1. School-Wide Positive Behavior Support: Getting Started – Team B George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut December 9-10, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

3. PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.

4. PBS – Respect & Responsibility

5. www.pbis.org

6. www.cber.org

7. www.cber.org + library + training materials 5. Appendices 7. Ch 1 – Overview 44. Ch 2 – Getting Started 79. Ch 3 – Nonclassroom Settings 89. Ch 4 – Classroom Settings

8. SWPBS is about….

9. MAIN OUTCOME OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SW- PBS practices & systems Develop individualized action plan for SW-PBS Organize for upcoming school year

10. 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)

11. Evaluation Criteria

12. Context Matters! Examples Individual Student vs. School-wide

13. “Reiko” Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

14. “Kiyoshi” Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

15. “Mitch” Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do?

16. “Rachel” Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

17. Fortunately, we have a science that guides us to… Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

18. However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

19. “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. Reiko is in this school!

20. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

21. “Da place ta be” During 4 th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school!

22. “Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom!

23. “Four corners” Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this school!

24. “FTD” On 1 st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card You are in this School!

25. Questions! What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? Are these environments safe, caring, & effective? Context Matters!

26. Messages Repeated! 1.Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable 2.Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

27. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

28. 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!”

29. 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

30. 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

31. 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 !

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

33. 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

34. 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

35. 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

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

37. SCHOOL-WIDE 1.1. 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 EVIDENCE- BASED INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, communications, & acknowledgements 3.Formal & active participation & involvement as equal partner 4.Access to system of integrated school & community resources

38. 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

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

42. Franzen, K., & Kamps, D. (2008).

43. 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

44. Allday & Pakurar (2007)

45. 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

46. Ingram, Lewis-Palmer, & Sugai, 2005

48. 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

49. Worry #2: “Train & Hope”

50. Development “Map” 2+ years of team training Annual “booster” events Coaching/facilitation support at school, district, & regional/state levels Regular self-assessment & evaluation data Development of local/district leadership teams Establishment of local specialized behavior competence Integration with related behavior initiatives

51. Role of “Coaching” Liaison between school teams & PBS leadership team Local facilitation of process Local resource for data-based decision making

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

53. 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

54. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

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

56. RtI Response to Intervention

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

59. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

60. 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

61. Leadership team Behavior purpose statement Set of positive expectations & behaviors 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

62. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

63. Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Administrator Specialized Support Student Community Non-Teaching Teaching Family Representation Start with Team that “Works.” Team-led Process Meetings

64. Challenge

65. Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

66. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable? Key point #8

67. ~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 Education 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)

68. 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

69. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

70. 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements & Supports Statement of Behavior Purpose

71. 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

72. 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!

73. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

74. Self-Assessment Efficient Systems of Data Management Team-based Decision Making Evidence- Based Practices Multiple Systems Existing Discipline Data Data-based Action Plan SWIS

76. 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

78. Referrals by Problem Behavior

79. Referrals per Location

80. Referrals per Student

81. Referrals by Time of Day

82. www.swis.org

83. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

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

85. Saying & doing it “Positively!” Keep off the grass!

86. 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

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

88. 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

89. 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 __________

90. 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

91. 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

92. 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.

93. 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

94. 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

95. 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

96. Teaching Academics & Behaviors

97. Reviewing Strive for Five Be respectful. Be safe. Work peacefully. Strive for excellence. Follow directions. McCormick Elem. MD 2003

98. “Traveling Passports” Precorrecting new kids in Tigard, Oregon Procedures –Meet with key adults –Review expectations –Go to class

99. 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

100. 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

101. Acknowledge & Recognize

102. OMMS Business Partner Ticket 6 7 8 Date: ________________ Student Name __________________________________ For Demonstrating: Safety EthicsRespect (Circle the trait you observed) Comments: ___________________________________________ Authorized Signature: ____________________________________ Business Name: ________________________________________ Colorado 5/06

103. 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

104. 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

105. 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

106. “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.

107. Monitoring Dismissal McCormick Elementary School, MD

108. 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

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

110. 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

111. 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

112. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

113. Team Managed Staff Acknowledgements Continuous Monitoring Staff Training & Support Administrator Participation Effective Practices Implementation CO PBSFCPS

114. 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

115. “80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Individualized intervention for nonresponders –Administrative responsibility

116. North Myrtle Beach Primary June 8, 2004 SC

117. “GOLDEN PLUNGER” Involve custodian Procedure –Custodian selects one classroom/ hallway each week that is clean & orderly –Sticks gold-painted plunger with banner on wall “1 FREE PERIOD” Contributing to a safe, caring, effective school environment Procedures –Given by Principal –Principal takes over class for one hour –Used at any time “G.O.O.S.E.” “Get Out Of School Early” –Or “arrive late” Procedures –Kids/staff nominate –Kids/staff reward, then pick “DINGER” Reminding staff to have positive interaction Procedures –Ring timer on regular, intermittent schedule –Engage in quick positive interaction

118. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

119. Relevant & Measurable Indicators Team-based Decision Making & Planning Continuous Monitoring Regular Review Effective Visual Displays Efficient Input, Storage, & Retrieval Evaluation SWISFRMS

120. 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

121. Pre Post

123. 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. http://www.pbis.org/files/101007eviden cebase4pbs.pdf.

124. ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time

125. ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time

126. “Mom, Dad, Auntie, & Jason” In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

127. I like workin’ at school After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003- 2004).

128. “I like it here.” Over past 3 years, 0 teacher requests for transfers

129. “She can read!” With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school- wide literacy. Result: >85% of students in 3 rd grade are reading at/above grade level.

130. “We found some minutes?” After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.

131. 84% 58% 11% 22% 05% 20%

132. 88%69% 08% 17% 04% 14%

133. July 2, 2008 ODR rates vary by level

134. July 2, 2008

136. Tools (pbis.org) EBS Self-assessment TIC: Team Implementation Checklist SSS: Safe Schools Survey SET: Systems School-wide Evaluation Tool PBS Implementation & Planning Self- assessment ISSET: Individual Student Systems Evaluation Tool (pilot) SWIS: School-Wide Information System (swis.org)

137. 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)

138. Guiding Principles Data Academic & behavior success Outcomes Research-validated practices Instructional approach 4 to 1 daily Prevention Integration Culture & context Continuum of behavior support School-wide for all Evaluate Team