School-Wide Positive Behavior Support: Overview for School Leaders George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 3, 2009 www.pbis.org www.cber.org.

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Transcript School-Wide Positive Behavior Support: Overview for School Leaders George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 3, 2009 www.pbis.org www.cber.org.

School-Wide Positive
Behavior Support: Overview
for School Leaders
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
March 3, 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
• Syllabus
• Assignments
• Schedule
• Review of SWPBS Rationale
• SWPBS Definitions & Features
PBS – Respect & Responsibility
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)
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?
“159 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!
Messages Repeated!
1. Successful Individual student
behavior support is linked to host
environments or schools that are
effective, efficient, relevant, &
durable
2. Learning & teaching environments
must be redesigned to increase the
likelihood of behavioral & academic
success
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
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
Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitation support at school,
district, & regional/state levels
• Regular self-assessment & evaluation data
• Development of local/district leadership
teams
• Establishment of local specialized behavior
competence
• Integration with related behavior initiatives
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
SWPBS Conceptual Foundations
Behaviorism
ABA
Laws of Behavior
Applied Behavioral Technology
PBS
Social Validity
SWPBS
All Students
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
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
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
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
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
Team-led
Process
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
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
•
~15%
Specify outcome for each
SECONDARY2.
PREVENTION
• Check in/out
3. Evaluate
implementation
• Targeted social
skills instruction
• Peer-based supports
accuracy & outcome
• Social skills club
•
effectiveness
by tier
effort
PRIMARY PREVENTION
4. Eliminate/integrate based on
• Teach & encourage positive
SW expectationsoutcomes
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
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
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
3-4 Year
Commitment
Top 3 SchoolWide
Initiatives
Coaching &
Facilitation
Statement of
Behavior Purpose
Agreements &
Supports
3-Tiered
Prevention
Logic
Administrative
Participation
Dedicated
Resources
& Time
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!
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
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
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)
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
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)
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
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)
“Good morning, class!”
Teachers report that when
students are greeted by an
adult in morning, it takes less
time to complete morning
routines & get first lesson
started.
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
“Piece of Paper”
In one month, staff recorded 15
office discipline referrals for rule
violations, & 37 for contributing
to safe environment
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
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team Managed
Staff
Acknowledgements
Effective
Practices
Implementation
Continuous
Monitoring
Administrator
Participation
Staff Training
& Support
FCPS
CO PBS
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.
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff
behavior
• Individualized intervention for
nonresponders
– Administrative responsibility
“GOLDEN PLUNGER”
• Involve custodian
• Procedure
– Custodian selects one classroom/
hallway each week that is clean &
orderly
– Sticks gold-painted plunger with
banner on wall
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
“1 FREE PERIOD”
• Contributing to a safe,
caring, effective school
environment
• Procedures
–
–
–
Given by Principal
Principal takes over class for one hour
Used at any time
“DINGER”
• Reminding staff to have
positive interaction
• Procedures
– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
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.
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.
http://www.pbis.org/files/101007eviden
cebase4pbs.pdf.
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.