Transcript School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 12, 2008 www.pbis.org www.cber.org www.swis.org [email protected].

School-Wide PBIS:
Middle/High Getting Started
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
August 12, 2008
www.pbis.org www.cber.org www.swis.org
[email protected]
PURPOSE
Enhance capacity of
school teams to
provide the best
behavioral supports for
all students and
maximize academic &
social achievement.
MAIN YR 1-2 OUTCOME OBJECTIVES
• Leadership team
• Staff agreements
• Working knowledge of SW-PBS
practices & systems
• Yr 1 SW-PBS individualized action
plan
– Proposal, Agreements, Team, Data
Today: Content Orientation
Tomorrow: Team Action Plan
Getting Started - Today
• Foundations (George)
– Rationale, Definitions, Features
• Practices & Systems (Charlie)
– Teaming, agreements, data-decision
making
– Teaching & encouraging expectations
– Discouraging rule violations
“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.
5100 referrals =
51,000 min @10 min =
850 hrs =
141 days @ 6 hrs
“Da place ta be”
During 4th period, in-school
detention room has so many
students that overflow is sent to
counselor’s office. Most students
have been assigned for being in
hallways after the late bell.
“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.
“Smoke Pit”
45 cigarette smoking violations
have been reported in past
month by security staff &
neighbors.
“Where ya supposed to be?
During 3rd & 6th block
periods, more students are in
the hallways & outside the
building than in class…&
neighbors are complaining!
MS/HS worry about…
• Low academic achievement
• Antisocial school culture & behavior
– Insubordination, dress code, language use, etc
– Low attendance, tardies, substance use
– Withdrawal, depression, emotional disturbances
– Dropping out, substance use, delinquency
• Graduation, careers, postsecondary
• Social skill deficits
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
10.2 - Problem Behavior: K-6 Elementary
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
10.3 - Problem Behavior: 6-9 Middle
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
10.4 - Problem Behavior: 9-12 High School
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
SWIS summary 07-08 July 2, 2008
2,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs
Grade Range
# Schools
Mean
Enroll.
Mean ODRs/100/ sch day
(std dev.)
K-6
1,756
445
..35 (.45)
1/300 day
6-9
476
654
.91 (1.40)
1/100 /day
9-12
177
910
1.05 (1.56)
1/105/day
K-(8-12)
308
401
1.01 (1.88)
1/100 /day
2 Worrisome & Ineffective
Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1:
Getting Tough approach
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. When you’re
ready to take responsibility for your
actions & behave like an adult, you
can be in my classroom!”
Increasingly “aversive”
reactive discipline continuum
• Warning
• ODR & warning
• ODR & in-school suspension
• ODR & out-school suspension
• Expulsion hearing
Get Tough Philosophy
• Increase monitoring for future problem
behavior
• Clamp down on rule violators
• Re-re-re-review rules & sanctions
• Extend continuum of aversive
consequences
• Improve consistency of use of
punishments
• Establish “bottom line”
Predictable reactive responses
When we experience aversive
situation, we select interventions
that produce immediate relief by
– Removing student
– Removing ourselves
– Modifying physical environment
– Assign responsibility for change to
student &/or others
System’s response…Get tougher
• Zero tolerance policies
• Security guards & metal detectors,
& surveillance cameras
• Student uniforms
• Expulsion
• Exclusionary options (e.g.,
alternative programs)
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
Assumptions
• Adolescents should know better…most do
• Adolescent will “get it” & change…many do
• Adolescents must take responsibility for own
behavior….most know they should &
do….appropriately & inappropriately
• Punishment teaches right way….not really
• Parents will take care of it…many try
• Adolescents will learn from natural
consequences….most do
WHAT ABOUR NON-RESPONDERS?
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
Pay attention to function
• “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
• “Phloem, I’m taking your book away
because you obviously aren’t ready to
learn.”
• “You want my attention?! I’ll show you
attention,…let’s take a walk down to the
office & have a little chat with the
Principal.”
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
So…How should we respond?
• Positive, predictable school-wide
climate
• Surgeon General’s
Report on Youth
Violence (2001)
• Formal social skills instruction
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• High rates of academic & social
success
• 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)
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
p. 10-11
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
p. 16
~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
p. 24-32
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
p. 12-14
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
p. 33 A
School-wide
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation
p. 69
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
p. 78
Classroom
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Individual Student
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
Family
• Continuum of positive behavior support for
all families
• Frequent, regular positive contacts,
communications, & acknowledgements
• Formal & active participation & involvement
as equal partner
• Access to system of integrated school &
community resources