1. School-Wide Positive Behavior Support: Overview George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 7, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

3. SWPBS is about….

4. PURPOSE Provide brief overview of features, practices & systems of positive school culture for EVERYONE in school

5. 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)

6. Evaluation Criteria

7. Guiding Principles Data Academic & behavior success Outcomes Research-validated practices Instructional approach Prevention Integration Culture & context Continuum of behavior support School-wide for all Evaluate Team

8. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

9. 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!”

10. 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

11. 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

12. 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 !

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

14. 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

15. 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

16. 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) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort

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

18. 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

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

20. 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

21. 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

22. 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

23. Worry #2: “Train & Hope”

24. PBS Implementation Blueprint www.pbis.org Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic Leadership Team Active & Integrated Coordination

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

26. 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

27. 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

28. RtI Response to Intervention

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

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

31. STEP 1 - Establish Team Membership 1.Representative of demographics of school and community 2.1-2 individuals with behavior/classroom management competence 3.Administrator active member 4.Schedule for presenting to whole staff at least monthly 5.Schedule for team meetings at least monthly 6.Integration with other behavior related initiatives and programs 7.Appropriate priority relative to school and district goals 8.Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. 9.Schedule for annual self-assessments 1.EBS Self-Assessment Survey 2.Review Office Discipline Referrals 3.Benchmarks of Quality 4.School-wide Evaluation Tool 10.Coaching support (school and/or district/region)

32. 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

33. 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

34. ~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 Education 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)

35. STEP 2 – Develop Behavior Purpose Statement 1.Positively stated 2.2-3 sentences in length 3.Supportive of academic achievement 4.Contextually/culturally appropriate (e.g., age, level, language) 5.Comprehensive in scope (school-wide – ALL students, staff, and settings) 6.Agreement by >80% faculty and staff 7.Communicated to stakeholders (e.g., families, community members, district administrators) 8.Included in school publications (e.g., handbook, posters, newsletters)

36. 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements & Supports

37. Sample Behavior Statements Ex. 1 G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. Ex. 2 At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

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

40. 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

42. Referrals by Problem Behavior

43. Referrals per Location

44. Referrals per Student

45. Referrals by Time of Day

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

47. STEP 3 – Identify Positive SW Expectations 1.Linked to social culture of school (e.g., community, mascot). 2.Considerate of social skills and rules that already exists. 3.3-5 in number 4.1-3 words per expectation 5.Positively stated 6.Supportive of academic achievement 7.Comprehensive in scope (school-wide – ALL students, staff, and settings) 8.Mutually exclusive (minimal overlap) 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Agreement by >80% faculty and staff 11.Communicated to stakeholders (e.g., families, community members, district administrators) 12.Included in school publications (e.g., handbook, posters, newsletters)

48. 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 __________

49. STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations 1.Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) 2.Considerate of lessons that already exists. 3.Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. 4.Teach social behavior like academic skills. 5.Involvement by staff, students, families in development 6.Contextually/culturally appropriate (e.g., age, level, language) 7.Schedule for initial instruction in natural and typical contexts 8.Schedule for regular review, practice, and follow-up instruction 9.Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings 10.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings 11.Procedures for providing instruction to new faculty, staff, students 12.Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 13.Agreement by >80% faculty and staff 14.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 15.Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations 16.Included in school publications (e.g., handbooks)

50. 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

51. STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations 1.School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2.Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3.Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4.Data system in place to monitor office discipline referral that come from classrooms 5.Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6.Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8.Involvement by staff, students, and families in development 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Schedule for initial instruction 11.Schedule for regular review, practice, follow-up instruction 12.Agreement by >80% faculty and staff 13.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14.Included in school publications (e.g., handbooks)

52. Teaching Academics & Behaviors

53. Acknowledge & Recognize

54. 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

55. 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

56. Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

57. STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations 1.School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2.Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3.Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4.Data system in place to monitor office discipline referral that come from classrooms 5.Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6.Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8.Involvement by staff, students, and families in development 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Schedule for initial instruction 11.Schedule for regular review, practice, follow-up instruction 12.Agreement by >80% faculty and staff 13.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14.Included in school publications (e.g., handbooks)

58. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations 1.Specification of Definitions for Violations of School-wide Behavior Expectations a.Contextually appropriate labels/names b.Definitions represent continuum of severity (e.g., minor, major, illegal) c.Definitions comprehensive in scope (school-wide) d.Definitions in measurable terms e.Mutually exclusive (minimal overlap) 2.Specification of Procedures for Processing Violations of School-wide Behavior Expectations a.Agreement regarding office staff versus teacher/staff responsibilities b.Office discipline form for tracking discipline events c.Agreement regarding options for continuum of consequences d.Data decision rules for intervention and support selection

59. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures a.Use by all staff (e.g., office, security, supervisors, bus drivers) b.Schedule for teaching to students and staff members c.Schedule for regular review of use and effectiveness d. Procedures for providing orientation to new faculty, staff, students e.Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) f.Agreement by >80% faculty and staff g.Included in school publications (e.g., handbooks) h.Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. i.Schedule and procedures for regular review and enhancement of acknowledgements. j.Schedule for daily, weekly, monthly, quarterly feedback to students and staff k. Included in school publications (e.g., handbook, posters, newsletters) l.Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

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

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

62. STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring 1.General data collection procedures a.Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). b.Data collection procedures regularly checked for accuracy of use c.Data collection limited to information that answers important student, classroom, and school questions d.Structures and routines for staff members to receive weekly/monthly data reports about the status of school- wide discipline e.Decision rules for guiding data analysis and actions f.Schedule for daily, weekly, monthly, quarterly feedback to students and staff g.Data system managed by 2-3 staff members h.No more than 1% of time each day for managing data system. i.Efficient, timely, and graphic displays of data 2.Office discipline referral procedures a.Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). b.A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) c.School-wide procedures for processing or responding to violations of behavior expectations. d.Efficient and user-friendly procedures for inputting and storing information e.Efficient and user-friendly procedures for summarizing and analyzing information. f.Efficient and user-friendly procedures for producing visual displays of the data. g.Procedures for presenting data to staff on routine basis. h.Procedures for making decisions and developing actions based on the data.

63. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org