1. School Discipline Institute “Meeting the Challenge” 2012 Safe & Healthy Students Conference Washington DC George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 9 2012 www.pbis.org www.cber.org George.sugai@uconn.edu

2. Getting Tough Teaching to Corner Nov 1985 Kappan School Discipline Challenge: Academic & behavior success (failure) are linked!

3. “Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.” NYTimes, M. Rich Aug 7 2012 13% w/ v. 7% w/o 1 in 4 black K-12 students High suspension correlated w/ Low achievement Dropout Juvenile incarceration >1 Susp. 1 Year 1 in 6 black 1 in 13 Amer Indian 1 in 14 Latinos 1 in 20 Whites Not correlated w/ race of staff Dan Losen & Jonathan Gillespie Center for Civil Rights Remedies at UCLA

4. Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students had received at least 1 office discipline referral. “Take a Number”

5. Administrative Impact

6. Instructional Impact

7. Give Priority to Effective Practices

8. “Early Triangle” Walker, Knitzer, Reid, et al., CDC (Walker et al., 1995, p. 201) Prevention Logic Reduce # new Reduce intensity of existing

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 ALL SOME FEW Horner, Lewis, Sugai, Todd, Walker…1995

10. All Some Few Continuum of Support for ALL Dec 7, 2007

11. Continuum of Support for ALL “Theora” Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people Writing Tech

12. Continuum of Support: “Molcom” Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Align behavioral supports Self-assess Acc. Fdbk

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

14. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, in press CULTURALLY RELEVANT CULTURALLY VALID CULTURALLY SKILLED CULTURALLY EQUITABLE

15. Basic “Logic” SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Cultural/Context Considerations Improve “Fit” Start w/ effective, efficient, & relevant, doable Prepare & support implementation Implementation Fidelity Maximum Student Outcomes

16. 2% 7% 91% 5% 12% 83% 7% 15% 78% 4% 10% 86% Most are responsive…but some need a bit more.

17. % of Students 9% 17% 22% 14% 33% 41% 25% 42% 39% 19% 44% 38% 17% 40% 39% 21% 75% 81% 83% 79% And we know who they are!

18. “Multi-Tiered Systems of Support”…. Whole-school, data-driven, prevention-based framework for improving learning outcomes for all students through layered continuum of evidence-based practices & systems

19. SWPBS Implementation Blueprint www.pbis.org