School-Wide Positive Behavior Support: Overview George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 7, 2008 www.pbis.org www.cber.org.
Download ReportTranscript School-Wide Positive Behavior Support: Overview George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 7, 2008 www.pbis.org www.cber.org.
School-Wide Positive Behavior Support: Overview George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 7, 2008 www.pbis.org www.cber.org www.swis.org [email protected] 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 for all students (Zins & Ponti, 1990) Evaluation Criteria Effective • Desired Outcomes? Efficient • Doable? Relevant • Contextual & Cultural? Durable • Lasting? Scalable • Transportable? Guiding Principles • Data • Prevention • Academic & behavior success • Integration • Outcomes • Continuum of behavior support • Research-validated practices • Instructional approach • Culture & context • School-wide for all • Evaluate • Team 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 want 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) • 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 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 • 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 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 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 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 Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation STEP 1 - Establish Team Membership 1. Representative of demographics of school and community 2. 1-2 individuals with behavior/classroom management competence 3. Administrator active member 4. Schedule for presenting to whole staff at least monthly 5. Schedule for team meetings at least monthly 6. Integration with other behavior related initiatives and programs 7. Appropriate priority relative to school and district goals 8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. 9. Schedule for annual self-assessments 1. EBS Self-Assessment Survey 2. Review Office Discipline Referrals 3. Benchmarks of Quality 4. School-wide Evaluation Tool 10. Coaching support (school and/or district/region) Team-led Process Meetings 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 ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education ~5% • 1. Identify • Audit existing practices by tier ~15% 2. Specify outcome for each SECONDARY PREVENTION • Check in/out 3. Evaluate implementation • Targeted social skills instruction • Peer-based supports accuracy & outcome • Social skills club effectiveness • effort 4. Eliminate/integrate based on PRIMARY PREVENTION • Teach & encourage positive outcomes SW expectations • Proactive SW discipline 5. Establish decision rules (RtI) • Effective instruction • Parent engagement • ~80% of Students STEP 2 – Develop Behavior Purpose Statement 1. Positively stated 2. 2-3 sentences in length 3. Supportive of academic achievement 4. Contextually/culturally appropriate (e.g., age, level, language) 5. Comprehensive in scope (school-wide – ALL students, staff, and settings) 6. Agreement by >80% faculty and staff 7. Communicated to stakeholders (e.g., families, community members, district administrators) 8. Included in school publications (e.g., handbook, posters, newsletters) Top 3 SchoolWide Initiatives Coaching & Facilitation 3-4 Year Commitment Agreements & Supports Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation Sample Behavior Statements Ex. 1 Ex. 2 G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! Self-Assessment Efficient Systems of Data Management Team-based Decision Making SWIS Data-based Action Plan EvidenceBased Practices Existing Discipline Data Multiple Systems 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 Office Discipline Referrals • Definition – Kid-Teacher-Administrator interaction – Underestimation of actual behavior • Improving usefulness & value – Clear, mutually exclusive, exhaustive definitions – Distinction between office v. classroom managed – Continuum of behavior support – Positive school-wide foundations – W/in school comparisons 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 Few positive SW expectations defined, taught, & encouraged STEP 3 – Identify Positive SW Expectations 1. Linked to social culture of school (e.g., community, mascot). 2. Considerate of social skills and rules that already exists. 3. 3-5 in number 4. 1-3 words per expectation 5. Positively stated 6. Supportive of academic achievement 7. Comprehensive in scope (school-wide – ALL students, staff, and settings) 8. Mutually exclusive (minimal overlap) 9. Contextually/culturally appropriate (e.g., age, level, language) 10. Agreement by >80% faculty and staff 11. Communicated to stakeholders (e.g., families, community members, district administrators) 12. Included in school publications (e.g., handbook, posters, newsletters) Teaching Matrix Activity Classroom Respect Others • Use inside Respect Environment & Property • Recycle Respect Yourself • Do your best •__________ Respect Learning voice • ________ paper •_________ • Have materials ready •__________ Lunchroom Bus • Eat your own • Stay in your food •__________ • Return trays •__________ • Wash your hands •__________ • Eat balanced diet •__________ seat •_________ Hallway • Stay to right • _________ Assembly • Arrive on time to speaker •__________ • Keep feet on • Put trash in • Take litter • Be at stop on • Use your • Listen to floor •__________ time •__________ • Go directly from bus to class •__________ cans •_________ words •__________ • Go directly to class •__________ with you •__________ speaker •__________ • Discuss topic in class w/ others •__________ STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations 1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) 2. Considerate of lessons that already exists. 3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. 4. Teach social behavior like academic skills. 5. Involvement by staff, students, families in development 6. Contextually/culturally appropriate (e.g., age, level, language) 7. Schedule for initial instruction in natural and typical contexts 8. Schedule for regular review, practice, and follow-up instruction 9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings 10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings 11. Procedures for providing instruction to new faculty, staff, students 12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) 13. Agreement by >80% faculty and staff 14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations 16. Included in school publications (e.g., handbooks) 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 STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations 1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4. Data system in place to monitor office discipline referral that come from classrooms 5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8. Involvement by staff, students, and families in development 9. Contextually/culturally appropriate (e.g., age, level, language) 10. Schedule for initial instruction 11. Schedule for regular review, practice, follow-up instruction 12. Agreement by >80% faculty and staff 13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14. Included in school publications (e.g., handbooks) Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting Acknowledge & Recognize 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 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 STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations 1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4. Data system in place to monitor office discipline referral that come from classrooms 5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8. Involvement by staff, students, and families in development 9. Contextually/culturally appropriate (e.g., age, level, language) 10. Schedule for initial instruction 11. Schedule for regular review, practice, follow-up instruction 12. Agreement by >80% faculty and staff 13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14. Included in school publications (e.g., handbooks) STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations 1. Specification of Definitions for Violations of School-wide Behavior Expectations a. Contextually appropriate labels/names b. Definitions represent continuum of severity (e.g., minor, major, illegal) c. Definitions comprehensive in scope (school-wide) d. Definitions in measurable terms e. Mutually exclusive (minimal overlap) 2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations a. Agreement regarding office staff versus teacher/staff responsibilities b. Office discipline form for tracking discipline events c. Agreement regarding options for continuum of consequences d. Data decision rules for intervention and support selection STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures a. Use by all staff (e.g., office, security, supervisors, bus drivers) b. Schedule for teaching to students and staff members c. Schedule for regular review of use and effectiveness d. Procedures for providing orientation to new faculty, staff, students e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) f. Agreement by >80% faculty and staff g. Included in school publications (e.g., handbooks) h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. i. Schedule and procedures for regular review and enhancement of acknowledgements. j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff k. Included in school publications (e.g., handbook, posters, newsletters) l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support FCPS CO PBS Team-based Decision Making & Planning Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Evaluation Continuous Monitoring Effective Visual Displays Regular Review SWIS FRMS STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring 1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). b. Data collection procedures regularly checked for accuracy of use c. Data collection limited to information that answers important student, classroom, and school questions d. Structures and routines for staff members to receive weekly/monthly data reports about the status of schoolwide discipline e. Decision rules for guiding data analysis and actions f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff g. Data system managed by 2-3 staff members h. No more than 1% of time each day for managing data system. i. Efficient, timely, and graphic displays of data 2. Office discipline referral procedures a. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) c. School-wide procedures for processing or responding to violations of behavior expectations. d. Efficient and user-friendly procedures for inputting and storing information e. Efficient and user-friendly procedures for summarizing and analyzing information. f. Efficient and user-friendly procedures for producing visual displays of the data. g. Procedures for presenting data to staff on routine basis. h. Procedures for making decisions and developing actions based on the data.