Transcript School-wide Positive Behavior Support at Bassick H.S.? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 16l 2011 www.pbis.org www.cber.org www.swis.org.

School-wide Positive
Behavior Support at
Bassick H.S.?
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
March 16l 2011
www.pbis.org
www.cber.org
www.swis.org
Who am I?
Why Care about Positive
School Climate in H.S.?
What is School-Wide
Positive Behavior Support?
Should SWPBS be
Considered?
“159 Days!”
Intermediate/senior high school
with 880 students reported over
5,100 office discipline referrals in
one academic year. Nearly 2/3 of
students have received at least
one office discipline referral.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“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
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
Positive
predictable
school-wide
climate
Multi-component,
multi-year schoolfamily-community
effort
High rates
academic &
social success
VIOLENCE
PREVENTION
Formal social
skills instruction
Positive adult
role models
•
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 active
supervision &
reinforcement
2006 White House Conference on School Safety
Students, staff, & community must have means of communicating that
is immediate, safe, & reliable
Positive, respectful, predictable, & trusting student-teacher-family
relationships are important
High rates of academic & social success are important
Punishment & insight-based counseling least effective for most
intensive problem behaviors
Positive, respectful, predictable, & trusting school environment/climate
is important for all students
Metal detectors, surveillance cameras, & security guards are
insufficient deterrents
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~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
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
ESTABLISHING CONTINUUM of SWPBS: Example
~5%
~15%
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
~80% of Students
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
IMPLEMENTATION
TEAM
FACILITATED W/ FIDELITY
CONTINUUM OF
PROBLEM
EVIDENCE-BASED
SOLVING
INTERVENTIONS
DATABASED
DECISION
MAKING
UNIVERSAL
SCREENING
RtI
CONTENT
EXPERTISE &
FLUENCY
CONTINUOUS
PROGRESS
MONITORING
SWPBS
Practices
Classroom
Non-classroom
Student &
Family
Family
SCHOOL-WIDE
CLASSROOM
1.1. Leadership team
1.All school-wide
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
EVIDENCEBASED
INTERVENTION
PRACTICES
6.Continuum of procedures for discouraging rule
violations
INDIVIDUAL STUDENT
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management
instruction
6. Individualized instructional & curricular
accommodations
3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4.Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
1.Behavioral competence at school & district levels
2.Maximum structure & predictability in routines &
environment
NONCLASSROOM
1.Positive expectations & routines
taught & encouraged
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all
families
2.Frequent, regular positive contacts,
2.Active supervision by all staff (Scan, communications, & acknowledgements
move, interact)
3.Formal & active participation & involvement as
3.Precorrections & reminders
equal partner
4.Positive reinforcement
4.Access to system of integrated school &
community resources
School-wide
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
Core Values at E.O. Smith
Few positive SW expectations defined,
taught, & encouraged
Teaching
Matrix
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Have a plan.
Eat all your
food.
Select
healthy
foods.
Study,
read,
compute.
Assembly
Bus
Sit in one
spot.
Watch for
your stop.
Be on task.
Give your
best effort.
Be
prepared.
Walk.
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.
Respect
Ourselves
Expectations
SETTING
Teaching directly in
context
P
R
I
D
E
Perseverance
Holding to a course
of action despite
obstacles
Respect
To show
consideration,
appreciation, and
acceptance
Integrity
Adherence to an
agreed upon code
of behavior
Discipline
Managing ones
self to achieve
goals and meet
expectations
Excellence
Being of finest
or highest
quality
• Strive for
consistency
• Attend class
daily; be on time
• Meet deadlines;
do your homework
• Do your
personal best
• Exceed
minimum
expectations
• Inspire
excellence in
others
• Stay positive
• Set goals
• Learn from
mistakes
• Respect yourself
• Respect others
• Demonstrate
appropriate language
and behavior
• Be responsible
• Do your own work
• Be trustworthy
and trust others
NEHS website, Oct. 26, 2004
PBS – Respect & Responsibility
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r 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.
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.
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.
350
300
250
200
150
100
50
0
1200
1048
1000
847
43
325
580
37
2006-07
41
329
600
400
33
2007-08
Defiance/Disrespect
Gang Activity
800
179
26 22
2008-09
Fighting
Classroom Behavior
PBIS in Illinois
200
0
# of Classroom ODRs
# of ODRs
Decreasing
Discipline Data 2007-2009
disrespectful behavior
in high school
Willowbrook High School
12.4 - Mean Percentage Students (2009-10) (Majors Only)
Mean % Students 2009-2010 Majors Only
Students 6+
Students 2 to 5
Students 0 or 1
100%
9%
90%
19%
24%
18%
80%
70%
60%
50%
40%
30%
20%
91%
81%
76%
82%
K-6
6-9
9-12
K8-12
713
266
474
10%
0%
Pre-K
N = 2565
OSEP PBIS Center Aug 2010
Students 6+
12.5 - Mean Percentage ODRs (2009-10) (Majors Only)
Mean % ODRs 2009-2010 Majors Only
Students 2 to 5
Students 0 or 1
100%
90%
80%
70%
60%
74%
82%
84%
K-6
6-9
9-12
K8-12
24%
18%
50%
40%
30%
20%
10%
0%
Pre-K
Students: 9%
OSEP PBIS Center Aug 2010
19%
Bethel School District Office Discipline Referrals 2001-2008
1000
900
800
Number of Referrals
700
600
2001-02
2002-03
2003-04
500
2004-05
2005-06
400
2006-07
2007-08
300
200
100
0
K
1
2
3
4
5
6
Grade Level
7
8
9
10
11
12
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Measuring workplace strength simplified to 12 questions
Buckingham & Coffman 2002, Gallup
1.
Do I know what is expected of me at work?
2.
Do I have materials & equipment to do my work right?
3.
At work, do I have opportunity to do what I do best every day?
4.
In last 7 days, have I received recognition or praise for doing good work?
5.
Does my supervisor, or someone at work, seem to care about me as person?
6.
Is there someone at work who encourages my development?
7.
At work, do my opinions seem to count?
8.
Does mission/purpose of company make me feel my job is important?
9.
Are my co-workers committed to doing quality work?
10. Do I have best friend at work?
11. In last 6 months, has someone at worked talked to me about my progress?
12. This last year, have I had opportunities at work to learn & grow?
1 million workers, 80,000 managers, 400 companies
Are we ready/committed?
Response to
Intervention (SRBI)
Team/cadre-based
implementation
Administration
support
• Implementation
fidelity
• Administrator
• Team
• Continuum of
evidence-based
practices
• Grade/depart. Rep.
• Logistical support
• Specials
• School climate
reporting
• Continuous
progress
monitoring
• Universal
screening
• Data-based
decision making
• Team-based
implementation
• Classified
• Specialized
• Parents
• Students
• Community
• Active, positive
supervision
• Data-based
Basics
Priority
• Active, positive
supervision
• School climate in
top 3
• Teach &
acknowledge
behavior
• >80% of staff agree
& actively
participate
• Invest in academic
engagement &
success
• Administrative
leadership
• School-wide
practices (1.-7.)
• District
acknowledgement