School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May 21, 2008 www.pbis.org www.cber.org www.swis.org [email protected].
Download ReportTranscript School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May 21, 2008 www.pbis.org www.cber.org www.swis.org [email protected].
School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut May 21, 2008 www.pbis.org www.cber.org www.swis.org [email protected] PURPOSE Provide overview of rationale, features, & outcomes of schoolwide approach to positive behavior supports Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59. TOP FOUR 2005 • Lack of financial support (since 2000) • Overcrowded schools • Lack of discipline & control • Drug use #1 SPOT • >2000 lack of financial support • 1991-2000 drug use • <1991 lack of discipline Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc…. SWPBS is about…. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990) 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems) 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!” 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 Reactive responses are predictable…. When we experience aversive situation, we select interventions that produce immediate relief – Remove student – Remove ourselves – Modify physical environment – Assign responsibility for change to student &/or others 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! Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow……. 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 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 VIOLENCE PREVENTION? • Positive, predictable school-wide climate • Surgeon General’s Report on Youth Violence (2001) • Formal social skills instruction • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Positive active supervision & reinforcement • Center for Study & Prevention of Violence (2006) • Positive adult role models • White House Conference on School Violence (2006) • High rates of academic & social success • Multi-component, multi-year school-family-community effort Worry #2: “Train & Hope” WAIT for New Problem Expect, But HOPE for Implementation Hire EXPERT to Train Practice REACT to Problem Behavior Select & ADD Practice Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior 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 Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity 1-5% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 5-10% 80-90% 1-5% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 80-90% Universal Interventions •All settings, all students •Preventive, proactive Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Responsiveness-to-Intervention: Defining Features IMPLEMENTATION W/ FIDELITY DATA-BASED CONTINUUM OF DECISION MAKING EVIDENCE& PROBLEM BASED SOLVING INTERVENTIONS CONTINUOUS PROGRESS MONITORING STUDENT PERFORMANCE GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation Team-led Process Family Priority & Status Specialized Support Non-Teaching Behavioral Capacity Representation Administrator Team Data-based Decision Making Student Community Administrator Communications Teaching Start with Team that “Works.” Working Smarter Initiative, Project, Committee Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Purpose Outcome Target Group Staff Involved SIP/SID/e tc Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Improve character All students Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal #3 School Spirit Committee Enhance school spirit Improve morale All students Has not met Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model All students Eric, Ellen, Marlee, Otis, Emma Decrease office referrals, increase attendance, enhance academic engagement, improve grades Goal #3 Goal #2 Goal #3 Top 3 SchoolWide Initiatives Coaching & Facilitation 3-4 Year Commitment Agreements & Supports Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation Self-Assessment Efficient Systems of Data Management Team-based Decision Making SWIS Data-based Action Plan EvidenceBased Practices Existing Discipline Data Multiple Systems A v e R e fe rra ls p e r D a y Office Referrals per Day per Month Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun N u m b e r o f O ffic e R e fe rr a ls Referrals by Location 50 40 30 20 10 0 Bath R Bus A Bus Caf Class Comm Gym Hall Libr School Locations Play G Spec Other Referrals by Problem Referrals per Prob Behavior Behavior N u m b e r o f R e fe rra ls 50 40 30 20 10 0 Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Types of Problem Behavior Tobac Vand Weap Referrals per Location N u m b e r o f O ffic e R e fe rra ls Referrals by Location 50 40 30 20 10 0 Bath R Bus A Bus Caf Clas s Comm Gym Hall Libr School Locations Play G Spec Other N u m b e r o f R e fe rra ls p e r S tu d e n t Referrals per Student 20 10 0 Students Referrals by Time of Day Referrals by Time of Day N u m b e r o f R e fe rra ls 30 25 20 15 10 5 0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 Time of Day 1:00 1:30 2:00 2:30 3:00 3:30 SWPBS Subsystems Classroom Non-classroom Student Family School-wide 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 Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative adultstudent interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum Individual Student • 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 Family • 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 CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound • Special Education ~5% • 1. Identify • Audit existing efforts by tier ~15% 2.PREVENTION Specify outcome for each SECONDARY • Check in/out 3. Evaluate implementation • Targeted social skills instruction • Peer-based supports accuracy & outcome • • effectiveness effort PRIMARY PREVENTION 4. Eliminate/integrate based on • Teach & encourage positive outcomes SW expectations • Proactive SW discipline 5. Establish decision rules (RtI) • • • ~80% of Students Few positive SW expectations defined, taught, & encouraged Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting SETTING TEACHING MATRIX Expectations All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Study, read, compute. Sit in one spot. Watch for your stop. Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. 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. 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. Respect Property RAH – at Adams City High School (Respect – Achievement – Honor) RAH Classroom Hallway/ Cafeteria Bathrooms Commons 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 RAH – Athletics RAH Practice Competitions Eligibility Lettering Team Travel Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; Solve problems in mature manner; Positive interactions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition; Compete x%. Take care of your own possessions and litter; be where you are directed to be. Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Attend school regularly; only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble – set a good example for others. Suit up for any competitions you are not playing. Show team honor. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride. Cheer for teammates. Character Education • 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 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 Acknowledge & Recognize 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 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 Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support Team-based Decision Making & Planning Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Evaluation Continuous Monitoring Effective Visual Displays Regular Review T o ta l O ffic e D is c ip lin e R e fe rr Kennedy Middle School 1500 1200 900 600 300 0 95-96 96-97 97-98 School Years 98-99 FRMS Total Office Discipline Referrals Sustained Impact 3000 Pre Total ODRs 2500 2000 Post 1500 1000 500 0 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 Academic Years ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time Organizational Features Common Vision ORGANIZATION MEMBERS Common Experience Common Language Next Steps • Organize data to demonstrate need for SWPBS • Secure Principal agreement, participation, & leadership • Present rationale/need to staff & secure agreement to move forward • Establish leadership team that works • Complete other readiness requirements