Transcript PBS – Respect & Responsibility School-Wide Positive Behavior Support: Getting Started George Sugai & Susan Barrett OSEP Center on PBIS Center for Behavioral Education &

PBS – Respect & Responsibility
School-Wide Positive
Behavior Support:
Getting Started
George Sugai & Susan Barrett
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Sep 22-24 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
www.cber.org + library + training materials
Agenda & Worksheets
Appendices
Ch 1 – Overview
Ch 2 – Getting Started
Ch 3 – Nonclassroom Settings
Ch 4 – Classroom Settings
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
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)
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places
where employees
(Buckingham & Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their
jobs are important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where
educators, students, family members, etc….
1. Know what is expected
2. Have curriculum & instruction to do job correctly
3. Receive recognition for demonstrating expectations.
4. Have teacher/parent/principal who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify someone who they can relate to.”
7. Feel mission of classroom/school makes them feel like their
efforts are important
8. See students/teachers/principals around them committed to
doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their learning/teaching well.
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
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
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
GENERAL
IMPLEMENTATION
PROCESS
Team
Agreements
• Readiness agreements, prioritization, &
investments
• 3-4 year implementation
commitment
Data-based
Action
Plan
• Local capacity for
training,
coordination,
coaching, & evaluation
• Systems for implementation integrity
Evaluation
Implementation
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
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
Time Start_________
□ Playground □
Other_______________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
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.
Essential Behavior &
Classroom Management
Practices
See Classroom Management SelfChecklist (7r)
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”
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
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
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.”
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
•
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Audit
• Special designed instruction
~5%
•
1.Identify existing practices
•
by tier
~15%
SECONDARY2.Specify
PREVENTIONoutcome for each effort
• Check in/out
3.Evaluate
implementation
• Targeted social
skills instruction
• Peer-based supports
accuracy & outcome effectiveness
• Social skills club
•
4.Eliminate/integrate based on
PRIMARY PREVENTION
outcomes
• Teach & encourage positive
SW expectations
5.Establish
• Proactive SW discipline
• Effective instruction
• Parent engagement
•
~80% of Students
decision rules (RtI)
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)
Few positive SW expectations defined,
taught, & encouraged
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)
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!
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)
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)
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
•__________
PBS – Respect & Responsibility
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.
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
Sep 23 2009
• G’morning & organizer
• Team reports
• Review materials
• Rule Violations
www.cber.org + library + training materials
Agenda & Worksheets
Appendices
Ch 1 – Overview
Ch 2 – Getting Started
Ch 3 – Nonclassroom Settings
Ch 4 – Classroom Settings
Outcomes
• Team & meeting schedule
• Purpose statement & 3-5 behavioral expectations
• Lesson plans & schedule for teaching
expectations school & classroom wide
• Plan for daily/weekly/monthly acknowledgements
of student & staff behavioral efforts
• Continuum of strategies for rule violations
• Plan for weekly & monthly data review & decision
making
Assumptions
• Varied implementation points
• Varied school/students/staff
characteristics
• Active administrator support
• Team based implementation
• Evidence- & data-based decision
making
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)
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)
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 Behavioral
Expectations
• What is same/different about
teaching academic v. social skills?
• Why is teaching social behavior
important when teaching academic
behavior?
• What “speed bumps” slow teaching
of social skills?
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.
Walkways
Kuleana: Be Responsible
Plan ahead
Walk directly to destination
Ho’ihi: Be Respectful
Walk quietly when classes are in session
Laulima: Be Cooperative
Keep movement flowing
Share equipment and play space
Malama: Be Safe
Walk at all times
King Kaumualii on Kauai
Playground / Recess / P.E.
Kuleana: Be Responsible
Take care of equipment/facilities
Plan appropriate times for drinks/restroom visits
Ho’ihi: Be Respectful
Be a good sport
Laulima: Be Cooperative
Follow rules/ procedures
Malama: Be Safe
Avoid rough, dangerous play
Use equipment properly
King Kaumualii on Kauai
Kuleana: Be Responsible
Have lunch card ready
Be orderly in all lines
Cafeteria
Ho’ihi: Be Respectful
Use proper table manners
Eat your own food
Laulima: Be Cooperative
Wait patiently/ quietly
Malama: Be Safe
Walk at all times
Wash hands
Chew food well; don’t rush
King Kaumualii on Kauai
Kuleana: Be Responsible
Turn in paperwork/$ on time
Wear appropriate footwear/clothing
Bring home lunch
Ho’ihi: Be Respectful
Care for the field trip site
Listen to speakers
Laulima: Be Cooperative
Stay with your chaperone/group
Malama: Be Safe
Use the buddy system
Follow school/bus rules
King Kaumualii on Kauai
Field Trips
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
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
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)
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)
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
Social Competence
Extrinsic & Intrinsic Motivation
• Self-manager (+/-)
– Self-manipulation of antecedents
– Self-manipulation of consequences
– Self-evaluation of behaviors
• High social competence
– High rates of academic success
– High rates of appropriate social behavior
– High rates of positive feedback (self & other)
Reinforcement Wisdom
“Student does not need extrinsic
reinforcement if he(she) is
successful” Skinner 1960
Acknowledge & Recognize
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)
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
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
“Piece of Paper”
In one month, staff recorded 15
office discipline referrals for rule
violations, & 37 for contributing
to safe environment
Sep 24 2009
• G’morning & organizer
• Team reports
• Rule Violations
• Noncompliance
• Team planning/work time
Outcomes
• Team & meeting schedule
• Purpose statement & 3-5 behavioral expectations
• Lesson plans & schedule for teaching
expectations school & classroom wide
• Plan for daily/weekly/monthly acknowledgements
of student & staff behavioral efforts
• Continuum of strategies for rule violations
• Plan for weekly & monthly data review & decision
making
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
• 80%
– Kids & staff
• Rule violation
– Kid, staff, process
• Correction
– Say, show,
• 4:1
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.
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.
www.pbis.org
Horner, R., & Sugai, G. (2008). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
www.pbis.org
click “Research” “Evidence Base”
90-School Study
Horner et al., in press
• Schools that receive technical assistance from
typical support personnel implement SWPBS
with fidelity
• Fidelity SWPBS is associated with
▫ Low levels of ODR
▫ .29/100/day v. national mean .34
▫ Improved perception of safety of the school
▫ reduced risk factor
▫ Increased proportion of 3rd graders who meet state
reading standard.
Project Target: Preliminary Findings
Bradshaw & Leaf, in press
• PBIS (21 v. 16) schools reached & sustained high
fidelity
• PBIS increased all aspects of organizational health
• Positive effects/trends for student outcomes
– Fewer students with 1 or more ODRs (majors + minors)
– Fewer ODRs (majors + minors)
– Fewer ODRs for truancy
– Fewer suspensions
– Increasing trend in % of students scoring in advanced &
proficient range of state achievement test
Action Planning: Guidelines
•
•
•
•
•
•
•
Agree upon decision making procedures
Align with school/district goals.
Focus on measurable outcomes.
Base & adjust decisions on data & local
contexts.
Give priority to evidence-based programs.
Invest in building sustainable
implementation supports (>80%)
Consider effectiveness, & efficiency,
relevance, in decision making (1, 3, 5 rule)
PBIS Messages
• Measurable & justifiable outcomes
• On-going data-based decision
making
• Evidence-based practices
• Systems ensuring durable, high
fidelity of implementation
To Conclude
• Create systems-based preventive continuum of
behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach & acknowledge behavioral expectations
• Work from a person-centered, function-based
approach
• Arrange to work smarter
Effective Social & Academic
School Culture
Common
Language
RtI/
SWPBS
Common
Experience
Common
Vision/Values