School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 30 2009 www.pbis.org www.cber.org In collaboration with Bob www.swis.org Putnam, May.
Download ReportTranscript School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 30 2009 www.pbis.org www.cber.org In collaboration with Bob www.swis.org Putnam, May.
School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 30 2009 www.pbis.org www.cber.org In collaboration with Bob www.swis.org Putnam, May Institute • • • • Rationale Features Examples Data Our Challenges……. SWPBS is framework for…. 5. COMPETING INITIATIVES 3. NEGATIVE SCHOOL • SW discipline CLIMATE • Class management • Bullying & harassment • Social skills programs • 447 teacher abs yr • Character education• Staff/parents unsafe 1.REACTIVE • Bully 5. proofing COMPETING MANAGEMENT • Life skills INITIATIVES • 5100 ref/yr •• Anger management SW discipline • Marcus 14 days •• HIV/AID education Class manage det. •• Conflict management Social skills program • Drug-free • Parent engagement 2. POOR 4. INEFFECTIVE SPED • School spirit ACHIEVEMENT • 25% on IEPS • Violence prevention • 25% 3rd at grade • EBD prevention sent to Alt school • Dropout • >50% 9th 2+ “F” • Tasha spends • Relaxation room day w/ nurse peer support • Afterschool Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement 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 Worry “Train & Hope” WAIT for New Problem Expect, But HOPE for Implementation Hire EXPERT to Train Practice REACT to Problem Behavior Select & ADD Practice PBS Systems Implementation Logic PBS Implementatio Funding n Blueprint www.pbis.org Visibility Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations 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 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 GENERAL IMPLEMENTATION PROCESS Team Agreements • Readiness agreements, prioritization, & investments • 3-4 year implementation commitment • Local capacity Data-based for training, coordination, Action Plan coaching, & evaluation • Systems for implementation integrity • Data-based decision making Evaluation Implementation • Integrated behavioral initiatives Team-led Process Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications 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 Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Office Re fe rrals pe r Day pe r M onth A v e R efer r als per D ay Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other N um ber of R efer r als Referrals by Problem Re fe rr als pe r Prob Be havior Behavior 50 40 30 20 10 0 L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p Types of Problem Behavior Referrals per Location N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other N um ber of R efer r als per S tudent Referrals per Student 20 10 0 Students Referrals by Time of Day N um ber of R efer r als Re fe rrals by Tim e of Day 30 25 20 15 10 5 0 7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0 Time of Day Redesign Learning & Teaching Environment Few positive SW expectations defined, taught, & encouraged Saying & doing it “Positively!” Keep off the grass! Carmen Arace Intermediate, Bloomfield 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 Expectations Expectations & behavioral skills are taught & recognized in natural context 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. 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 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 Reviewing Strive for Five • Be respectful. • Be safe. • Work peacefully. • Strive for excellence. • Follow directions. McCormick Elem. MD 2003 Acknowledge & Recognize 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 BUS BUCKS • Springfield P.S., OR • Procedures – – – – – Review bus citations On-going driver meetings Teaching expectations Link bus bucks w/ schools Acknowledging bus drivers SUPER SUBSLIPS • Empowering subs in Cottage Grove, OR • Procedures – Give 5 per sub in subfolder – Give 2 out immediately POSITIVE REFERRALS • Balancing pos./neg. adult/student contacts in OR • Procedures – – Develop equivalent positive referral Process like negative referral Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation 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 Elementary School Suspension Rate Elementary School Middle School Office Referrals 531 600 346 500 400 300 200 100 0 2004-05 2005-06 Middle School Suspension Rate Middle School 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 ESTABLISHING CONTINUUM of SWPBS ~5% ~15% ~80% of Students TERTIARY PREVENTION TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • • SECONDARYPREVENTION PREVENTION SECONDARY • Check in/out • Targeted social skills • instruction • Peer-based supports • Social skills club •PRIMARY PRIMARY PREVENTION PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • Effective Social & Academic School Culture Common Language RtI/ SWPBS Common Experience Common Vision/Values FRMS Total Office Discipline Referrals Sustained Impact 3000 Total ODRs 2500 2000 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 SETTING All Settings Hallways Playgrounds Cafeteria Library/ Comput er Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. 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 carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely.