1. School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

2. My job today… To describe features of a systems approach to Positive Behavioral Interventions & Supports…..moving beyond classroom & behavior management.

3. Coordination/ Collaboration 1999 - 2009 PBIS MSDE Sheppard Pratt Johns Hopkins University Local School Systems

4. Number of PBIS Schools in Maryland

5. PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. Not a specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…it’s based on long history of behavioral practices & effective instructional design & strategies So,….what is PBIS? Not limited to any particular group of students…it’s for all students

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

7. Challenge #1

8. Challenge # 2

9. Students with academic failure and problem behaviors likely will drop out of school and: – be involved with the corrections system – be single parents – be involved with the social services system – be unemployed – be involved in automobile accidents – use illicit drugs The Prognosis Centers for Disease Control, 1993 Duncan, Forness, & Hartsough, 1995 Carson, Sittlington, & Frank, 1995 Wagner, D’Amico, Marder, Newman, Blackorby, 1992 Jay & Padilla, 1987 Bullis & Gaylord-Ross, 1991

10. Challenge # 3

11. Challenge # 4

12. Challenge # 5

13. Challenges (cont.) Not enough time Too much talk…not enough action Unclear outcomes Too few priorities Too many priorities Too many opinions Multiple competing experts No experts Too many diverse perspectives Too much redundancy Done it before Never done it before Lack of clear outcomes Slow to get started Unstructured Unresolved conflicts ………

14. “ Worry #1 “TEACHING” by Getting Tough Russell: “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!” If Russell doesn’t respond, we get TOUGHER If Russell STILL doesn’t improve, we get REAL TOUGH & enforce BOTTOM LINE!

15. 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

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

17. Non-examples of Function-Based approach “Function” = outcome, result, purpose, consequence “Russell, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Jason, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

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

19. Enhanced PBIS Implementation Logic

20. BIG IDEAS 3-5 years Organizational Framework Critical Features same across schools –unique to the culture of the school System investment in Coaching Capacity

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

22. 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 APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR

23. “80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behavior Individualized intervention for nonresponders –Administrative responsibility

24. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

25. Establish Commitment 1.Administrator support and active involvement 2.Behavior Support is 1of top 3 school improvement goals 3.80% Faculty support 4.3 year timeline

26. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

27. Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student Start with Team that “Works.”

28. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Sample Teaming Matrix

29. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 School Climate Committee Improve Climate All studentsMarlee, J.S., Ellen, Eric Goal #3 Safety CommitteeImprove 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 referralsBullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 S&DFS CommitteePrevent drug useHigh/at-risk drug users Don PBIS 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?

30. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

31. Gather Information AVAILABLE DATA: Office Referrals, Suspensions, Attendance, Academics SURVEY: Staff, Students, Administration, Parents

32. Integrate past school behavior plans Assure clarity of target areas Incorporate school colors or mascot Marketing Strategy Respectful Able Motivated Safe

34. 80% Staff Buy In Share/ Present Data Start Small Easy Implementation Showcase Success

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

36. Brainstorm classroom vs. office managed behaviors Come to consensus on language to be used Agree on behaviors to list Nuts and Bolts

37. Classroom SWPBS Subsystems Non-classroom Family Student School-wide

38. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

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

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

42. Walkways Kuleana: Be Responsible Plan ahead Walk directly to destination Ho’ihi: Be Respectful Walk quietly when classes are in session Laulima: Be Cooperative Keep movement flowing Share equipment and play space Malama: Be Safe Walk at all times King Kaumualii on Kauai

43. Jesse Bobo Elementary June 8, 2004 SC

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

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

47. The Power Of Teaching “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we … … teach? …punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy

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

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

50. Skill Name Getting Help (How to ask for assistance for difficulty tasks) Teaching Examples 1. When you ’ re working on a math problem that you can ’ t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don ’ t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student. “Cool Tool”

51. 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 paperReturn 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

52. RAH – at Adams City High School (Respect – Achievement – Honor) RAH ClassroomHallway/ 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

53. 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

55. PBIS Matrix for Home. I am respectfulListen to my parents Be truthful to my parents Play cooperatively Speak nicely to others I am responsiblePut away my toys, bike, and equipment Help with jobs at home Follow my parents’ directions Share Thursday folder with parents I am safePlay safely with others Stay in designated areas Stay away from strangers Wear bike helmet and equipment I am preparedFinish homework and share with parent Pack backpack at night for school the next day Go to bed on time Get up and get ready for school when called

56. 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

57. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

58. Acknowledging SW Expectations: “RATIONALE” Humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

59. Acknowledge & Recognize

60. Clever Variations Bus Bucks Super Sub Slips Golden Plunger G.O.O.S.E. First-in-Line Patriot’s Parking Pass Business Partner Discount What really matters Is the positive social acknowledgement & interaction!!

61. Discipline Works When …. Prevention creates more Positive than Negative consequences Punishment Reinforcement (success) 4 : 1

62. Samples High Fives, Gotchas Traveling Passport Super Sub Slips, Bus Bucks 1 Gallon Back/front of bus Free homework coupon Discount school store, grab bag Early dismissal/Late arrival First/last in Line Video store coupon, free fries G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos Positive Office Referrals Extra dessert Class event

63. Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

64. “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.

65. Monitoring Dismissal McCormick Elementary School, MD

66. “Bus Bucks” Springfield P.S., OR Procedures –Review bus citations –On-going driver meetings –Teaching expectations –Link bus bucks w/ schools –Acknowledging bus drivers

67. “Super Sub Slips” Empowering subs in Cottage Grove, OR Procedures –Give 5 per sub in subfolder –Give 2 out immediately

69. “Traveling Passports” Pre-correcting new kids in Tigard, Oregon Procedures –Meet with key adults –Review expectations –Go to class

71. “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

73. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

74. Office Discipline Referrals (ODR) 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

75. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

76. Measure and Evaluate BIG IDEA –The staff determine: What questions they want to answer, What data do they need to answer the questions, What is the simplest way to get that data, and then Write an objective for where they want to be in the future.

82. Referrals per Student

84. What systems are problematic? Referrals by problem behavior? –What problem behaviors are most common? Referrals by location? –Are there specific problem locations? Referrals by student? –Are there many students receiving referrals or only a small number of students with many referrals? Referrals by time of day? –Are there specific times when problems occur?

85. Do we need to tweak our action plan? How often? Who? What? Where? When? How much? If problem, Which students/staff? What system? What intervention? What outcome? + If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment

89. 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

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

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

92. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

93. Non-examples of Function-Based approach “Function” = outcome, result, purpose, consequence “Russell, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Jason, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

94. Critical Features Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support

95. Leadership Team Funding VisibilityPolitical Support TrainingCoaching Evaluation Active Coordination Local School Teams/Demonstrations PBIS Systems Implementation Logic

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

97. Summary Investing in SW-PBS results in: 1.Change in school discipline systems creates an environment that promotes appropriate behavior 2.Reduction in problem behavior resulting in less staff time dealing with problems, more student time in the classroom 3.Improved perception of school safety, mental health 4.Improved academic performance 5.Improved social behavior performance 6.Less recidivism to more restrictive placements 7.Improved effectiveness and acceptability of individual interventions

98. An effective intervention is one thing. Implementation of an effective intervention is a very different thing. Dean Fixsen

100. Resources www.pbis.org www.pbismaryland.org www.swis.org mmckenna@msde.state.md.us