Transcript General

Systems Change & PBIS
Implementation in High
Schools: Current Experiences
& Research Status
George Sugai
OSEP Center on PBIS
May 18, 2004
[email protected]
www.PBIS.org
Today’s Task…
To review critical features of
school-wide positive behavior
support (PBS) at high school level
 Does
need exist?
 What
have we learned? Accomplishments?
Challenges?
 How
have teams responded to challenges?
 What
next?
Acknowledgements
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HS PBIS Teams
Lucille Eber & team
Hank Edmonson & team
Brigid Flannery & team
Cheryle & team
Guests
ISBE, OSEP
PBIS “Big Idea”
Goal is to establish host
environments that support
adoption & sustain use of
evidence-based practices
(Zins & Ponti, 1990)
Guiding Principle #1
“Pupil achievement & behavior
can be influenced (for better or
worse) by the overall
characteristics of the school
environment”
Rutter & Maughan, 2002
Guiding Principle #2
To affect incidence & prevalence
of antisocial behavior, we must
increase availability, adoption, &
sustained use of validated
practice
Biglan, 1995
Guiding Principle #3
Use what we know about behavior
of individuals to affect behavior &
organization of communities, &
create a common vision, language,
& experience for all members of the
community
Biglan, 1995; Horner, 2002
Guiding Principle #4
“Reducing ethnic overrepresentation is
a matter of creating successful school
environments for all students &
accurately distinguishing disabilities
from so-called cultural differences,
political influences, & socio economic
factors. We must realize that the causes
of low academic performance &
challenging behavior do not reside
solely within the child or family.”
Meyer, G. & Patton, J., 2001, p. 12
Immediate high school
challenges
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Limited evidence base
Long traditional disciplinary approach to
instruction
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Relatively limited reform
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Reactive discipline
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Uneven access & capacity within &
across
Need?....context matters
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Some examples
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Some challenges
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Student v. school-wide
“Barrow”
Barrow is well-behaved, liked, & enjoys
learning, especially music, social
aspects, & art, but isn’t producing in
academic content areas. Homework &
assignments are completed by not
submitted. Teachers call him “likeable,
social, but irresponsible.” He is failing
his freshman block, & his parents are
worried that early failure might
discourage him about school.
“Solanum”
Solanum does not socialize with her
peers, rarely interacts with adults, &
spends most of her time in library. She
has little appetite, & sleeps during
most classes. She leaves campus
during lunch, & rarely returns. She
might be abusing substances.
“Vai”
Vai’s passion is Skaa….& little
else. He attends class & passes
all his test, but does little work,
openly defies directives to
participate or answer questions, &
chastises other students as being
“puppets of the system.”
“Rhus!”
Rhus is “high functioning autistic.” If
three girls (not 2 or 4) enter room
before him, he screams & bites his
hand. Rhus knows how many tiles
are in hallway, how many fire
hydrants are on each city street, &
what square roots are of all
numbers between 17 & 152. Peers
avoid contact with Rhus because
he’s “too weird.”
“Rachel”
Rachel dresses in black every day, rarely interacts
with teachers or other students, & writes &
distributes poems & stories about witchcraft, alien
nations, gundams, & other science fiction topics.
When approached or confronted by teachers, she
pulls hood of her black sweatshirt or coat over her
head & walks away. Mystified by Rachel’s
behavior, teachers usually shake their heads & let
her walk away. Recently, Rachel carefully wrapped
a dead squirrel in black cloth & placed it on her
desk. Other students became frightened when she
began talking to it.
Do we care about these
kids?....of course we do!
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We know the urgency
We know the consequences of not acting
We know we should care
We even have assessment & intervention
technologies
….but context matters.
Context matters!!
High school with 1900 students
reported over 5000 office
discipline referrals in one
academic year. Over 50% of
students (mostly 9th graders)
have received at least one office
discipline referral.
5000 referrals =
75,000 min @ 15 min =
1,250 hrs =
156 days @ 8 hrs
“Class from Hell”
Ms. Taken says 3rd period is her
“class from hell.” It takes 10
minutes to get classes started. Half
the students usually leave the
classroom before the period is
over. Ms. Taken calls the dean of
students to her class at least once
per week.
“Detention”
During 4th period, in-school detention
room has so many students that the
overflow is sent to the counselor’s
office. Most students have been
assigned for being in the hallways
after the late bell.
“Main Street”
Classroom & outside doors are
locked at 3:20. Lockers are
tagged by “Goths,” “Heads,” &
“Main Street G.” Staff members
haven’t had a staff meeting in 3
months.
“FTD”
st
1
On
day of school, a teacher
found “floral” arrangement on
his desk. “Welcome to the
neighborhood” was written on
the card
So…how should we respond?
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Understand unique features of high
schools
Understand adolescent
development
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Adopt preventive approach
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Consider systemic enhancements
High School Concerns
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Graduation/attendance rates
 Curriculum,
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credits
Safe schools & problem behavior
 Drugs,
dropouts, harassment, attendance, safety,
insubordination, aggression, threats, etc.
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Whose responsibility?
 Students,
parents, police, office, teachers,
specialists,…
What makes secondary settings
unique?
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Size
Organization
Operations
Approach to learning &
teaching
Reactive behavior management
2 Worrisome & Ineffective
Responses to Problem Behavior
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Get Tough (practices)
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Train-&-Hope (systems)
Worry #1: Getting Tough approach
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. When you’re
ready to take responsibility for your
actions & behave like an adult, you
can be in my classroom!”
Increasingly “aversive” reactive
continuum of discipline
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Warning
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ODR & warning
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ODR & in-school suspension
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ODR & out-school suspension
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Expulsion hearing
Get Tough Philosophy
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Increase monitoring for future problem
behavior
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Clamp down on rule violators
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Re-re-re-review rules & sanctions
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Extend continuum of aversive
consequences
Improve consistency of use of
punishments
Establish “bottom line”
System’s response…Get tougher
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Zero tolerance policies
Security guards & metal detectors, &
surveillance cameras
Student uniforms
Expulsion
Exclusionary options (e.g., alternative
programs)
Reactive responses are predictable
When we experience aversive
situation, we select interventions
that produce immediate relief by
 Removing
student
 Removing
ourselves
 Modifying
physical environment
 Assign
responsibility for change to student
&/or others
But….false sense of safety &
security!
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Fosters environments of control
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Triggers & reinforces antisocial behavior
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Shifts accountability away from school
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Devalues child-adult relationship
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Weakens relationship between
academic & social behavior
programming
2001 Surgeon General’s Report
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Risk factors associated with
increasing # of antisocial
behaviors in youth
 Antisocial
peer networks
 Reinforced
deviancy
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Recommendations (rearrange
contingencies…..prevention)
 Establish
“intolerant attitude toward
deviance”
 Break
up antisocial networks…change social
context
 Improve
 Increase
“commitment to school”
 Increase
 Create
 Teach
parent effectiveness
academic success
positive school climates
& encourage individual skills &
competence
Character Education
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Easy to change moral knowledge.....
...difficult to change moral conduct
To change moral conduct...
 Adults
must model moral behavior
 Students
must experience academic success
 Students
must be taught social skills for success
An Approach: School-wide PBS
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Success at elem/middle school
levels
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Preventive, systemic approach
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Evidence based practices
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Organizational logic
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Worry #2 “Train & hope” approach
1. React to identified problem
2. Select & add practice
3. Hire expert to train practice
4. Expect & hope for
implementation
5. Wait for new problem….
Enhanced approach
1.
2.
3.
4.
5.
6.
7.
Organize team
Review data
Analyze, describe, & prioritize problem
within context
Specific measurable outcome
Select evidence based practice
Provide supports for accurate sustained
adoption & implementation
Monitor practice implementation &
progress toward outcome
What do PBS schools look like
generally?
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>80% of students can tell you what is expected of
them & give behavioral example
Academic engagement is high
Positive adult-to-student interactions exceed negative
Evidence based practices are being used
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
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Key word: PREVENTION
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Primary
 Reduce
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Secondary
 Reduce
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# new cases
# current cases
Tertiary
 Reduce
complications, intensity, severity
of current cases
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
1. Establish EBS Leadership Team
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Behavioral capacity
School, student, family & district
representation
Active administrator participation
Efficient communications & staff
development
Leadership & decision making status
Data-based decision making & problem
solving
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Social Club
Committee
Safety
Committee
School Spirit
Committee
Discipline
Committee
Diversity
Committee
PBS Work
Group
Purpose Outcome
Target
Group
Staff
Involved
SIP
2. Secure SW Agreements &
Supports
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Agreements
 Prioritized
data-based
need & action
 3-4
year commitment
 Preventive
instructional
approach to social
behavior
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Supports
 Administrative
leadership
 Prioritized

resources
Materials, personnel, etc.
 On-going
coaching/facilitation
 Time
3. Establish Data-based Action
Plan
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Use of available & meaningful data
 EBS
Self-assessment Survey
 Behavioral
 Middle
incident data, attendance
school data
 Faculty/student
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focus groups
Consideration of multiple systems
Adoption, adaptation, & sustained
use of evidence-based practices
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
School-wide & Classroom-wide
Systems
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
Classroom Management Systems
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Behavior & classroom management
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Classroom-wide positive expectations taught &
encouraged
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Teaching classroom routines & cues taught & encouraged
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Ratio of 6-8 positive to 1 negative adult-student
interaction
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Active supervision
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Redirections for minor, infrequent behavior errors
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Frequent precorrections for chronic errors
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Instructional management
 Selection
 Modification
 Presentation
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& design
& delivery
Environmental management
Nonclassroom Systems
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Positive expectations & routines
taught & encouraged
Active supervision by all staff
 Scan,
move, interact
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Precorrections & reminders
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Positive reinforcement
Individual Student System
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Behavioral competence at school & district
levels
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Function-based behavior support planning
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Team- & data-based decision making
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Comprehensive person-centered planning &
wraparound processes
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
4. Arrange for High Fidelity
Implementation
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Team-based leadership & implementation
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Use of research-validated practices
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Active administrator support & participation
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Overt supports for staff implementation
 Natural
& systematic staff development
 Instructional
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scripts/prompts
Continuous monitoring & modification for
maximum efficiency & effectiveness
Positive reinforcement
Overheard at a
workshop
Words to…
Actions to…
Habits to…
“Character”
5. Conduct formative data-based
monitoring
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“Good” data for input
Efficient data manipulation &
summarization
 SWIS.org
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Guided data-based decision
making
What have we learned about PBS
implementation efforts in
secondary settings?
Adolescent Mis-assumptions
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Adolescents know better….they just
don’t!
Adolescents will learn to be
responsibility through natural
consequences!
Adolescents will when they want to!
….
What are we learning about high
schools?
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Limited research base & few
documented demonstrations exist
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Many “urgent” competing initiatives exist
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Enrollment size matters (>700)
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Organizational & administrative
characteristics must be considered
Skill fluency, independence, &
responsible behavior are assumed &
expected in students
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Content mastery is goal & competition
is fostered
Peer social culture is important
influence
Communication systems are inefficient
Need to be active & positive is not
widely embraced
Discipline is reactively-oriented
Success is assumed for some
What have we learned about PBS
implementation efforts in high
school settings?
Getting “there” might be
different for high schools
than for elementary &
middle schools
Recommendations for PBS in
secondary schools
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Establish team that enables efficient
communication & decision making
with large number of staff members
Work w/in existing administrative
structures
Start small, prioritize time
Identify naturally occurring & useful
data sources & systems
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Increase focus on teaching &
encouraging positive expectations
Maximize administrator involvement
Involve students & staff to greatest
extent
Increase opportunities for feedback to
students & staff
Identify measurable outcome indicators
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Increase opportunities for academic
success & competence of ALL
students
Create student communities that are
small in size, maximize adult
interactions, & enable active
supervision
Prioritize, model, prompt, &
acknowledge factors that contribute to
positive “SENSE OF COMMUNITY”
3 Organizational Goals
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Common Vision
 Mission,
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purpose, goal
Common Language
 Communications,
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terminology, information
Common Experiences
 Routines,
actions, activities, operational
structures, etc.
Consider stages of systems
change
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Identification & adoption of best
practices & systems
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Accurate & fluent implementation
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Efficient, durable & sustained use
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Controlled expansion
So…how do we respond?
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Understand unique features of
high schools
Understand adolescent
development
Adopt preventive approach
 PBS
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Adopt systems perspective
Support kid
behavior
System
Improvement
Redesign learning
environments for
effectiveness,
efficiency, relevance
Support adult
behavior
Tools (pbis.org)
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EBS Self-assessment
TIC: Team Implementation Checklist
SSS: Safe Schools Survey
SET: Systems School-wide Evaluation Tool
PBS Implementation & Planning Selfassessment
ISSET: Individual Student Systems
Evaluation Tool (pilot)
SWIS: School-Wide Information System
(swis.org)
Dates
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ABA Conference, May 28-31,
2004, Boston
PBS Conference, March 9-12,
2005, Tampa, FL
PBS Trainers’ Forum, October
6-8, 2004, Chicago, IL
Have a great forum!
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www.PBIS.org
Teach us what
you’ve learned
Assist others in
their efforts
Guide us where
to go next