School-Wide Positive Behavior Support: What Is It? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 27, 2007 www.pbis.org www.swis.org [email protected].
Download ReportTranscript School-Wide Positive Behavior Support: What Is It? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 27, 2007 www.pbis.org www.swis.org [email protected].
School-Wide Positive Behavior Support: What Is It?
George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 27, 2007 www.pbis.org www.swis.org
School Psychologist Role PURPOSE
Enhance capacity of school psychologists to provide the best behavioral supports for all students…...
MAIN OUTCOME OBJECTIVES
• Define SWPBS • Provide rationale for SWPBS • Build working knowledge of SW PBS practices & systems • Describe SWPBS outcomes
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)
• • • • Rose, L. C., & Gallup. A. M. (2005). 37 th 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
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 Sch Psy 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 Sch Psy 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 Sch Psy 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 Sch Psy do?
Fortunately, we have a science that guides Sch Psy 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 4 th 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.
“Not me”
Middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.
“
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.
“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.
“
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 1 st 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 effective, efficient, relevant, & durable or schools that are 2. Learning & teaching environments must be redesigned likelihood of behavioral & academic success to increase the
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
now!”
:
“ That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting
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 of “ aversives” use • 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….
consider function
Non-examples of Function Based approach
• • •
“ Function ” = outcome, result, purpose, consequence “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 REACT to Problem Behavior Expect, But HOPE for Implementation Hire EXPERT to Train Practice Select & ADD Practice
Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….
4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% 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
http://rtckids.fmhi.usf.edu
Kutash, K., Duchnowski, A. J., & Lynn, N. (2006).
School based 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 Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 5-10% 1-5% 1-5% 5-10% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 80-90% 80-90% Universal Interventions •All settings, all students •Preventive, proactive
Main Messages
Good Teaching
STUDENT ACHIEVEMENT
Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems
GENERAL IMPLEMENTATION PROCESS: “Getting Started”
CO PBS FCPS
Team-led Process Meetings Family Capacity Priority & Status Specialized Support Data-based Decision Making Student Communications Teaching Representation Start with Team that “Works.”
Initiative, Project, Committee
Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group
Purpose Working Smarter Outcome Target Group Staff Involved SIP/SID/e tc
Initiative, Committee Purpose Sample Teaming Matrix Outcome Target Group
Attendance Committee Character Education Safety Committee Increase attendance Improve character Improve safety Increase % of students attending daily Improve character Predictable response to threat/crisis All students All students Dangerous students School Spirit Committee Discipline Committee Enhance school spirit Improve behavior Improve morale Decrease office referrals DARE Committee EBS Work Group Prevent drug use Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Bullies, antisocial students, repeat offenders High/at-risk drug users All students
Staff Involved
Eric, Ellen, Marlee
SIP/SID
Goal #2 Marlee, J.S., Ellen Has not met Goal #3 Goal #3 Has not met Ellen, Eric, Marlee, Otis Don Goal #3 Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3
3-4 Year Commitment Top 3 School Wide Initiatives Agreements & Supports Coaching & Facilitation Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation
Efficient Systems of Data Management Self-Assessment Team-based Decision Making Data-based Action Plan Evidence Based Practices Existing Discipline Data
SWIS
Office Referrals per Day per Month
Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun
Referrals by Location
50 40 30 20 10 0 Bath R Bus A Bus Caf Clas s Comm Gym Hall School Locations Libr Play G Spec Other
Referrals by Problem
50 40 30 20 10 0 Lang A chol A rson B omb Combs Defian Disrupt Dress A gg/fgt Theft Harass P rop D S kip Tardy Types of Problem Behavior Tobac V and W eap
Referrals per Location
Referrals by Location
50 40 30 20 10 0 Bath R Bus A Bus Caf Clas s Comm Gym Hall School Locations Libr Play G Spec Other
Referrals per Student
20 10 0 Students
Referrals by Time of Day
Referrals by Time of Day
30 25 20 15 10 5 0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 Tim e of Day 1:00 1:30 2:00 2:30 3:00 3:30
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
• • • • • • + If many students are making same mistake,
Do we need to tweak our
+ Start by teaching, monitoring & rewarding …before
action plan?
How often? If problem, Who?
•
Which students/staff ?
What?
Where?
When?
How much?
• • •
What system ?
What outcome ?
Classroom Setting Systems School-wide Positive Behavior Support 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 & encouraged taught • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative student interaction adult Active supervision Redirections for minor errors , infrequent behavior 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 wraparound processes planning & • Targeted social skills instruction & self-management • Individualized instructional & curricular accommodations
Redesign Learning & Teaching Environment
Few positive SW expectations defined, taught, & encouraged
Expectations & behavioral skills are taught & recognized in natural context
Teaching Matrix
All Settings
SETTING
Hallways Playgrounds Cafeteria Library/ Compute r Lab Assembly Respect Ourselves Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Bus Watch for your stop.
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.
Teaching Matrix Activity
Respect Others Classroom • Use inside
voice
• ________ Lunchroom Bus Hallway Assembly • Eat your own
food
•__________ • Stay in your
seat
•_________ • Stay to right • _________ • Arrive on
time to speaker
•__________ Respect Environment & Property • Recycle
paper
•_________ • Return trays •__________ • Keep feet on
floor
•__________ • Put trash in
cans
•_________ • Take litter
with you
•__________ Respect Yourself Respect Learning • Do your best •__________ • Have
materials ready
•__________ • Wash your
hands
•__________ • Eat balanced
diet
•__________ • Be at stop on
time
•__________ • Go directly
from bus to class
•__________ • Use your
words
•__________ • Go directly
to class
•__________ • Listen to
speaker
•__________ • Discuss topic
in class w/ others
•__________
Expected behaviors are visible Sirrine Elementary June 8, 2004 SC
Respect Achievement Honor RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH Classroom Be on time; attend regularly; follow class rules Hallway/ Commons Cafeteria 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 Bathrooms Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet 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 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 Practice RAH – Athletics Competitions Eligibility Lettering Team Travel Respect Achievement Listen to coaches directions; push yourself and encourage teammates to excel.
Show positive sportsmanship; Solve problems in mature manner; Positive inter actions with refs, umps, etc.
Show up on time for every practice and competition.
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 Show up on time for every practice and competition; Compete x%. Demonstrate academic excellence.
Take care of your own possessions and litter; be where you are directed to be.
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.
Cheer for teammates.
Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.
Reviewing Strive for Five
• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.
McCormick Elem. MD 2003
P Perseverance
Holding to a course of action despite obstacles • Stay positive • Set goals • Learn from mistakes
R Respect
To show consideration, appreciation, and acceptance
I Integrity
Adherence to an agreed upon code of behavior • Respect yourself • Respect others • Demonstrate appropriate language and behavior • Be responsible • Do your own work • Be trustworthy and trust others
D Discipline
Managing ones self to achieve goals and meet expectations • Strive for consistency • Attend class daily; be on time • Meet deadlines; do your homework
E Excellence
Being of finest or highest quality • Do your personal best • Exceed minimum expectations • Inspire excellence in others NEHS website, Oct. 26, 2004
“Cool Tool”
Skill Name
Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you ’ re working on a math problem that you can ’ t figure out,
raise your hand and wait until the teacher can help you
.
2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment,
ask the teacher for the missing equipment.
3. You are reading a story but you don ’ t know the meaning of most of the words,
ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.
2. Ask students to indicate or show how they could
get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson
(During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could
get help
if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they
need help
3. Whenever a student
gets help
(reminder).
the correct way, provide specific praise to the student.
Teaching Academics & Behaviors
ADJUST for Efficiency DEFINE Simply MONITOR & ACKNOWLEDGE Continuously PRACTICE In Setting MODEL
“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
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 &
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
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.
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
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 Managed Staff Acknowledgements Implementation Continuous Monitoring Staff Training & Support Effective Practices Administrator Participation 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 Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% 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
“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
GENERAL IMPLEMENTATION PROCESS
Team-based Decision Making & Planning Continuous Monitoring Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Evaluation Effective Visual Displays Regular Review SWIS FRMS
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% 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
Sample websites (www.)
• pbis.org
• swis.org
• pbismaryland.org
• Pbisillinois.org
• bethel.k12.or.us
• cde.state.co.us/pbs • flpbs.fmhi.usf.edu
400 350 300 250 200 150 100 50 0 15 35 68 125 190 276 369 FY 99 FY 00 FY 01 FY 02 FY 03 FY 04 FY 05
Pre-Post SETs by Region
100 90 80 70 60 50 40 30 20 10 0 48 82 48 84 25 88 28 80 39 88 42 88 Pre Post
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 2500 2000 1500 1000 500 0 Post 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
“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 (2003 2004).
“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 school wide literacy. Result: >85% of students in 3 rd 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
Major Office Discipline Referrals (05-06)
Mean Proportion of Students 0-1 '2-5 '6+ 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 3% 8% 89% 10% 16% 74% 11% 18% 71% 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% 80% 70% 60% 50% 40% 30% 20% 10% 0% 32% 43% 48% 37% 45% 40% 25% 15% 15% K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)
40 30 20 10 0 70 60 50 100 90 80 1
District-Wide SET Scores
Bethel SET Scores K-12
2 3 4 5 6 7 8 9 10 Mean Fall 00 Spring 01 Spring 02 Spring 03 Spring 04 Spring 05 Spring 06 Spring 07
SWIS summary 05-06
(Majors Only)1675 schools, 839,075 students
Grade Range
K-6
# Schools
1010 6-9 9-12 K-(8-12) 313 104 248
# Students (mean)
439,932 (435) 205,159 (655) 102,325 (983) 91,659 (369)
Mean ODR/100/ school day (sd) 0.37
(50)
1.02
(1.07)
1.16
(1.37)
1.53
(4.49)
1 0.8
0.6
0.4
0.2
0
SSS Mean Protective Factor Score: I llinois Schools 03-04 t = 7.21; df = 172; p < .0001
N = 59 12 schools Met SET N = 128 25 schools Did Not Meet SET
0.4
0.2
0 1 0.8
0.6
SSS Mean Risk Factor Score: I llinois Schools 03-04 t = -5.48; df = 134; p < .0001
N = 59 12 schools Met SET N = 128 25 schools Did Not Meet SET
Elem With School-wide PBS
20 15 10 5 0 -5 1 2 3 4 5 6 7
Schools
8 9 10 11 12 13
Elem Without School-wide PBS
0 -2 -4 -6 6 4 2 1 2 3
Schools
4 5 6 4J School District Eugene, Oregon Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01 02 for schools using PBIS all four years and those that did not.
0.6
0.4
0.2
0 1
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
0.8
.85
.64
N = 87 Met SET 80/80 N = 53 Did Not Meet SET
70% 60% 50% 40% 30% 20% 10% 0%
I llinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard t test (df 119) p < .0001
46.60% 62.19% PBIS NOT in place N = 69 PBIS IN place N = 52
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
0 N =23 N = 23 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
0.4
0.2
0 1 0.8
0.6
05% 11% 84% Met SET (N = 23) 20% 22% 58% Not Met SET (N =12) 6+ ODR 2-5 ODR 0-1 ODR
North Illinois Schools (Elem, Middle) Triangle Summary 03-04
1 0.8
0.6
0.4
0.2
0 04% 08% 88% Met SET N = 28 14% 17% 69% Not Met SET N = 11 6+ ODR 2-5 ODR 0-1 ODR
Modify & specialize for RtI Logic
j
Teach w/ best curriculum & non-responders instruction Screen universally & frequently Intervene early at all levels Use student behavior as progress indicator
RtI Applications
EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM
General educator, special educator, reading specialist, Title 1, school psychologist, etc.
General educator, special educator, behavior specialist, Title 1, school psychologist, etc.
UNIVERSAL SCREENING
Curriculum based measurement SSBD, record review, gating
PROGRESS MONITORING EFFECTIVE INTERVENTIONS
Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function-based support, self management
DECISION MAKING RULES
Core, strategic, intensive Primary, secondary, tertiary tiers
100 BL 90 80 20 10 100 0 90 80 70 60 50 40 30 20 10 0 70 60 50 40 30 CI/ CO CI/CO +75% CI/CO +80% CI/CO +90%
Helena Jade
100 90 80 70 60 50 40 30 20
Farrell
10 Began meds.
0 26 -O ct 3 No v 16 -N ov 30 -N ov 7 De c 6 Ja n 13 -Ja n 18 -Ja n 27 -Ja n 3 Fe b 8 Fe b 17 -Fe b 25 -Fe b 4 Ma r 11 -M ar 30 -M ar 5 Ap r 13 -A pr 29 -A pr 10 -M ay 19 -M ay School Days Class B Results
Class B Results + Composite Peers 100 90 80 70 60 50 BL 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0 CI/ CO CI/CO +75% CI/CO +80% CI/CO +90% Peer
He lena Jade
100 90 80 70 60 50 40 30 Peer
Farre ll
20 10 0 26 -O ct 3-N ov 16 -N ov 30 -N ov 7-D ec Began meds.
6-J an 13 -Ja n 18 -Ja n 27 -Ja n 3-Fe b 8-Fe b 17 -Fe b 25 -Fe b 4-M ar 11 -M ar 30 -M ar 5-A pr 13 -A pr 29 -A pr 10 -M ay 19 -M ay School Days Peer
Study 2 Results 20 10 100 0 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 BL CI/ CO CI/CO 75% CI/CO 80% FB plan FB plan 2
Marce llus Blair Be n
100 90 80 70 60 50 40 30 20
Oliv ia
10 0 26 Oct 3-No v 16 Nov 30 Nov 7-De c 6-J an 13 Jan 18 Jan 27 Jan 3-Fe b 8-Fe b 17 Feb 25 Feb 4-M ar 11 Ma r 30 Ma r School Days 5-A pr 13 Apr 29 Apr 10 Ma y 19 Ma y
100 Study 2 90 80 Results + Composite 70 60 50 Peer 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 50 40 30 20 10 0 100 90 80 70 60 BL Peer CI/ CO CI/CO 75% CI/CO 80% Peer FB plan Peer FB plan 2 Peer
Marce llus Blair Be n Oliv ia
50 40 30 20 10 0 26 Oc t 3-N ov 16 No v 30 No v 7-D ec 6-J an 13 Jan 18 Jan 27 Jan 3-Fe b 8-Fe b 17 Feb 25 Feb 4-M ar 11 Ma r 30 Ma r 5-A pr 13 Ap r 29 Ap r 10 Ma y 19 Ma y School Days
30 25 20 15 10 CICO begins 11/15 5 0 Sep-04 Oct-04 Nov-04 Dec-04 Jan-05 Feb-05 Mar-05 Apr-05 May-05 Jun-05 Months
What is function based support?
٭ • Foundations in behavioral theory, applied behavior analysis, & pbs • Attention to environmental context • Emphasis on “purpose” or function behavior of • Focus on teaching behaviors • Attention to implementers (adult behaviors) & redesign of teaching & learning environments.
Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Function Problem Behavior *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Functional Assessment Intervention & Support Plan *Implementation support *Data plan *Continuous improvement *Sustainability plan Fidelity of Implementation • Team-based • Behavior competence Impact on Behavior & Lifestyle
Functions
Problem Behavior Pos Reinf Obtain/Get Something Stimulation/ Sensory Social Escape/ Avoid Something Neg Reinf Tangible/ Activity Adult Peer
% Intervals w/ P.B. for Bryce
Baseline Contra Indicated Indicated Contra Indicated Indicated 100 90 80 70 60 50 40 30 20 10 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 Sessions* *Data points with arrows indicate no medication
% Intervals w/ P.B. for Carter
100 90 80 30 20 10 0 70 60 50 40 1 Baseline 3 5 Indicated Contra Indicated Indicated Contra ndicated Indicated Modified 7 9 11 13 15 Sessions 17 19 21 23 25 27
Lessons Learned: White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting student teacher-family relationships are important • High rates of academic & social success important are • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterents
Lessons Learned: White House Conference on School Safety
Early Correlates/Indicators • Significant change in academic &/or social behavior patterns • Frequent, unresolved victimization • Extremely low rates of academic &/or social success • Negative/threatening written &/or verbal messages
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