1. School-wide Positive Behavior Support at Bassick H.S.?
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
March 16l 2011

2. Who am I?
Why Care about Positive School Climate in H.S.?
What is School-Wide Positive Behavior Support?
Should SWPBS be Considered?

3. “159 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.

4. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

5. “Teaching” by Getting Tough10
“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!”
Restraint and Seclusion
$107 fine for profanity
Out-school suspensions

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. 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!

8. 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…….

9. 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

10. 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

11. Positive predictable school-wide climate
VIOLENCE PREVENTION
Positive predictable school-wide climate
High rates 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)

12. 2006 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
Punishment & insight-based counseling least effective for most intensive problem behaviors
Positive, respectful, predictable, & trusting school environment/climate is important for all students
Metal detectors, surveillance cameras, & security guards are insufficient deterrents

13. SWPBS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students

14. 2 SWPBS is about…. Improving classroom & school climate
Decreasing reactive management
Maximizing academic achievement
Improving support for students w/ EBD
Integrating academic & behavior initiatives

15. 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

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

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

18. ESTABLISHING CONTINUUM of SWPBS: Example
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~5%
~15%
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
~80% of Students

19. RtI IMPLEMENTATION W/ FIDELITY TEAM FACILITATED PROBLEM SOLVING
CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS
CONTENT EXPERTISE & FLUENCY
CONTINUOUS
PROGRESS MONITORING
UNIVERSAL SCREENING
DATA-BASED
DECISION MAKING
TEAM FACILITATED PROBLEM SOLVING
RtI

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

21. 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

22. 54 A School-wide 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

23. Core Values at E.O. Smith

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

25. 58 Teaching directly in context 2. NATURAL CONTEXT 1. SOCIAL SKILL
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
Teaching directly in context
Expectations
3. BEHAVIOR EXAMPLES

26. P Perseverance Holding to a course of action despite obstacles
• Stay positive • Set goals • Learn from mistakes
R Respect To show consideration, appreciation, and acceptance
• Respect yourself • Respect others • Demonstrate appropriate language and behavior
I Integrity Adherence to an agreed upon code of behavior
• Be responsible • Do your own work • Be trustworthy and trust others
D Discipline Managing ones self to achieve goals and meet expectations
• Strive for consistency • Attend class daily; be on time • Meet deadlines; do your homework
E Excellence Being of finest or highest quality
• Do your personal best • Exceed minimum expectations • Inspire excellence in others
    
NEHS website, Oct. 26, 2004

27. 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

28. 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

29. 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

30. 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.

32. Willowbrook High School
Discipline Data
Decreasing disrespectful behavior in high school
Willowbrook High School
PBIS in Illinois

33. Most are responsive…but some need a bit more.
Mean % Students Majors Only
Most are responsive…but some need a bit more. 9%
19%
24%
18%
91%
81%
76%
82%
N =
OSEP PBIS Center Aug 2010

34. Mean % ODRs 2009-2010 Majors Only
And we know who they are!
74%
82%
84%
79%
Students: 9%
19%
24%
18%
OSEP PBIS Center Aug 2010

36. Maximum Student Benefits
“Making a turn”
IMPLEMENTATION
Effective
Not Effective
PRACTICE
Maximum Student Benefits
Fixsen & Blase, 2009

37. 1 million workers, 80,000 managers, 400 companies
Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup
Do I know what is expected of me at work?
Do I have materials & equipment to do my work right?
At work, do I have opportunity to do what I do best every day?
In last 7 days, have I received recognition or praise for doing good work?
Does my supervisor, or someone at work, seem to care about me as person?
Is there someone at work who encourages my development?
At work, do my opinions seem to count?
Does mission/purpose of company make me feel my job is important?
Are my co-workers committed to doing quality work?
Do I have best friend at work?
In last 6 months, has someone at worked talked to me about my progress?
This last year, have I had opportunities at work to learn & grow?
1 million workers, 80,000 managers, 400 companies

38. Are we ready/committed?
Response to Intervention (SRBI)
Implementation fidelity
Continuum of evidence-based practices
Continuous progress monitoring
Universal screening
Data-based decision making
Team-based implementation
Team/cadre-based implementation
Administrator
Grade/depart. Rep.
Specials
Classified
Specialized
Parents
Students
Community
Administration support
Team
Logistical support
School climate reporting
Active, positive supervision
Data-based
Basics
Teach & acknowledge behavior
Invest in academic engagement & success
School-wide practices (1.-7.)
Priority
School climate in top 3
>80% of staff agree & actively participate
Administrative leadership
District acknowledgement