Transcript School-Wide Positive Behavior Support: Getting Started Follow-up George Sugai &Vincent Samoulis OSEP Center on PBIS University of Connecticut April 10, 2007 www.pbis.org www.swis.org [email protected].

School-Wide Positive
Behavior Support:
Getting Started Follow-up
George Sugai &Vincent Samoulis
OSEP Center on PBIS
University of Connecticut
April 10, 2007
www.pbis.org
www.swis.org
[email protected]
New England PBS
Conference
November 15th
Somewhere near Boston
Information: www.mayinstitute.org
April 10 Agenda
• Welcome, Advance Organizer
• Brief Team Reports
• SWPBS Review & Moving Forward
• Non-Classroom Setings
• Understanding Escalating Behavior
• Evaluation & Data Management
• Action Planning
MAIN TRAINING
OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS
practices & systems
• Develop individualized action plan for SWPBS
– Data: Discipline Data, EBS Self-Assessment Survey,
Team Implementation Checklist
– Presentation for school
• Organize for upcoming school year
“1 Min. Team Reports
• Name of School
• Data Report
• 1-2 Accomplishments/Activities
Since January
• 1 Challenge/”Speed Bump”
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)
Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitator support @ school &
district levels
• Regular self-assessment & evaluation data
• Develoment of local/district leadership teams
• State/region & Center on PBIS for
coordination & TA
Role of “Coaching”
• Liaison between school teams &
PBS leadership team
• Local facilitation of process
• Local resource for data-based
decision making
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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
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
Main Messages
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
CO PBS
Agreements
FCPS
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.”
Top 3 SchoolWide
Initiatives
Coaching &
Facilitation
3-4 Year
Commitment
Agreements &
Supports
Dedicated
Resources
& Time
3-Tiered
Prevention
Logic
Administrative
Participation
Self-Assessment
Efficient
Systems of Data
Management
Team-based
Decision
Making
SWIS
Data-based
Action Plan
EvidenceBased
Practices
Existing
Discipline
Data
Multiple
Systems
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
School-wide Systems
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
Classroom
Setting Systems
• 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
Nonclassroom
Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student
Systems
• 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
Redesign Learning &
Teaching Environment
Few positive SW expectations defined,
taught, & encouraged
Expectations
Expectations & behavioral skills are
taught & recognized in natural context
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
Acknowledge & Recognize
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
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff
behavior
• Individualized intervention for
nonresponders
– Administrative responsibility
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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
“Golden Plunger”
• Involve custodian
• Procedure
– Custodian selects one classroom/
hallway each week that is clean &
orderly
– Sticks gold-painted plunger with banner
on wall
North Myrtle Beach Primary June 8, 2004 SC
“Staff Dinger”
• Reminding staff to have positive
interaction
• Procedures
– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
“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
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
Staff Acknowledgements
• 9 minutes
Attention
1 Minute
Please
• Review/develop procedures for
acknowledging/encouraging staff
contributions
& accomplishments
New Spokesperson
• Report 2-3 “big ideas” from your
team discussion (1 min. reports)
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
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
What does SWPBS look like?
• >80% of students can tell you what is expected of
them & give behavioral example because they have
been taught, actively supervised, practiced, &
acknowledged.
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for
addressing problem behavior.
• Data- & team-based action planning &
implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available to all
students
T otal O ffic e D is c ipl ine R efer r al
Kennedy Middle School
1500
1200
900
600
300
0
95-96
96-97
97-98
School Years
98-99
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
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
“Mom, Dad, Auntie, &
Jason”
In a school where over 45% of
400 elem. students receive
free-reduced lunch, >750 family
members attended Family Fun
Night.
I like workin’ at school
After implementing SW-PBS,
Principal at Jesse Bobo
Elementary reports that teacher
absences dropped from 414
(2002-2003) to 263 (20032004).
“I like it here.”
Over past 3 years, 0 teacher
requests for transfers
“She can read!”
With minutes reclaimed from
improvements in proactive SW
discipline, elementary school
invests in improving schoolwide literacy.
Result: >85% of students in 3rd
grade are reading at/above
grade level.
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
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
‫٭‬
~80% of Students
Major Office Discipline Referrals (05-06)
Mean Proportion of Students
0-1
'2-5
'6+
100%
90%
3%
8%
10%
11%
16%
18%
89%
74%
71%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K=6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
Major Office Discipline Referrals (05-06)
Percentage of ODRs by Student Group
'0-1
'2-5
'6+
100%
90%
32%
48%
45%
43%
37%
40%
25%
15%
15%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K-6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
SWIS summary 05-06
(Majors Only)1675 schools, 839,075 students
Grade
Range
#
Schools
# Students
(mean)
Mean ODR/100/
school day (sd)
K-6
1010
6-9
313
439,932
(435)
205,159
(655)
9-12
104
102,325
(983)
1.16 (1.37)
K-(8-12)
248
91,659
(369)
1.53
0.37
(50)
1.02 (1.07)
(4.49)
SSS Mean Protective Factor Score:
Mean Protective Factor Score
Illinois Schools 03-04 t = 7.21; df = 172; p < .0001
1
0.8
0.6
0.4
0.2
0
N = 59
N = 128
12 schools
25 schools
Met SET
Did Not Meet SET
SSS Mean Risk Factor Score:
Mean SSS Risk Factor Score
Illinois Schools 03-04 t = -5.48; df = 134; p < .0001
1
0.8
0.6
0.4
0.2
0
N = 59
N = 128
12 schools
25 schools
Met SET
Did Not Meet SET
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.
Mean ODRs per 100 students per school day
Illinois and Hawaii Elementary Schools 2003-04 (No Minors)
Schools using SW-PBS report a 25% lower rate of ODRs
Mean ODR/100/Day
1
0.8
0.6
0.4
.85
.64
0.2
0
N = 87
N = 53
Met SET 80/80
Did Not Meet SET
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70%
62.19%
60%
50%
46.60%
40%
30%
20%
10%
0%
PBIS NOT in place N = 69
PBIS IN place N = 52
Proportion of Students Meeting
Reading Standards
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
0.8
0.6
0.4
0.2
N =23
N = 23
NN==88
0
Not Meeting SET
Meeting SET
“We found some
minutes?”
After reducing their office
discipline referrals from 400 to
100, middle school students
requiring individualized,
specialized behavior
intervention plans decreased
from 35 to 6.
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
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
Team Implementation
Checklist (2)
• Work as team for 9 minutes
Attention
1
Minute
• Present 2-3 “big ideas” from your
New
Spokesperson
Please
group (1 min.
reports)
• Complete & submit one copy of TIC
Tools (pbis.org)
•
•
•
•
•
EBS Self-assessment
TIC: Team Implementation Checklist
SSS: Safe Schools Survey
SET: Systems School-wide Evaluation Tool
PBS Implementation & Planning Selfassessment
• ISSET: Individual Student Systems
Evaluation Tool (pilot)
• SWIS: School-Wide Information System
(swis.org)
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
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.
CONTACT INFO
[email protected]
[email protected]
www.pbis.org