School-wide Positive Behavior Support George Sugai & Susan Barrett OSEP Center on PBIS University of Connecticut August 19, 2009 www.pbis.org www.pbismaryland.org.
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School-wide Positive Behavior Support George Sugai & Susan Barrett OSEP Center on PBIS University of Connecticut August 19, 2009 www.pbis.org www.pbismaryland.org Goals/Objectives • What is “SWPBS?” • Where does SWPBS fit w/in RtI? • Who benefits from SWPBS? • What 4 SWPBS elements work together? • What is “continuum of SWPBS?” Policy & Practice Examples & Considerations RtI IDEA ARRA HR 2597 ESEA SWPBS “NCLB” HR 2597 May 21, 2009 “Positive Behavior for Safe & Effective Schools” • ESEA funds for SWPBS • Provisions – Professional development – Safe & Drug Free Communities – Early intervening services & counseling programs – Office of specialized instructional supports American Recovery & Reinvestment Act IDEA & Title Recovery Funds • Data systems – E.g., SWIS • SWPBS implementation, e.g., – Early Intervening Services IDEA – School-wide Programs (ESEA Title I) – Professional Development (ESEA Title II) SWPBS Challenges……. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement Context Matters: Examples Individual Student vs. School-wide “Reiko” Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do? “Kiyoshi” Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do? “Mitch” Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do? “Rachel” Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do? Fortunately, we have a science that guides us to… • Assess these situations • Develop behavior intervention plans based on our assessment • Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003 However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi? “141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs “Da place ta be” During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. “Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. “Four corners” Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. “FTD” On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card Questions! • What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? • Are these environments safe, caring, & effective? Context Matters! BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990) Worry “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!” Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow……. When behavior returns….”Get Tough!” • Clamp down & increase monitoring • Re-re-re-review rules • Extend continuum & consistency of consequences • Establish “bottom line” ...Predictable individual response When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased suspension & expulsion • In-service training by expert • Alternative programming …..Predictable systems response! 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 Effective Academic Instruction Effective Behavioral Interventions = Continuous & Efficient Databased Decision Making Systems for Durable & Accurate Implementation POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS) Approach for operationalizing best practice Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior “Response-to-Intervention” IMPLEMENTATION W/ FIDELITY UNIVERSAL SCREENING CONTINUUM OF EVIDENCE-BASED INTERVENTIONS DATA-BASED PREVENTION DECISION MAKING & EARLY & PROBLEM INTERVENTION SOLVING CONTINUOUS PROGRESS MONITORING 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 Responsiveness to Intervention Academic Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity Circa 1996 1-5% 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive Behavioral Systems 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 Responsiveness to Intervention Social Sciences Specials SWPBS Etc. Literacy & Writing Numeracy & Sciences Intensive Targeted Reading RTI Continuum of Math Support for Soc skills ALL Science Universal Soc Studies Dec 7, 2007 Basketball 2006-2008 K-1 (same): Phonemic Segmentation Fluency 90 90 80 70 65 57 Percent 60 50 44 LR SR 40 36 AR 30 26 30 19 20 13 9 9 10 1 0 Sep-0606 Sep Sep-07 08 Feb 07Month Sep Feb-07 Feb-0808 Feb 2006-2008 K-1 (same): Letter Naming Fluency 77 80 70 65 64 64 60 Percent 50 LR 40 SR AR 30 20 26 25 16 18 17 11 11 10 6 0 Sep-06 Sep 06 Feb 07Month Feb-07 Sep 08 May-07 Feb 08 Sep-07 2006-2008 1-2 (same): Oral Reading Fluency 90 84 80 70 63 62 Percent 60 58 50 LR SR 40 AR 31 27 30 25 20 8 10 0 SepFeb-07 06 May-07 Feb 07Month Sep-07 Sep 08 Feb-08 Feb 08 2006-2008 1-2 (same): Nonsencse Word Fluency 80 76 71 67 70 60 54 Percent 50 LR 40 SR AR 30 26 28 26 19 20 10 0 Sep-06 Sep 06 Feb 07 Month Feb-07 Sep 08 May-07 Feb 08 Sep-07 “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 • 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 Team-led Process 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/ etc 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 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 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 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 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” ESTABLISHING CONTINUUM of SWPBS ~5% ~15% TERTIARY PREVENTION TERTIARY PREVENTION •• Function-based support •• Wraparound •• Person-centered planning •• •• SECONDARY PREVENTION SECONDARY PREVENTION •• Check in/out •• Targeted social skills instruction •• Peer-based supports •• Social skills club •• ~80% of Students PRIMARY PREVENTION PRIMARY PREVENTION •• Teach SW expectations •• Proactive SW discipline •• Positive reinforcement •• Effective instruction •• Parent engagement •• Few positive SW expectations defined, taught, & encouraged Reviewing Strive for Five • Be respectful. • Be safe. • Work peacefully. • Strive for excellence. • Follow directions. McCormick Elem. MD 2003 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: ________________________________________ Grand Junction CO 5/06 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. PBS – Respect & Responsibility McCormick Elementary School, MD Monitoring Dismissal Douglas County S.D., CO 4-08 Douglas County S.D., CO 4-08 Douglas County S.D., CO 4-08 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 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 Acknowledge & Recognize Key-to-Success Project 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 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 4J School District Change from 97-98 to 01-02 Elem With School-wide PBS 20 Eugene, Oregon 15 10 5 0 -5 1 2 3 4 5 6 7 8 9 10 11 12 13 Schools Change from 97-98 to 01-02 Elem Without School-wide PBS 6 4 2 0 -2 -4 -6 1 2 3 4 Schools 5 6 Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 0102 for schools using PBIS all four years and those that did not. EOG Reading Proportion of Students Meeting State Academic Standard Dr. Bob Algozzine NC Positive Behavior Support Initiative 100 95 90 85 80 Schools w/ Low ODRs & High Academic Outcomes 75 Reading Linear (Reading) 70 rxy = -.44 (n = 36) 65 60 55 50 0.00 0.10 0.20 0.30 0.40 0.50 ODRs 0.60 0.70 0.80 Office Discipline Referrals per 100 Students 0.90 1.00 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 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 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 Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing with Fidelity & Maturity 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 SWPBS Subsystems Classroom Non-classroom Student Family Effective Academic Instruction Effective Behavioral Interventions = Continuous & Efficient Databased Decision Making Systems for Durable & Accurate Implementation POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS) Five Guiding Principles GP #1: Remember that good teaching one of our best behavior management tools GP #2: Apply three tiered prevention logic to classroom setting ~5% ~15% Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~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 GP #3: Link classroom to school-wide • School-wide expectations • Classroom v. office managed rule violations GP #4: Teach academic like social skills ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting 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 GP #5: Build systems to support sustained use of effective practices OUTCOMES PRACTICES Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Essential Behavior & Classroom Management Practices See Classroom Management SelfChecklist 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” How did I do? 8-10 “yes” = Super 5-7 “yes” = So So <5 “yes” = Improvement needed Allday & Pakurar (2007) References • • • • • • • • • Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. Classroom Routine Lesson Plan ROUTINE #1 #2 #3 What does routine look/sound like? Where/when should routine be used? When will routine be taught and for how long? How and when will routine be practiced? How will learning be confirmed? How, where, and how often will displays of routine be acknowledged? • • • • • Getting teacher attention Making transition to next activity Showing readiness to learn ……….. ………... Routine Lesson Plan 15 minutes • Work with 2-3 same grade level colleagues • Identify 2-3 routines needed to support literacy instructional groups • Develop lesson plan for teaching 1-2 routine Attention 1 Minute Please Messages • Work as team for all • Know your measurable outcomes • Use relevant data for decision making • Invest in developing effective, efficient, & relevant continuum of evidence-based practices • Establish system-wide supports for implementation integrity & maximum student performance outcomes Goals/Objectives 1. What is “SWPBS?” Goals/Objectives 2. Where does SWPBS fit w/in RtI? Responsiveness to Intervention Social Sciences Specials SWPBS Etc. Literacy & Writing Numeracy & Sciences Goals/Objectives 3. Who benefits from SWPBS? SWPBS about ALL SWPBS Practices Classroom Non-classroom Student • Smallest # • Evidence-based Family • Biggest, durable effect Goals/Objectives 4. What 4 SWPBS elements work together? Approach for operationalizing best practice Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior Goals/Objectives 5. What is “continuum of SWPBS?” Intensive Targeted Reading RTI Continuum of Math Support for Soc skills ALL Science Universal Soc Studies Dec 7, 2007 Basketball ESTABLISHING CONTINUUM of SWPBS ~5% ~15% TERTIARY PREVENTION TERTIARY PREVENTION •• Function-based support •• Wraparound •• Person-centered planning •• •• SECONDARY PREVENTION SECONDARY PREVENTION •• Check in/out •• Targeted social skills instruction •• Peer-based supports •• Social skills club •• ~80% of Students PRIMARY PREVENTION PRIMARY PREVENTION •• Teach SW expectations •• Proactive SW discipline •• Positive reinforcement •• Effective instruction •• Parent engagement •• SWPBS is • Framework for enhancing adoption & implementation of • Evidence-based interventions to achieve • Academically & socially important outcomes for • All students Funding Visibility Political Support Policy LEADERSHIP TEAM (Coordination) Training YOU Coaching Evaluation Local School/District Implementation Demonstrations Behavioral Expertise September Homework 1. Identify member for SWPBS leadership team 2. Secure administrator commitment 3. Identify internal coach 4. Collect behavior data 5. Identify current behavior practices & initiatives Tomorrow objectives 1. What do effective instructional & classroom managers do daily? 2. What 3 important classroom routines should I teach on “Monday?” 3. How should I teach those 3 routines to all my students?