School-Wide Positive Behavior Support: District Features & Outcomes George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March.
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School-Wide Positive Behavior Support: District Features & Outcomes George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 18, 2009 www.pbis.org www.cber.org www.swis.org [email protected] • What does district-wide SWPBS look like? • What outcomes can I expect? Our Challenges……. 5. SWPBS COMPETING INITIATIVES is framework for…. • SW discipline 3. NEGATIVE SCHOOL • Class management CLIMATE • Social skills programs • Bullying & harassment • Character education• 447 teacher abs yr • Bully proofing • Staff/parents unsafe • Life skills 1.REACTIVE 5. COMPETING • Anger management MANAGEMENT INITIATIVES • HIV/AID education • 5100 ref/yr •• Conflict SW discipline management • Marcus 14 days •• Drug-free Class manage det. •• Parent Social skills program engagement • School spirit 2. POOR 4. INEFFECTIVE • Violence prevention SPED ACHIEVEMENT • 25% prevention on IEPS • Dropout • 25% 3rd at grade • EBD sent to Alt school • Relaxation room • >50% 9th 2+ “F” • Tasha spends day w/ • Afterschool peer support nurse • School based mental health clinic…… Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement VIOLENCE PREVENTION • Positive, predictable school-wide climate • Surgeon General’s Report on Youth Violence (2001) • High rates of academic & social success • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Formal social skills instruction • Positive active supervision & reinforcement • Center for Study & Prevention of Violence (2006) • Positive adult role models • White House Conference on School Violence (2006) • Multi-component, multi-year school-family-community effort Effective Academic Instruction Effective Behavioral Interventions = Continuous & Efficient Databased Decision Making Systems for Durable & Accurate Implementation POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS) SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable for all students (Zins & Ponti, 1990) Evaluation Criteria Effective • Evidence-based & aligned outcomes? Efficient • Doable? Relevant • Contextual & Cultural? Durable • Lasting? Scalable • Transportable? Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior 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 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 Response to Intervention IMPLEMENTATION W/ FIDELITY UNIVERSAL SCREENING RtI CONTINUUM OF EVIDENCE-BASED INTERVENTIONS DATA-BASED DECISION MAKING STUDENT & PROBLEM PERFORMANCE SOLVING CONTINUOUS PROGRESS MONITORING Responsiveness to Intervention Academic + Social Behavior Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL SWPBS Practices Classroom Non-classroom Student • Smallest # • Evidence-based Family • Biggest, durable effect 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 Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement Classroom • All school-wide • Maximum structure & predictability in routines & environment • Positively stated expectations posted, taught, reviewed, prompted, & supervised. • Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices • Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies • Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. 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 My Worry “Train & Hope” WAIT for New Problem Expect, But HOPE for Implementation Hire EXPERT to Train Practice REACT to Problem Behavior Select & ADD Practice GENERAL IMPLEMENTATION PROCESS Team Agreements • School-wide agreements • District-wide commitment & investment Data-based • 3-4 year training commitment Action Plancoaching, & • Local training, coordination, evaluation • Systems for implementation integrity Evaluation Implementation PBS Systems Implementation Logic PBS Implementation Blueprint www.pbis.org Funding Visibility Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations Challenge 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 ESTABLISHING CONTINUUM of SWPBS ~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 • Redesign Learning & Teaching Environment Saying & doing it “Positively!” Keep off the grass! Carmen Arace Intermediate, Bloomfield Establish 3 to 5 Clearly Stated, Positive Expectations SHEPPARD SENSE!! SOY RESPETUOSO SOY RESPONSABLE Cubs’ Pride! Respect Responsibility Enthusiasm HAGO LO MEJOR QUE PUEDO! 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. 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 Define Expectations for Each Setting & Routine (Project REACH) Setting General Rule A. Be Respectful All Settings Classroom Lunchroom Schoolyard Hallway Bathroom Office Walk quietly Raise hand & Take turns Share Use quiet Use quiet wait to be called on Use kind words Walk quietly Wait for Walk quietly everywhere Use kind words & actions Treat others the way you want to be treated directions to get in line Handle only your own food equipment Return equipment to designated area Always follow Remain Follow Return to Have a buddy playground after you have used the restroom Get involved with structured activities Use equipment properly st Line-up – 1 Bell stop and walk, 2nd Bell in line and a hall pass Stay in assigned place when in line Hands at sides Take the most direct route Expectation B. Be Responsible directions Complete assignments Stay on-task Be on time Be prepared & bring supplies Solve C. Be Nice problems peacefully Keep hands, feet & objects to self Compliment others seated Follow directions the first time Use materials properly Try your best Keep hands & feet to self directions Stay seated Use indoor voice Carefully place trash in trashcan Use restroom before entering lunch area Say please Encourage and thank you Keep hands, feet & objects to self others Invite others to join Keep hands and feet to self voices Give other students privacy Keep feet on the floor Flush Use the bathroom quickly & promptly Wait for your buddy Wash hands Keep water & soap in sink Put towels in the trashcan Enter/Exit School voices Ask permission to use the phone Walk Stay on the front side of the desk Take belongings with you Put trash in the trashcan Walk around Say excuse me and wait Sit square in the chair building to schoolyard Enter building w/class at 8:30am Get permission and pass to enter building Follow schoolyard and hallway rules Breakfast – enter at 88:15 Expectations Expectations & behavioral skills are taught & recognized in natural context Typical Contexts/ Routines All Morning Meeting Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self Use inside voice. Recycle paper. Do your best. Raise hand to Put writing tools inside Ask. answer/talk. desk. Put announcements in Eyes on speaker. Put check by my desk. Give brief answers. announcements. Keep feet on floor. Homework Do own work. Turn in before lesson. Transition Use inside voice. Keep hands to self. “I Need Assistance” Teacher Directed Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Eyes on speaker. Keep hands to self. Independent Work Use inside voice. Keep hands to self. Problem to Solve Stop, Step Back, Think, Act Put homework neatly in Turn in lesson on time. box. Do homework Touch your work only. night/day before. Put/get materials first. Keep hands to self. Have plan. Go directly. Have materials ready. Have plan. Ask if unclear. Use materials as intended. Use materials as intended. Return with done. Stop, Step Back, Think, Act Have plan. Ask. Use time as planned. Ask. Stop, Step Back, Think, Act Family Teaching Matrix Expectations Respect Ourselves Respect Others Respect Property SETTING At home Morning Routine Homework Meal Times In Car Play Bedtime Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting Acknowledge & Recognize Janney Jan 06 Recognize Expected Behavior (Students & Staff) OMMS Business Partner Ticket 6 7 8 Date: ________________ Student Name __________________________________ For Demonstrating: Safety Ethics Respect (Circle the trait you observed) Comments: ___________________________________________ Authorized Signature: ____________________________________ Business Name: ________________________________________ Colorado 5/06 McCormick Elementary School, MD Monitoring Dismissal What does SWPBS look like? • >80% of students (& staff) can tell you what is expected & behavioral example because they have been taught, actively supervised, practiced, & acknowledged • Positive adult-to-student interactions exceed negative • Function based behavior support is foundation for addressing problem behavior • Data- & team-based action planning & implementation are operating • High rates of continuous active supervision & positive reinforcement • Administrators are active participants. • Full continuum of behavior support is available to all students Data & Examples www.pbis.org Horner, R., & Sugai, G. (2007). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. http://www.pbis.org/files/101007eviden cebase4pbs.pdf. FRMS Total Office Discipline Referrals SUSTAINED IMPACT Pre 3000 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 SET: Project REACH PHILADELPHIA ELEMENTARY SCHOOL Pre-Post SET Results 12/2003 (pre) & 05/2004 (post) 100100 100100 100100100 100 90 90 80 Percent in Place 82 81.25 80 75 75 75 75 86 75 70 60 Dec-03 50 May-04 May-05 40 33 30 25 20 16 13 10 0 0 0 0 Expectations Defined Teaching Expectations Recognition System Behavioral Violations Data Based Decision Making SET Category Management District Support Mean Key-to-Success Project 1999-2001 Total number of ODRs Total Number of Office Discipline Referrals Per Year 450 400 350 300 250 200 150 100 50 0 419 324 218 Baseline SWPBS Yr 1 Years SWPBS Yr 2 Key-to-Success Project Fighting - 3 Year Comparison 199 200 180 160 110 140 84 120 100 80 60 40 20 0 Baseline SWPBS Yr 1 SWPBS Yr 2 LC Elementary School Suspension Rate LC Elementary School FC, MD Trends in Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity FC, MD Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity 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 “She can read!” With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving schoolwide literacy. Result: >85% of students in 3rd grade are reading at/above grade level. “We found some minutes?” After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6. “Mom, Dad, Auntie, & Jason” In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night. I like workin’ at school After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (20032004). “I like it here.” Over past 3 years, 0 teacher requests for transfers National ODR/ISS/OSS July 2008 K-6 6-9 9-12 2409 # Sch 1756 476 177 # Std 781,546 311,725 161,182 1,254,453 # ODR 423,647 414,716 235,279 1,073,642 ISS # Evnt 6 38 38 avg/100 # Day 12 49 61 OSS # Evnt 6 30 24 avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39 July 2, 2008 % Students 3 100% 8 9 15 16 8 90% 80% 70% 60% 6+ 50% 2-5 89 77 40% 0-1 74 30% 20% 10% 0% K-6 6-9 9-12 School Level ODR rates vary by level % Major ODRs 100% 90% 33 45 80% 44 70% 60% 6+ 50% 42 2-5 0-1 40% 38 38 17 18 30% 20% 26 10% 0% K-6 6-9 School Level July 2, 2008 9-12 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 Central Illinois Elem, Middle Schools Triangle Summary 03-04 1 05% Mean Proportion of Students 11% 20% 0.8 22% 0.6 84% 58% 0.4 0.2 0 Met SET (N = 23) Not Met SET (N =12) 6+ ODR 2-5 ODR 0-1 ODR North Illinois Schools (Elem, Middle) Triangle Summary 03-04 Mean Proportion of Students 1 0.8 04% 08% 14% 17% 0.6 88% 69% 0.4 0.2 0 Met SET N = 28 Not Met SET N = 11 6+ ODR 2-5 ODR 0-1 ODR # IL PBIS Schools & # Ext. & Int. Coaches June 30, 2008 Collective SUMMARY >80% PBS Systems Implementation Logic PBS Implementation Blueprint www.pbis.org Funding Visibility Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Valued Outcomes Priority Efficacy Fidelity Practice Implementation Effective Practices