School-Wide Positive Behavior Support: Getting Started George Sugai OSEP Center on PBIS University of Connecticut January 24, 2007 www.pbis.org www.swis.org [email protected].
Download ReportTranscript School-Wide Positive Behavior Support: Getting Started George Sugai OSEP Center on PBIS University of Connecticut January 24, 2007 www.pbis.org www.swis.org [email protected].
School-Wide Positive Behavior Support: Getting Started George Sugai OSEP Center on PBIS University of Connecticut January 24, 2007 www.pbis.org www.swis.org [email protected] 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 – Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist – Presentation for school • Organize for upcoming school year Getting to these objectives • Rationale, context, & features • Implementation practices, structures, & processes • Outcomes & examples • Brief activities & team action planning 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 Why Bother? • • • • • • • • • • In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs, & 1 teacher gave out 273 ODRs 2 high schools used law enforcement to give students $113 fines for incidents of profanity In 1 urban school district: 2004-05, 400 kindergartners were expelled In 1 state 55% white, 73% Latino, & 88% Black 4th graders aren’t proficient readers UConn has no behavior/classroom management course for teachers or administrators 1st response to school violence is “get tougher” In 1 K-3 school in Mar, no teacher could give reading levels of their students 2nd grade student receives “body sock” & “lemon drop” therapy to treat violent school behavior In 1 state 7% of “high experience” teachers & 17% of reading specialists can identify at least 2 indicators of early reading success (e.g., phonmic awareness, fluency) Across nation, students who are truant are given out-of-school suspensions 2001 Surgeon General’s Report on Youth Violence: Recommendations • Establish “intolerant attitude toward deviance” – Break up antisocial networks…change social context – Improve parent effectiveness • Increase “commitment to school” – Increase academic success – Create positive school climates • Teach & encourage individual skills & competence School-based Prevention & Youth Development Programming Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts 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 studentteacher-family relationships are important • High rates of academic & social success are important • 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 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…. 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) 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….consider function Non-examples of FunctionBased 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 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). 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. 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 GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team CO PBS Agreements FCPS Data-based Action Plan Evaluation Implementation Team-led Process Meetings Family Priority & Status Specialized Support Non-Teaching Behavioral Capacity Representation Administrator Team Data-based Decision Making Student Community Administrator Communications Teaching Start with Team that “Works.” 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 Leadership Team Review • Work as team for 9 minutes • Complete “Establishing Team Membership” (1 p. 4-5) • Touch “Committee Group Work” (6) • Touch “Guidelines for Conducting Leadership Team Meetings” (3) • Touch “EBS Self-Assessment Survey” (4) • Present 2-3 “big ideas” from your group (1 min. reports) Attention 1 Minute Please 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 + If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment Do we need to tweak our action plan? • How often? If problem, • Who? • Which students/staff? • What? • Where? • When? • How much? • What system? • What intervention? • What outcome? Discipline Data Review • 8 minutes Attention 1 Minute PleaseMaking” (B) • Touch “Data-Decision • Complete “Discipline Referral Data Self-Assessment” Checklist (9) • Report 2-3 “big ideas” from your team discussion (1 min. reports) School-wide Positive Behavior Support Systems Classroom Setting Systems School-wide Systems School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Classroom Setting Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative adultstudent interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement Individual Student Systems • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations Redesign Learning & Teaching Environment Few positive SW expectations defined, taught, & encouraged Expectations Expectations & behavioral skills are taught & recognized in natural context 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. 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 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 •__________ Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting 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 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 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 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 What does SWPBS look like? • >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative • Function based behavior support is foundation for addressing problem behavior. • Data- & team-based action planning & implementation are operating. • Administrators are active participants. • Full continuum of behavior support is available to all students T otal O ffic e D is c ipl ine R efer r al Kennedy Middle School 1500 1200 900 600 300 0 95-96 96-97 97-98 School Years 98-99 FRMS Total Office Discipline Referrals Sustained Impact Pre 3000 Total ODRs 2500 2000 Post 1500 1000 500 0 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 Academic Years