1. School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Sep 30 2009 www.pbis.org www.cber.org www.swis.org

3. PURPOSE Provide brief overview of school-wide positive behavior support for all Rationale Features Examples Data

4. SWPBS is about….

5. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

6. 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!”

7. 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

8. 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

9. 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 !

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

11. 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

12. 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

13. SWPBS is

14. Worry #2: “Train & Hope” REACT to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation

15. Development “Map” 2+ years 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 behavior initiatives

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

18. 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

19. RtI

20. Responsiveness to Intervention

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

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

23. 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

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

25. 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

26. 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______

27. 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

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

29. 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

30. 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___

31. 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

32. 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

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

34. 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

35. 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 Are outcomes measurable?

36. 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?

37. ~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)

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

39. Establish 3 to 5 Clearly Stated, Positive Expectations

40. 3-5 Positively Stated Behavioral Expectations across Texas

41. Teaching Bobcat PRIDE at Lee Elementary

42. 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

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

44. 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 __________

45. 3-5 Positively Stated Behavioral Expectations across Texas

46. 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

47. 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.

48. 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

49. 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

50. 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

51. Acknowledging & Celebrating Behavioral Expectations in TX

52. Recognize Expected Behavior - Students & Staff

53. Acknowledging & Celebrating at Puckett Elementary

54. Acknowledge & Recognize

55. YEAR 1 OUTCOME OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge & foundations of SW-PBS practices & systems Develop & begin implementation of individualized action plan for SW- PBS

56. SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Comput er Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. 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 carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org www.cber.org