for the field trip site
Listen to speakers
Laulima
Cooperative
Be helpful
Participate with a positive attitude
Be patient; share/ wait your turn
Acknowledge others
Play in designated areas only
Keep movement flowing
Share equipment and play space
Follow rules/ procedures
Wait patiently/ quietly
Enter/exit vehicles in an orderly fashion
Share bus seats
Sit properly in designated area
Enter/exit in an orderly fashion
Remain seated unless asked to do otherwise
Stay with your chaperone/group
Malama
Be Safe
Immediately report dangerous situations
Remain in designated areas
Practice healthy behaviors/universal precautions
Use appropriate footwear
Follow safety rules in all areas
Walk at all times
Avoid rough, dangerous play
Use equipment properly
Wash hands
Chew food well; don’t rush
Use designated restroom
Walk
Wait in designated area
Remain seated when riding the bus
Watch out for traffic
Use crosswalk only
Be careful when approaching or leaving the stage area
Use the buddy system
Follow school/bus rules
King Kaumualii on Kauai

39. Walkways Kuleana: Be Responsible Plan ahead
Walk directly to destination
Ho’ihi: Be Respectful
Walk quietly when classes are in session
Laulima: Be Cooperative
Keep movement flowing
Share equipment and play space
Malama: Be Safe
Walk at all times
Walkways
King Kaumualii on Kauai

40. Playground / Recess / P.E.
Kuleana: Be Responsible
Take care of equipment/facilities
Plan appropriate times for drinks/restroom visits
Ho’ihi: Be Respectful
Be a good sport
Laulima: Be Cooperative
Follow rules/ procedures
Malama: Be Safe
Avoid rough, dangerous play
Use equipment properly
King Kaumualii on Kauai

41. Cafeteria Kuleana: Be Responsible Have lunch card ready
Be orderly in all lines
Ho’ihi: Be Respectful
Use proper table manners
Eat your own food
Laulima: Be Cooperative
Wait patiently/ quietly
Malama: Be Safe
Walk at all times
Wash hands
Chew food well; don’t rush
Cafeteria
King Kaumualii on Kauai

42. Field Trips Kuleana: Be Responsible Turn in paperwork/$ on time
Wear appropriate footwear/clothing
Bring home lunch
Ho’ihi: Be Respectful
Care for the field trip site
Listen to speakers
Laulima: Be Cooperative
Stay with your chaperone/group
Malama: Be Safe
Use the buddy system
Follow school/bus rules
King Kaumualii on Kauai

43. Character Education
Easy to change moral knowledge difficult to change moral conduct
To change moral conduct...
Adults must model moral behavior
Students must experience academic success
Students must be taught social skills for success

44. Acknowledge & Recognize

45. 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

46. “Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

47. 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

48. Basics Guidelines Know basics & be conceptually grounded Work as team
Use data to be strategic
Self-assess for relevant/priority outcomes
Formalize communications & acknowledgements
Model
Invest in local capacity
Engage in smallest effort to maintain effect
Integrate rather than add on