School-Wide Positive Behavior Support: Getting Started George Sugai & MD PBIS Team OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut July 10,
Download ReportTranscript School-Wide Positive Behavior Support: Getting Started George Sugai & MD PBIS Team OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut July 10,
School-Wide Positive Behavior Support: Getting Started George Sugai & MD PBIS Team OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut July 10, 2007 www.pbis.org www.swis.org [email protected] Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59. TOP FOUR 2005 • Lack of financial support (since 2000) • Overcrowded schools • Lack of discipline & control • Drug use #1 SPOT • >2000 lack of financial support • 1991-2000 drug use • <1991 lack of discipline Competing, Inter-related National Goals • • • • • • • • • • • • • • • Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Alternatives to suspension Responsiveness to Intervention Eliminate bullying Prevent drug use School-based mental health Social & emotional well-being Prepare for postsecondary education Provide a free & appropriate education for all Prepare viable workforce Truancy/attendance Leave no child behind Etc…. PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students…... MAIN TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SW-PBS practices & systems • Develop individualized action plan for SWPBS for upcoming year – Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist – Presentation for school Getting to these objectives • Rationale, context, & features • Implementation practices, structures, & processes • Outcomes & examples • Brief activities & team action planning SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990) Context Matters! “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. “a, b, c, h, b, o, m, t, v….” Principal indicates that 40% of kindergarteners are at serious risk for reading failure because they lack knowledge of alphabet & unable to produce individual sounds that make up words. “Startin’ ‘em young” In a mid-size urban school district, over 400 kindergartners were “expelled” from school because of their behaviors “Breaking point.” At elementary school, less than half of third graders could read at grade level. “Would you eat there?” Cafeteria staff indicate that food is being thrown on the floor, creating a safety hazard. “Not my job” School counselor spends nearly 15% of his day “counseling” staff members who feel helpless & defenseless in their classrooms because of a lack of discipline & support. “FTD” On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card. Messages 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 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/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 http://rtckids.fmhi.usf.edu Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). Schoolbased mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://cfs.fmhi.usf.edu Duchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies. 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 Another Message 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 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 Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Top 3 SchoolWide Initiatives Coaching & Facilitation 3-4 Year Commitment Agreements & Supports Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation 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 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 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 School-wide Positive Behavior Support Systems Classroom Setting Systems School-wide Systems 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 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 Redesign Learning & Teaching Environment Few positive SW expectations defined, taught, & encouraged Jesse Bobo Elementary June 8, 2004 SC Employee Entrance at Tulsa Downtown Doubletree Carmen Arace Intermediate, Bloomfield Organizational Goals Common Vision ORGANIZATION MEMBERS Common Experience Common Language 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 Expectations Expectations & behavioral skills are taught & recognized in natural context 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 •__________ Expected behaviors are visible Sirrine Elementary June 8, 2004 SC Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting Reviewing Strive for Five • Be respectful. • Be safe. • Work peacefully. • Strive for excellence. • Follow directions. McCormick Elem. MD 2003 E’ Ola Pono- to live the proper way School Behavioral Standards Kuleana Be Responsible Ho’ihi Be Respectful Laulima Be Cooperative Malama Be Safe All Settings Walkways Playground Recess P.E. Cafeteria Restrooms Arrival/ Dismissal Assembly Field Trips Be on time Be prepared w/ necessary supplies Be accountable for choices Respond to/complete tasks Keep area clean & litter free Plan ahead Walk directly to destination Take care of equipment/facilities Plan appropriate times for drinks/ restroom visits Have lunch card ready Be orderly in all lines Flush Turn off water Use restroom at designated times Use facilities for intended purposes Have money/pass ready Be on time Listen attentively Keep hands and feet to yourself Turn in paperwork/$ on time Wear appropriate footwear/clothing Bring home lunch Use appropriate voice Listen to/follow directions of staff Respect self, others property Be polite/use manners Express appreciation Accept/respect differences in people Use quiet voices when classes are in session Be a good sport Include others in your play Use proper table manners Eat your own food Observe privacy of others Use polite words and actions Listen to JPO’s supervisors and bus driver Use quiet voice and polite words on bus Focus on program Sit quietly Clap at appropriate times Care for the field trip site Listen to speakers Be helpful Participate with a positive attitude Be patient; share/ wait your turn Acknowledge others Play in designated areas only Keep movement flowing Share equipment and play space Follow rules/ procedures Wait patiently/ quietly Wait patiently/ quietly Enter/exit vehicles in an orderly fashion Share bus seats Sit properly in designated area Enter/exit in an orderly fashion Remain seated unless asked to do otherwise Stay with your chaperone/group Immediately report dangerous situations Remain in designated areas Practice healthy behaviors/universal precautions Use appropriate footwear Follow safety rules in all areas Walk at all times Avoid rough, dangerous play Use equipment properly Walk at all times Wash hands Chew food well; don’t rush Use designated restroom Walk Wait in designated area Remain seated when riding the bus Watch out for traffic Use crosswalk only Be careful when approaching or leaving the stage area Use the buddy system Follow school/bus rules King Kaumualii on Kauai 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 “Traveling Passports” • Precorrecting new kids in Tigard, Oregon • Procedures – Meet with key adults – Review expectations – Go to class 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 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 ~10 positive : 1 correction 2000-2001 Gotchas, Level 1, & ODR per Day per Month # per Day 80 70 60 50 Gotchas 40 30 20 Level 1 ODR 10 0 Sep Oct Nov Dec Jan Feb Mar Apr May Jun Months McCormick Elementary School, MD The Lucky Winner Is . . . 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: ________________________________________ Minnesota 5/06 Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. 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 “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. McCormick Elementary School, MD Monitoring Dismissal “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 Sub Slips” • Empowering subs in Cottage Grove, OR • Procedures – Give 5 per sub in subfolder – Give 2 out immediately “Positive Office Referral” • Balancing positive/negative adult/student contacts in Oregon • 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 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 “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 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 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 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 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 “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) 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 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 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. CONTACT INFO [email protected] [email protected] www.pbis.org