Transcript School-wide Positive Behavior Support Rob Horner, George Sugai, Celeste Rossetto Dickey University of Oregon and University of Connecticut www.pbis.org www.swis.org.

School-wide
Positive Behavior Support
Rob Horner, George Sugai, Celeste Rossetto Dickey
University of Oregon and University of Connecticut
www.pbis.org
www.swis.org
Goals/ Materials for today
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Provide a logic for considering school-wide Positive Behavior Support
(PBS).
Define the core features of School-wide PBS
Define the implementation approach
Define the outcomes achieved by schools that adopt school-wide PBS to
criterion
Materials

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PowerPoint slides
References
Discipline matrix (curriculum matrix)
Working Smarter matrix
Teaching plan formats (and examples)
Main Messages

Supporting social behavior is central to achieving
academic gains.

School-wide PBS is an evidence-based practice for
building a positive social culture that will promote
both social and academic success.

Implementation of any evidence-based practice
requires a more coordinated focus than typically
expected.
Six Basic Recommendations for
Implementing PBIS

Never stop doing what is already working

Always look for the smallest change that will produce
the largest effect
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Avoid defining a large number of goals
Do a small number of things well
Do not add something new without also defining
what you will stop doing to make the addition
possible.
Six Basic Recommendations for
Implementing PBIS

Collect and use data for decision-making
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Adapt any initiative to make it “fit” your school
community, culture, context.
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Families
Students
Faculty
Fiscal-political structure
Establish policy clarity before investing in
implementation
LAUSD.pptx
Logic for School-wide PBS

Schools face a set of difficult challenges today

Multiple expectations (Academic accomplishment, Social
competence, Safety)
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Individual student interventions

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Students arrive at school with widely differing
understandings of what is socially acceptable.
Traditional “get tough” and “zero tolerance” approaches
are insufficient.
Effective, but can’t meet need
School-wide discipline systems

Establish a social culture within which both social and
academic success is more likely
Problem Behaviors
Insubordination, noncompliance,
defiance, late to class,
nonattendance, truancy, fighting,
aggression, inappropriate
language, social withdrawal,
excessive crying, stealing,
vandalism, property destruction,
tobacco, drugs, alcohol,
unresponsive, not following
directions, inappropriate use of
school materials, weapons,
harassment 1, harassment 2,
harassment 3, unprepared to learn,
parking lot violation, irresponsible,
trespassing, disrespectful,
disrupting teaching, uncooperative,
violent behavior, disruptive, verbal
abuse, physical abuse, dress code,
other, etc., etc., etc.
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Exist in every school
Vary in intensity
Are associated w/
variety of
contributing variables
Are concern in every
community
The Challenge

80% of principals indicate that “too much
time is spent dealing with disruptive and
dangerous students.”
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
National Association of Elementary School Principals,
1997
81% of teachers polled state that their worst
behaved students are a barrier to effective
education in their classrooms
Public Agenda, 2004
The Challenge

More than 50% of all crime in the United
States is committed by 5-7% of youth
between the ages of 10-20
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
APA Commission on Youth Violence, 1993
Each school day 100,000 students in the
United States bring weapons to school

Walker, 1994
The Challenge

7.4% of students surveyed reported that they
had been threatened or injured by a weapon
during the past year.

4% reported that they missed at least one day
of school because they felt unsafe.

Center for Disease Control’s Center for Injury Prevention
and Control (1997)
The Challenge

Exclusion and punishment are the most
common responses to conduct disorders in
schools.
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Lane & Murakami, (1987)
Rose, (1988)
Nieto, (1999)
Sprick, Borgmeier, & Nolet, (2002)
Exclusion and punishment are ineffective
at producing long-term reduction in
problem behavior

Costenbader & Markson (1998)
The Challenge

Punishing problem behaviors (without a
proactive support system) is associated with
increases in (a) aggression, (b) vandalism, (c)
truancy, and (d) dropping out.
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Mayer, 1995
Mayer & Sulzar-Azaroff, 1991
Skiba & Peterson, 1999
Research Findings

Reviews of over 600 studies on how to
reduce school discipline problems indicate
that the least effective response to school
violence are:
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Counseling (talking therapies)
Psychotherapy
Punishment
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Gottfredson, 1997
Lipsey, 1991; 1992
Tolan & Guerra, 1994
Elliott, Hamburg, Williams, 1998
Research Findings

The same research reviews indicate that the
most effective responses to school
violence are:
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Social Skills Training
Academic Restructuring
Behavioral Interventions
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Gottfredson, 1997
Elliot, Hamburg, & Williams, 1998
Tolan & Guerra, 1994
Lipsey, 1991; 1992
What is
School-wide Positive Behavior Support?

School-wide PBS is:

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A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to be effective
learning environments for all students.
Evidence-based features of SW-PBS
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Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation (Systems that
support effective practices)
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Supporting Social Competence,
Academic Achievement and Safety
School-wide
PBS
OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
School-wide Systems
(All students all settings all times)
Create a positive school culture:
School environment is predictable
1. common language
2. common vision (understanding of expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
SWPBS
Subsystems
Classroom
Family
Non-classroom
Student
Invest in Prevention (school-wide)
Build a Culture of Competence
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Define behavioral expectations
Teach behavioral expectations
Monitor and reward appropriate behavior
Provide corrective consequences for
behavioral errors.
Information-based problem solving
Do not expect school-wide efforts to affect
students with chronic problem behavior.
Define School-wide Expectations
for Social Behavior
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Identify 3-5 Expectations
Short statements
Positive Statements (what to do, not what to avoid
doing)
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Memorable
Examples:
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Be Respectful, Be Responsible, Be Safe, Be Kind, Be a
Friend, Be-there-be-ready, Hands and feet to self,
Respect self, others, property, Do your best, Follow
directions of adults
Activity

Define three-five core behavioral
expectations you would recommend for
your school.
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Core value
Positive – Short
Memorable
How would you include families, students,
community members in the process?
How would you assess if the teaching had
been effective?
Teach Behavioral Expectations
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Transform broad school-wide Expectations
into specific, observable behaviors.
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Use the Expectations by Settings Matrix
Teach in the actual settings where behaviors
are to occur
Teach (a) the words, and (b) the actions.
Build a social culture that is predictable, and
focused on student success.
Curriculum Matrix
Location 1
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
Location 2
Location 3
Location 4
Location 5
Location 6
Discipline Matrix
Location 1
Lunch
Location 2
Location 3
Classroom
Expectation 1
Respect
Expectation 2
Responsible
Expectation 3
Expectation 4
Expectation 5
Sit with
your
class
Listen
when
others
speak/
Clean
up your
area
Be on
task
Location 4
Location 5
Location 6
Be
Respectful
Be
Responsible
Be-There
Be-Ready
CLASS
HALL
GYM
Positive
comments
to each
other
Have
books and
pencil
Get to
Class on
Time
Talk
Quietly
Share
Use white
phone to
call home
Walk on
Right
Wear
Soft-Soled
Shoes
Sit quietly
Get to
Class on
Time
Stop play
when
asked
Follow
Directions
Hands and
Feet to self
COMMONS BUS
Keep
hands
and feet
to self
Hand
holding only
OFFICE
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Commons
Cafeteria
Bathrooms
Respect
Be on time; attend Keep location
regularly; follow
neat, keep to the
class rules
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
Keep area clean,
put trash in cans,
be mindful of
others’ personal
space, flush toilet
Achievement
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
Honor
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
Teaching Matrix Activity
(Identify cells that you would change)
Respect
Others
Classroom
Lunchroom
Bus
Hallway
Assembly
No food in
class
Eat your own
food
Stay in your
seat
No
harassment
No violence
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Do not litter
Leave the
auditorium as
clean as you
find it.
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
No hats
No gum
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topics
in class w/
others
Teaching Matrix Activity
(Identify cells that you would change)
Respect
Others
Classroom
Lunchroom
Bus
Hallway
Assembly
No food in
class
Eat your own
food
Stay in your
seat
No
harassment
No violence
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Do not litter
Leave the
auditorium as
clean as you
find it.
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
No hats
No gum
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topics
in class w/
others
Norwegian
Activity: Teaching Matrix
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Define your school-wide expectations
Define a set of possible locations
Select 1 location:
 Define the best example of behaving
appropriately.
 Identify the most common behavioral error in
that location, and identify the positive
alternative.
 Write these two positive behaviors in each cell
of the matrix.
Teaching Behavioral Expectations
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Teach behavior the same way you teach other
subjects
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Define the concept to be learned (the label)
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Provide rationale/ logic
Provide positive examples, and emphasize the
key features of the positive examples
Juxtapose positive examples with negative
examples to build precision
Practice positive performance with recognition
Teaching Behavioral Expectations
Define the Expectation(s):
Provide a Rationale:
Teach the Critical Discrimination:
Demonstrate Appropriate Behavior
Demonstrate Unacceptable Behavior
Practice telling the difference with multiple examples
If there is a “signal” teach the signal (when should the
appropriate behavior occur?)
Teach for fluency (practice)?
Reinforcement.
How will this skill be maintained?
Nolan
Activity
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As a team (your table)
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Use the behavioral expectations from one
member of the team as the standard for your
“school”

Select a location in the school
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Write a teaching plan that can be delivered to
20-60 students in 15-18 min.
Continuum of Consequences for
Behavioral Errors
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Do not ignore problem behavior.
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Page 37
(unless ignoring is part of a specific program)
Define specific teacher responses for “minor” and
“major” problem behavior.
Define a general “rule” for when a teacher should send
a student to the office.
Do NOT expect office referrals to change behavior.
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Use office referrals to (a) prevent problem behavior from being
rewarded, (b) prevent escalation, and (c) prevent problem behavior
from interrupting on-going instruction.
Use teaching to change behavior
See www.swis.org for a list of behavioral definitions for problem
behavior.
Activity:
(Record your personal score, then compare)

On a scale of 1-10 (10=high)

To what extent do teachers/staff in your school
have a clear and consistent understanding of
when to send a student to the office?
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To what extent do teachers/staff in your school
use consistent definitions for types of problem
behavior (e.g., harassment, disruption, dress code
violation, non-compliance)?
On-going Reward of Appropriate Behavior
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Every faculty and staff member acknowledges
appropriate behavior.
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5 to 1 ratio of positive to negative contacts
System that makes acknowledgement easy and simple
for students and staff.
Different strategies for acknowledging appropriate
behavior (small frequent rewards more effective)
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Beginning of class recognition
Raffles
Open gym
Social acknowledgement
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.
Brag Box
I would like to share that Mr./Mrs. Miss _________,
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
To build staff moral we began recognizing the positive things we were
seeing among the adults in our building.
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.”
Judy Cameron, 2002
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Cameron, 2002
Cameron & Pierce, 1994, 2002
Cameron, Banko & Pierce, 2001
Education
“The undermining effect of extrinsic reward on intrinsic motivation
remains unproven”
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Use of rewards in
Steven Reiss, 2005
Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the
classroom: Bribery or best practices. School Psychology Review, 33, 344-362
“What the Worlds Greatest Managers Do Differently”
-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where employees:
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1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel
like their jobs are important
8. See the people around them committed to doing a good
job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.
“What the Worlds Greatest Administrators Do Differently”
-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies.
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Create working environments where Faculty:
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1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel
like their jobs are important
8. See the people around them committed to doing a good
job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.
“What the Worlds Greatest Teachers Do Differently”
-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create working environments where students:
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
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work.
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel
like their jobs are important
8. See the people around them committed to doing a good
job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well.
Action: Rate your school culture
1. Use a student perspective
2. Use a staff perspective
Low
High
Predictable
1
2
3
4
5
Consistent
1
2
3
4
5
Positive
1
2
3
4
5
Safe
1
2
3
4
5
Activity: 7 min


You are interested in student’s being
respectful of each other.
How would you build an acknowledgement
system that promotes and encourages being
respectful of others?
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In elementary grades
In middle school
In high school
Use of Data for Decision-making
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Use of data to guide implementation
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Team Implementation Checklist
Use of student data (office discipline
referrals) to assess impact.
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www.swis.org
Adams
ES-D
Douds ES *
1
Iowa Valley ES*
2
% Imp.
Jackson MLK MonroePark
ES-D
ES-D ES-D Ave.
ESD
% Partially Imp.
Prescott ES*
3
Stockport ES-P* Stowe
ES-D
4
Aug. '03
Nov. '03
Feb. '03
Sep. '02
Nov. '02
Mar. '03
Apr. '03
May '03
Sep. '03
Nov. '03
Mar. '04
Oct '04
Sep. '02
Nov. '02
Mar. '03
Apr. '03
May '03
Sep. '03
Nov. '03
Mar. '04
Oct. 04
Nov. '03
Feb. '04
Nov. '03
Feb. '04
Sep. '03
Nov. '03
Mar. '04
Aug. '03
Sep. '03
Nov. '03
Feb. '04
Sep. '02
Oct. '02
Feb. '03
Apr. '03
Sep. '03
Nov. '03
Feb. '04
Oct. '04
Sep. '02
Nov. '02
Mar. '03
Apr. '03
May '03
Sep. '03
Nov. '03
Mar. '04
Oct. '04
Aug. '03
Nov. '03
Feb. '04
Percent (%) Implemented
Iowa Elementary Schools
Team Checklists 02-04, % Items Fully & Partially Implemented
100
80
60
40
20
0
7.50
6.50
5.00
12
9.00
16.00
11.00
12.00
17.00
0
ge0.00
Report
Options
0.00
11.00
Middle School with 500 students
Total Re f ve rs us Re f/Day/M o
NV High School
70
January 10
R efer r als
60
50
40
30
20
10
0
Aug Sept Oct Nov Dec Jan
Feb
School Month
Mar
Apr
May Jun
Change
Report Options
3.49
2.75
2.5
2.7
1.8
1.4
0
.00
ge Report Options
Data As of Jan 10th
Activity: Rate each cell as:
In place,
Information about our
implementation of
discipline practices
Information about
office discipline
referrals
Information about
students with more
significant problem
behaviors
Partial,
Not In place
Data are collected
Data are shared
Data are shared at
with Admin and/or least quarterly
team
with whole faculty
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
Invest in Sustainability Systems

It is not adequate to invest in practices that
work, if those practices do not sustain

Glenn Latham
Practices and Systems for School-wide
Behavior Support
 Practices
 Systems

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
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
Define expectations
Teach expectations
Monitor expected
behavior
Acknowledge
expected behavior
Correct behavioral
errors (continuum of
consequences)
Use information for
decision-making

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
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
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
Admin Leadership
Team-based
implementation
Defined commitment
Allocation of FTE
Budgeted support
Development of
decision-driven
information system
Formal policies
Efficient Systems of Support

Combine rather than add initiatives

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Different systems for different challenges

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Never stop doing what works
Look for smallest change that produces largest
effect
The need for continuous self-assessment
Link behavioral and academic outcomes
No new resources required

for school-wide
Efficient Systems of Support

“The typical school operates 14 different
prevention activities concurrently, and the
typical activity is implemented with poor
quality.”

Gottfredson, Gottfredson, Czeh, Cantor, Crosse &
Hantman, 2000
Summary

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Invest in prevention
Build a social culture of competence
Focus on different systems for different
challenges
Build local capacity through team processes,
and adaptation of the practices to fit the local
context
Use data for decision-making
Begin with active administrative leadership
Examples
Why should we be committed to
implementation of SWPBS?

SWPBS benefits children

Reduction in problem behavior

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Increased student engagement

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Risk and protective factors improve
Students perceive school as a safer, more supportive environment
Improved academic performance

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Office discipline referrals
Suspensions
Expulsions
Improved effectiveness for intensive interventions
When coupled with effective instruction
Improved family involvement
Comparison of SET Score and Reduction in ODR
Maryland
97%
100%
94%
86%
90%
87%
90%
97%
80%
89%
88%
78%
80%
73%
70%
60%
57%
57%
55%
55%
50%
50%
42%
37%
40%
30%
26%
22%
20%
10%
S
S
Cr
e
ek
M
M
De
ep
Po
co
m
ok
e
ES
Po
co
m
ok
e
te
s
Es
ta
ar
s
M
n
gt
o
Fe
at
he
rb
ed
Le
xin
In
te
rm
ed
ia
te
Pa
rk
ick
m
cC
or
M
Sp
rin
g
Sh
ad
y
sh
er
G
re
en
Da
La
ur
e
lW
oo
ds
0%
SET Score
ODR Reduction
Mean ODRs per 100 students per Day
ODR rates (Majors only) for Schools Meeting and
Not Meeting PBS Implementation Criteria: Illinois
Elementary Schools
0.9
Schools at criterion average a 25% lower ODR rate
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Not at Criterion: N = 87
At Criterion: N = 53
Implementing PBIS is related to reduction
in Office Discipline Referrals
SET Total Score and ODR/100 Students/Year:
One Chicago School
SET Total: ODR per 100
140
120
100
80
SET
ODR
60
40
20
0
01-02
02-03
03-04
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Irving ES
200102
Irving ES
200203
Irving ES
200304
Irving ES
200405
Irving ES 200102
Irving ES 200203
Irving ES 200304
Irving ES 200405
Pct6up
12%
3%
3%
0%
Pct2to5
24%
17%
8%
3%
Pct0to1
65%
80%
89%
97%
ODR/100
1.13
.51
.39
.08
82%
82%
88%
TIC Total
76%
Irving Triangle (0-1); SET and ODR Summary
120
Pecent or Rate
100
80
% 0-1
60
TIC
ODR
40
20
0
01-02
02-03
03-04
04-05
Illinois Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70.00%
62.19%
60.00%
50.00%
46.60%
40.00%
30.00%
20.00%
10.00%
0.00%
PBIS NOT in place N = 69
PBIS IN place N = 52
Kent
Iowa Elementary School
Examples
Video link
FRMS
Why should we be committed to
implementation of SW-PBIS?

Benefits to faculty and staff:

Improved consistency across faculty


Improved classroom management






Better collaboration in support of individual students
Classroom routines
Strategies for preventing and pre-empting problem behavior
Reduced faculty absenteeism
Increased faculty retention
Improved substitute performance/perception
Increased ratings of faculty “effectiveness”

Staff perceive themselves as more effective due to coherent
planning, improved student behavior, effective strategies for
addressing problems.
Why should we be committed to
implementation of SW-PBIS?

Benefits to District/Community

Improved cost effectiveness


Sustained effects across administrator, faculty, staff,
student change.


Cost of re-creating systems draws away from effective education.
Administrative benefits of scale



1 ODR = 15 min staff time; 45 min student time
Cost savings for data systems
Effective transitions among faculty when they shift from one school
to another.
Effective innovation


Data systems promote innovation.
Focus on research-based practices
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
What does a reduction of 850 office referrals and 25
suspensions mean?
Kennedy Middle School

Savings in
Administrative time

Savings in Student
Instructional time

ODR = 15 min
Suspension = 45 min

ODR = 45 min
Suspension = 216 min


13,875 minutes
231 hours

29, 8-hour days





43,650 minutes
728 hours
121 6-hour school
days
Summary






Invest in prevention
Build a social culture of competence
Focus on different systems for different
challenges
Build local capacity through team processes,
and adaptation of the practices to fit the local
context
Use data for decision-making
Begin with active administrative leadership
Examples