School-Wide Positive Behavior Support: Getting Started George Sugai & Susan Barrett OSEP Center on PBIS Center for Behavioral Education & Research University.

School-Wide Positive Behavior Support: Getting Started George Sugai & Susan Barrett OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 22-24 2009 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

VIOLENCE PREVENTION 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) 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

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)

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup) 1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well. 1 million workers, 80,000 managers, 400 companies

Predictable work environments are places where educators, students, family members, etc…. 1. Know what is expected 2. Have curriculum & instruction to do job correctly 3. Receive recognition for demonstrating expectations. 4. Have teacher/parent/principal who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify someone who they can relate to.” 7. Feel mission of classroom/school makes them feel like their efforts are important 8. See students/teachers/principals around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their learning/teaching well. 1 million workers, 80,000 managers, 400 companies

Review of Features

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

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

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

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

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

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

1.Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation School-wide

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

Name______________________________Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student ContactsTotal # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student ContactsTotal # Non-Classroom Management: Self-Assessment

1.Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

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, including contingent & specific praise, group contingencies, behavior contracts, token economies Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. Classroom

Essential Behavior & Classroom Management Practices See Classroom Management Self- Checklist (7r)

Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total #Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____ to 1 Classroom Management: Self-Assessment

Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes___

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 Individual Student

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 Family

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

~80% of Students ~15% ~5% 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

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special designed instruction PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

1.Representative of demographics of school and community 2.1-2 individuals with behavior/classroom management competence 3.Administrator active member 4.Schedule for presenting to whole staff at least monthly 5.Schedule for team meetings at least monthly 6.Integration with other behavior related initiatives and programs 7.Appropriate priority relative to school and district goals 8.Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. 9.Schedule for annual self-assessments 1.EBS Self-Assessment Survey 2.Review Office Discipline Referrals 3.Benchmarks of Quality 4.School-wide Evaluation Tool 10.Coaching support (school and/or district/region) STEP 1 - Establish Team Membership

Few positive SW expectations defined, taught, & encouraged

1.Positively stated 2.2-3 sentences in length 3.Supportive of academic achievement 4.Contextually/culturally appropriate (e.g., age, level, language) 5.Comprehensive in scope (school-wide – ALL students, staff, and settings) 6.Agreement by >80% faculty and staff 7.Communicated to stakeholders (e.g., families, community members, district administrators) 8.Included in school publications (e.g., handbook, posters, newsletters) STEP 2 – Develop Behavior Purpose Statement

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!

1.Linked to social culture of school (e.g., community, mascot). 2.Considerate of social skills and rules that already exists. 3.3-5 in number 4.1-3 words per expectation 5.Positively stated 6.Supportive of academic achievement 7.Comprehensive in scope (school-wide – ALL students, staff, and settings) 8.Mutually exclusive (minimal overlap) 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Agreement by >80% faculty and staff 11.Communicated to stakeholders (e.g., families, community members, district administrators) 12.Included in school publications (e.g., handbook, posters, newsletters) STEP 3 – Identify Positive SW Expectations

1.Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) 2.Considerate of lessons that already exists. 3.Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. 4.Teach social behavior like academic skills. 5.Involvement by staff, students, families in development 6.Contextually/culturally appropriate (e.g., age, level, language) 7.Schedule for initial instruction in natural and typical contexts 8.Schedule for regular review, practice, and follow-up instruction 9.Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings 10.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings 11.Procedures for providing instruction to new faculty, staff, students 12.Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 13.Agreement by >80% faculty and staff 14.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 15.Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations 16.Included in school publications (e.g., handbooks) STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations

Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly 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 __________

RAH – at Adams City High School (Respect – Achievement – Honor) RAHClassroomHallway/ Commons CafeteriaBathrooms 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

RAH – Athletics RAHPracticeCompetitionsEligibilityLetteringTeam 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.

Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect 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 Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

1.Representative of demographics of school and community 2.1-2 individuals with behavior/classroom management competence 3.Administrator active member 4.Schedule for presenting to whole staff at least monthly 5.Schedule for team meetings at least monthly 6.Integration with other behavior related initiatives and programs 7.Appropriate priority relative to school and district goals 8.Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. 9.Schedule for annual self-assessments 1.EBS Self-Assessment Survey 2.Review Office Discipline Referrals 3.Benchmarks of Quality 4.School-wide Evaluation Tool 10.Coaching support (school and/or district/region) STEP 1 - Establish Team Membership

1.Positively stated 2.2-3 sentences in length 3.Supportive of academic achievement 4.Contextually/culturally appropriate (e.g., age, level, language) 5.Comprehensive in scope (school-wide – ALL students, staff, and settings) 6.Agreement by >80% faculty and staff 7.Communicated to stakeholders (e.g., families, community members, district administrators) 8.Included in school publications (e.g., handbook, posters, newsletters) STEP 2 – Develop Behavior Purpose Statement

1.Linked to social culture of school (e.g., community, mascot). 2.Considerate of social skills and rules that already exists. 3.3-5 in number 4.1-3 words per expectation 5.Positively stated 6.Supportive of academic achievement 7.Comprehensive in scope (school-wide – ALL students, staff, and settings) 8.Mutually exclusive (minimal overlap) 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Agreement by >80% faculty and staff 11.Communicated to stakeholders (e.g., families, community members, district administrators) 12.Included in school publications (e.g., handbook, posters, newsletters) STEP 3 – Identify Positive SW Expectations

Teaching Behavioral Expectations What is same/different about teaching academic v. social skills? Why is teaching social behavior important when teaching academic behavior? What “speed bumps” slow teaching of social skills?

Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus 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 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

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 King Kaumualii on Kauai

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 Playground / Recess / P.E. King Kaumualii on Kauai

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

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 Field Trips King Kaumualii on Kauai

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

Teaching Academics & Behaviors DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

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

1.Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) 2.Considerate of lessons that already exists. 3.Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. 4.Teach social behavior like academic skills. 5.Involvement by staff, students, families in development 6.Contextually/culturally appropriate (e.g., age, level, language) 7.Schedule for initial instruction in natural and typical contexts 8.Schedule for regular review, practice, and follow-up instruction 9.Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings 10.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings 11.Procedures for providing instruction to new faculty, staff, students 12.Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 13.Agreement by >80% faculty and staff 14.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 15.Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations 16.Included in school publications (e.g., handbooks) STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations

1.School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2.Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3.Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4.Data system in place to monitor office discipline referral that come from classrooms 5.Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6.Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8.Involvement by staff, students, and families in development 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Schedule for initial instruction 11.Schedule for regular review, practice, follow-up instruction 12.Agreement by >80% faculty and staff 13.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14.Included in school publications (e.g., handbooks) STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations

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

Social Competence Extrinsic & Intrinsic Motivation Self-manager (+/-) –Self-manipulation of antecedents –Self-manipulation of consequences –Self-evaluation of behaviors High social competence –High rates of academic success –High rates of appropriate social behavior –High rates of positive feedback (self & other)

Reinforcement Wisdom “Student does not need extrinsic reinforcement if he(she) is successful” Skinner 1960

Acknowledge & Recognize

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

1.School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2.Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3.Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4.Data system in place to monitor office discipline referral that come from classrooms 5.Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6.Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8.Involvement by staff, students, and families in development 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Schedule for initial instruction 11.Schedule for regular review, practice, follow-up instruction 12.Agreement by >80% faculty and staff 13.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14.Included in school publications (e.g., handbooks) STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations

BUS BUCKS Springfield P.S., OR Procedures –Review bus citations –On-going driver meetings –Teaching expectations –Link bus bucks w/ schools –Acknowledging bus drivers SUPER SUBSLIPS Empowering subs in Cottage Grove, OR Procedures –Give 5 per sub in subfolder –Give 2 out immediately POSITIVE REFERRALS Balancing pos./neg. adult/student contacts in OR Procedures –Develop equivalent positive referral –Process like negative referral

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

“Piece of Paper” In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment

1.Specification of Definitions for Violations of School-wide Behavior Expectations a.Contextually appropriate labels/names b.Definitions represent continuum of severity (e.g., minor, major, illegal) c.Definitions comprehensive in scope (school-wide) d.Definitions in measurable terms e.Mutually exclusive (minimal overlap) 2.Specification of Procedures for Processing Violations of School-wide Behavior Expectations a.Agreement regarding office staff versus teacher/staff responsibilities b.Office discipline form for tracking discipline events c.Agreement regarding options for continuum of consequences d.Data decision rules for intervention and support selection STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures a.Use by all staff (e.g., office, security, supervisors, bus drivers) b.Schedule for teaching to students and staff members c.Schedule for regular review of use and effectiveness d. Procedures for providing orientation to new faculty, staff, students e.Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) f.Agreement by >80% faculty and staff g.Included in school publications (e.g., handbooks) h.Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. i.Schedule and procedures for regular review and enhancement of acknowledgements. j.Schedule for daily, weekly, monthly, quarterly feedback to students and staff k. Included in school publications (e.g., handbook, posters, newsletters) l.Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

80% –Kids & staff Rule violation –Kid, staff, process Correction –Say, show, 4:1

1.General data collection procedures a.Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). b.Data collection procedures regularly checked for accuracy of use c.Data collection limited to information that answers important student, classroom, and school questions d.Structures and routines for staff members to receive weekly/monthly data reports about the status of school- wide discipline e.Decision rules for guiding data analysis and actions f.Schedule for daily, weekly, monthly, quarterly feedback to students and staff g.Data system managed by 2-3 staff members h.No more than 1% of time each day for managing data system. i.Efficient, timely, and graphic displays of data 2.Office discipline referral procedures a.Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). b.A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) c.School-wide procedures for processing or responding to violations of behavior expectations. d.Efficient and user-friendly procedures for inputting and storing information e.Efficient and user-friendly procedures for summarizing and analyzing information. f.Efficient and user-friendly procedures for producing visual displays of the data. g.Procedures for presenting data to staff on routine basis. h.Procedures for making decisions and developing actions based on the data. STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring

www.pbis.org 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. www.pbis.org click “Research” “Evidence Base”

90-School Study Horner et al., in press Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity Fidelity SWPBS is associated with ▫ Low levels of ODR ▫.29/100/day v. national mean.34 ▫ Improved perception of safety of the school ▫ reduced risk factor ▫ Increased proportion of 3 rd graders who meet state reading standard.

Project Target: Preliminary Findings Bradshaw & Leaf, in press PBIS (21 v. 16) schools reached & sustained high fidelity PBIS increased all aspects of organizational health Positive effects/trends for student outcomes –Fewer students with 1 or more ODRs (majors + minors) –Fewer ODRs (majors + minors) –Fewer ODRs for truancy –Fewer suspensions –Increasing trend in % of students scoring in advanced & proficient range of state achievement test

Action Planning: Guidelines Agree upon decision making procedures Align with school/district goals. Focus on measurable outcomes. Base & adjust decisions on data & local contexts. Give priority to evidence-based programs. Invest in building sustainable implementation supports (>80%) Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)

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

To Conclude Create systems-based preventive continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach & acknowledge behavioral expectations Work from a person-centered, function-based approach Arrange to work smarter

Effective Social & Academic School Culture Common Vision/Values Common Language Common Experience RtI/ SWPBS

School-Wide Positive Behavior Support: Getting Started George Sugai & Susan Barrett OSEP Center on PBIS Center for Behavioral Education & Research University.

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School-Wide Positive Behavior Support: Getting Started George Sugai & Susan Barrett OSEP Center on PBIS Center for Behavioral Education & Research University.

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