1. Overview of School-wide Discipline Building Universal Systems and Practices

2. Challenges Doing more with less Educating increasing numbers of students who are more different from each other Educating students with severe problem behavior Creating sustainable cultures of competence

3. The Challenge More than 50% of all crime in the United States is committed by 5-7% of youth between the ages of 10-20 –APA Commission on Youth Violence, 1993 Each school day 100,000 students in the United States bring weapons to school –Walker, 1994

4. The Challenge 7.4% of students surveyed reported that they had been threatened or injured by a weapon during the past year. 4% reported that they missed at least one day of school because they felt unsafe. –Center for Disease Control’s Center for Injury Prevention and Control (1997)

5. Schools are Important & Good! Regular, predictable, positive learning & teaching environments Positive adult & peer models Regular positive reinforcement Academic & social behavior development & success

6. Factors contributing to antisocial behaviors School Community Home

7. Home (e.g., Dishion & Patterson) Inconsistent management Reactive discipline Lack of monitoring

8. Community (e.g., Biglan) Antisocial network of peers Lack of prosocial engagements

9. School (e.g., Mayer) Reactive/punishing discipline approach Lack of agreement about rules, expectations, & consequences Lack of staff support Failure to consider & accommodate individual differences Academic failure

10. Responses to Antisocial Behavior Reviews of over 500 studies indicate that the least effective responses to school violence are –Punishment –Counseling –Psychotherapy

11. Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987) Punishing problem behaviors without a school-wide system of support is associated with increased (a) aggression, (b) vandalism, (c truancy, (d) tardiness, and (e) dropping out (Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)

12. The most effective responses educators can make to school violence include –Social skills instruction –Behaviorally based interventions –Academic interventions

13. Themes School environments that are positive, preventive, predictable, and effective are (a) safer, healthier, and more caring, (b) have enhanced learning and teaching outcomes, and (c) can provide a continuum of behavior support for all students

14. Reducing ethnic overrepresentation is a matter of -creating successful school environments -separating disabilities from cultural differences, political influences, and SES Causes of low academic performance and challenging behavior do not reside solely within the child or family (Meyer & Patton, 2001)

15. Implementation Features 1.Establish EBS leadership team 2.Secure SW agreements & supports 3.Establish data-based action plan 4.Arrange for high fidelity implementation 5.Conduct formative data-based monitoring

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

17. Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Representation Team

18. Establish EBS Leadership Team Behavioral capacity School, student, family & district representation Active administrator participation Efficient communications & staff development Leadership & decision making status Data-based decision making & problem solving

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

20. Team Review Complete the Working Smarter: Committee Review Form Complete the Getting Started-Team Status Checklist Add items to Action Plan as needed

21. 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements & Supports TolsBackPreviousContents

22. Secure SW Agreements & Supports Agreements Prioritized data-based need & action 3-4 year commitment Proactive instructional approach Supports Administrative leadership Prioritized resources –Materials, personnel On-going coaching Time

23. School Status and Commitment Complete the School-wide section of the Staff Survey Add items to Action Plan as needed

24. Summarizing the results

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

26. Establish Data-based Action Plan Use of available & meaningful data –Self-assessment Survey –Behavioral incident data, attendance –Academic achievement Consideration of multiple systems Adoption, adaptation, & sustained use of evidence-based practices

27. Measures Implementation of SW-PBS: School-wide Evaluation Tool (SET), Self-assessment Student problem behavior: office discipline referrals, suspensions, expulsions, etc. Student Academic Achievement: state standardized test scores (3 rd Grade) Fidelity of SW-PBS Training: Team Implementation Checklist, Coaches Checklist

30. 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.

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

32. Expectations Defined Purpose –Means of communication –Consistent communication For all students, staff, and settings –Matrix Guidelines –Keep to five or fewer –State positively –Use common and few words

33. Instructional Approach Behavioral expectations taught directly Teach social behaviors like academic skills Academic engagement & success are maximized Influence of instructional support is considered

34. Teaching guidelines Behavior management problems are instructional problems. Process for teaching social behaviors & academic skills is fundamentally same. Emphasis is on teaching functional & prosocial replacement behaviors. Instructional supports are important.

35. An Approach to Embedding Bully-proofing Strategies What does NOT work Identifying “Bullies” and excluding them from school Pretending that Bully Behavior is the “fault” of the student/family. What does work Define, teach and reward school-wide behavior expectations. Teach all children to identify and label inappropriate behavior. Teach all students a “stop signal” to give when they experience problem behavior. –What to do if you experience problem behavior –What to do if you see someone else in a problem situation Teach all students what to do if someone delivers the “stop signal”

36. Do not focus on “Bully” Focus on appropriate behavior. –What is the behavior you want –“Responsible”

37. Teaching Social Responsibility Teach school-wide expectations first –Be respectful –Be responsible –Be safe Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area Use same teaching format If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop”

38. Teach students to identify problem behavior. The key is to focus on what is appropriate: –Teach school-wide expectations, and teach that all problem behaviors are an example of NOT being appropriate. –Define most common problem behaviors. Use these behaviors as non-examples of school-wide expectations.

39. Teaching Social Responsibility: “Bully Proofing” Teach desired behavior. Teach a verbal signal for unacceptable behavior: “stop” Teach four key skills for social responsibility: –Learn the difference between expected behavior and problem behavior –If you “receive” problem behavior: –Label the behavior and say “stop”; walk; squawk –If you “see others” receive problem behavior” –Label the behavior and say “stop” –If someone tells you to “stop” –stop

41. Teaching Social Responsibility Teach school-wide expectations first Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area Use same teaching format If you receive problem behavior If you see others receive problem behavior If someone tells you to “stop”

42. Social Responsibility Matrix Location 1Location 2Location 3Location 4 Desired behaviors vs Unacceptable behaviors “Stop” signal Walk skill Reporting Skill

43. Identifying and Teaching Expectations Complete Identifying SW Expectations checklist Add items to Action Plan as needed

44. Encouraging Expectations SW expectations –Cooperate with others –Respect yourself –Manage yourself –Behave in a legal and healthy manner Defining and Teaching –Taught by teachers –Reviewed by office staff –Posted around school –Letter home to parents

45. Verbal praise (4 to 1) Pro-tickets –Brightly colored –One half to teacher, one half to home –School-wide goal Superpro Tickets –Fewer, harder to get –Letter home –Individual, class, and school

46. Guidelines Use continuum of strategies to encourage expectations –teach expected behavior –increase opportunities for academic and social success –provide positive feedback more often than corrections and reprimands (e.g., 4 to 1) –move from tangible to social reinforcement –move from external to self-managed reinforcement –individualize reinforcement

47. 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

48. Encouraging Expectations Complete Encouraging and Strengthening Checklist Complete Acknowledgements Worksheet Add items to Action Plan as needed

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

50. Arrange for High Fidelity Implementation Team-based leadership & implementation Use of research-validated practices Active administrator support & participation Overt supports for staff implementation –Natural & systematic staff development –Instructional scripts/prompts Continuous monitoring & modification for maximum efficiency & effectiveness Positive reinforcement

51. Discouraging Problem Behavior Clearly defined problem and context –e.g., hat in class, tardies, transitions, etc. Precorrection/preventive strategy –for identified risk times or settings Consistent procedures –e.g, all staff, settings, minor behaviors Teaching Opportunity –focus on appropriate expectation

52. Infrequent Behavior Errors (Unpredictable) Signal that error has occurred State rule and expected behavior Ask student to state/show expected behavior Give positive feedback

53. Chronic Behavior Errors (Predictable) Precorrect=prompt for desired behavior –Go to problem setting/situation –Get attention of student(s) –Give reminder or opportunity to practice –Watch child for demonstration of skill –Acknowledge demonstration Provide positive feedback

54. Continuum of Possible Responses Acknowledge students exhibiting expected behavior Secure attention & redirect student to expected behavior Provide choice between expected behavior and staff- managed consequence Deliver staff-managed consequence Deliver office-managed consequence

55. Discouraging Problem Behavior Complete the Discouraging Violations checklist and the Rule Violation worksheet Add items to Action Plan as needed

56. Conduct formative data-based monitoring “Good” data for input Efficient data manipulation & summarization – SWIS.org Guided data-based decision making

57. Action Planning Continue activities started throughout the day Work on completing action plan Be prepared to report on: –1-2 strengths –1-2 areas of improvement –Next meeting (date and time)