1. School-Wide Positive Behavior Support: Updates & Sustainability George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Feb 9-10 2009 www.pbis.org www.cber.org www.swis.org

2. Getting Tough Teaching to Corner Applied Challenge: Academic & behavior success (failure) are linked!

3. PURPOSE Review of SWPBS best practices & systems for implementation integrity & sustainability

5. Implementation Challenge

6. Guiding Principles

7. 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

8. 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)

9. Evaluation Criteria

10. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

11. 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!”

12. 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

13. 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

14. 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 !

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

16. 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

17. 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

18. 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)

19. 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

20. SWPBS is

21. Features

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

23. 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

24. RtI

25. Responsiveness to Intervention

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

27. RTI Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

28. RTI Continuum of Support for ALL Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people

29. ~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

31. Development & Sustainability

33. SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS Laws of Behavior Applied Behavioral Technology Social Validity All Students

34. Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. www.pbis.org “Is SWPBS evidence- based practice?”

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

36. 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

37. 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

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

39. 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

40. 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___

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

42. 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

43. 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______

44. 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

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

46. 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?

47. Good Data Systems

48. Avg Ref/Day/Month

49. 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

50. # Ref by Problem

51. # Ref by Location

52. # Ref by Time of Day

53. # Ref by Students How long would it take to answer big 5 SW discipline questions in your school? 1.How many? 2.What? 3.Where? 4.When? 5.Who? (7 min.)

54. 4 Main Data Concerns

56. 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

57. 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

58. 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

59. 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

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

61. Guiding Principles

62. 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