1. School-Wide Positive Behavior Support: Getting Started Follow-up George Sugai &Vincent Samoulis OSEP Center on PBIS University of Connecticut April 10, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

2. www.pbis.org

3. New England PBS Conference November 15 th Somewhere near Boston Information: www.mayinstitute.org

4. April 10 Agenda Welcome, Advance Organizer Brief Team Reports SWPBS Review & Moving Forward Non-Classroom Setings Understanding Escalating Behavior Evaluation & Data Management Action Planning

5. MAIN TRAINING OBJECTIVES Establish leadership team Establish staff agreements Build working knowledge of SW-PBS practices & systems Develop individualized action plan for SW- PBS –Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist –Presentation for school Organize for upcoming school year

6. “1 Min. Team Reports Name of School Data Report 1-2 Accomplishments/Activities Since January 1 Challenge/”Speed Bump”

8. 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

9. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

10. Development “Map” 2+ years of team training Annual “booster” events Coaching/facilitator support @ school & district levels Regular self-assessment & evaluation data Develoment of local/district leadership teams State/region & Center on PBIS for coordination & TA

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

12. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

13. 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

14. 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

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

16. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started” CO PBS FCPS

17. 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

18. 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements & Supports

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

20. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

21. 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide Systems

22. Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult- student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum Classroom Setting Systems

23. Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Nonclassroom Setting Systems

24. 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 Systems

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

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

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

28. 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

29. Acknowledge & Recognize

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

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

32. “80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Individualized intervention for nonresponders –Administrative responsibility

33. 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

34. “Golden Plunger” Involve custodian Procedure –Custodian selects one classroom/ hallway each week that is clean & orderly –Sticks gold-painted plunger with banner on wall

35. North Myrtle Beach Primary June 8, 2004 SC

36. “Staff Dinger” Reminding staff to have positive interaction Procedures –Ring timer on regular, intermittent schedule –Engage in quick positive interaction

37. “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

38. “G.O.O.S.E.” “Get Out Of School Early” –Or “arrive late” Procedures –Kids/staff nominate –Kids/staff reward, then pick

39. Staff Acknowledgements 9 minutes Review/develop procedures for acknowledging/encouraging staff contributions & accomplishments Report 2-3 “big ideas” from your team discussion (1 min. reports) Attention Please 1 Minute New Spokesperson

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

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

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

43. 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

44. What does SWPBS look like? >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students

46. Pre Post

47. 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

48. “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.

49. 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).

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

51. “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.

52. 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

53. 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

54. 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 ٭

55. 3% 8% 89% 10% 16% 74% 11% 18% 71% K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) Mean Proportion of Students

56. K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) 32% 43% 25% 48% 37% 15% 45% 40% 15%

58. SWIS summary 05-06 (Majors Only)1675 schools, 839,075 students Grade Range # Schools # Students (mean) Mean ODR/100/ school day (sd) K-61010439,932 (435) 0.37 (50) 6-9313205,159 (655) 1.02 (1.07) 9-12104102,325 (983) 1.16 (1.37) K-(8-12)24891,659 (369) 1.53 (4.49)

59. N = 59 N = 128 12 schools25 schools

60. N = 59 12 schools N = 128 25 schools

61. 4J School District Eugene, Oregon Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01- 02 for schools using PBIS all four years and those that did not.

62. .64.85 Schools using SW-PBS report a 25% lower rate of ODRs

64. N =23N = 8 N = 23 N = 8

65. “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.

66. 84% 58% 11% 22% 05% 20%

67. 88%69% 08% 17% 04% 14%

68. Team Implementation Checklist (2) Work as team for 9 minutes Complete & submit one copy of TIC Present 2-3 “big ideas” from your group (1 min. reports) Attention Please 1 Minute New Spokesperson

69. 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)

70. 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)

71. Action Planning (2:55) Attention Please 1 Minute New Spokesperson Review “big ideas” (content from today) –SW PBS –Nonclassroom Settings –Managing Escalating Behaviors –Data Systems Review where we are –Current Action Plan –School Data –New/Next Activities Logistics –Develop report to staff –Schedule next team meeting date

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

73. CONTACT INFO George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org 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.