School-wide Positive Behavior Support
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Transcript of School-wide Positive Behavior Support
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School-wide Positive Behavior Support
George Sugai & Susan BarrettOSEP Center on PBIS
University of ConnecticutAugust 19, 2009
www.pbis.org www.pbismaryland.org
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PURPOSE
“Big Ideas” of School-wide
Positive Behavior Support• What is SWPBS?• SWPBS & Response-to-Intervention
• September Organizer (Sep 22-24)• Classroom Management – Getting Started
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Goals/Objectives
• What is “SWPBS?”
• Where does SWPBS fit w/in RtI?
• Who benefits from SWPBS?
• What 4 SWPBS elements work together?
• What is “continuum of SWPBS?”
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Policy & Practice Examples & Considerations
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HR 2597 May 21, 2009
“Positive Behavior for Safe & Effective Schools” • ESEA funds for SWPBS
• Provisions
– Professional development
– Safe & Drug Free Communities
– Early intervening services & counseling programs
– Office of specialized instructional supports
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American Recovery & Reinvestment Act
IDEA & Title Recovery Funds
• Data systems
– E.g., SWIS
• SWPBS implementation, e.g.,
– Early Intervening Services IDEA
– School-wide Programs (ESEA Title I)
– Professional Development (ESEA Title II)
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What is SWPBS about?
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SWPBS Challenges…….
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Context Matters: Examples
Individual Student
vs.
School-wide
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“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 you do?
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“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 you do?
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“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 you do?
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“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 you do?
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Fortunately, we have a science that guides us 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
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However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
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“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.
Reiko is in this
school!
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5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
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“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.
Kiyoshi is in this
school!
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“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.
Mitch is in this
classroom!
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“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.
Rachel is in this
school!
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“FTD”
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this
School!
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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!
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BIG IDEASuccessful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable(Zins & Ponti, 1990)
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Worry“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!”
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Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
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When behaviorreturns….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
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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!
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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
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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
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VIOLENCE PREVENTION
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
• Positive, predictable school-wide climate
• High rates of academic & social success
• Formal social skills instruction
• Positive active supervision & reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-community effort
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Effective Behavioral Interventions
Effective Academic Instruction
Systems for Durable & Accurate Implementation
Continuous & Efficient Data-based Decision Making
POSITIVE, EFFECTIVE
SCHOOL CULTURE(SWPBS)
=
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What is SWPBS/Rt
I?
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Approach for operationalizing
best practice
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“Response-to-Intervention”
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Universal Interventions•All students
•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
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RTIContinuum of Support for
ALL
Dec 7, 2007
Math
Soc Studies
Science
Reading
Soc skills
Basketball
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Sep 06 Feb 08Feb 07 Sep 08
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Sep 06 Feb 08Feb 07 Sep 08
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Sep 06 Feb 08Feb 07 Sep 08
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Sep 06 Feb 08Feb 07 Sep 08
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“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
• Readiness agreements, prioritization, & investments
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching, & evaluation
• Systems for implementation integrity
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BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
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Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/ etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Are outcomes
measurable?
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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
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
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• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
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• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Classroom
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• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Family
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• 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
Individual Student
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www.pbis.orgHorner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support.
www.pbis.org
click “Research” “Evidence Base”
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~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
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Examples
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Few positive SW expectations defined, taught, & encouraged
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Reviewing Strive for Five
• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
McCormick Elem. MD 2003
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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: ________________________________________
Grand Junction CO 5/06
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Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
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.
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.
Exp
ecta
tions 1. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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PBS – Respect & Responsibility
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Monitoring DismissalMcCormick Elementary School, MD
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Douglas County S.D., CO 4-08
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Douglas County S.D., CO 4-08
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Douglas County S.D., CO 4-08
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RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
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
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
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RAH – Athletics
RAH Practice Competitions
Eligibility
Lettering Team Travel
Respect 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.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter; be where you are directed to be.
Achievement
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
Demonstrate academic excellence.
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.
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PPerseverance
Holding to a course of action despite
obstacles
• Stay positive• Set goals
• Learn from mistakes
RRespectTo show
consideration, appreciation, and
acceptance
• Respect yourself• Respect others• Demonstrate
appropriate language and behavior
IIntegrity
Adherence to an agreed upon code
of behavior
• Be responsible• Do your own work
• Be trustworthy and trust others
DDiscipline
Managing ones self to achieve goals and meet
expectations
• Strive for consistency
• Attend class daily; be on time• Meet deadlines; do your homework
EExcellence
Being of finest or highest
quality
• Do your personal best
• Exceed minimum
expectations• Inspire
excellence in others
NEHS website, Oct. 26, 2004
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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 SUBSLIPS• Empowering subs in
Cottage Grove, OR
• Procedures– Give 5 per sub in subfolder
– Give 2 out immediately
POSITIVE REFERRALS
• Balancing pos./neg. adult/student contacts in OR
• Procedures– Develop equivalent positive referral
– Process like negative referral
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Acknowledge & Recognize
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Data
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Key-to-Success ProjectKey-to-Success Project
Total Number of Office Discipline Referrals Per Year
419
324
218
050
100150200250300350400450
Baseline SWPBS Yr 1 SWPBS Yr 2
Years
To
tal
nu
mb
er o
f O
DR
s
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0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
To
tal O
DR
s
Academic Years
FRMS Total Office Discipline Referrals
SUSTAINED IMPACTPre
Post
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Elementary School
Suspension Rate
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Elementary School
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Elem With School-wide PBS
-5
0
5
10
15
20
1 2 3 4 5 6 7 8 9 10 11 12 13
Schools
Ch
an
ge
fro
m 9
7-9
8 t
o 0
1-0
2
Elem Without School-wide PBS
-6
-4
-2
0
2
4
6
1 2 3 4 5 6
Schools
Ch
an
ge
fro
m 9
7-98
to 0
1-02
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.
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NC Positive Behavior Support Initiative
Dr. Bob Algozzine
Schools w/ Low ODRs & High
Academic Outcomes
Office Discipline Referrals per 100 Students
Pro
port
ion
of S
tude
nts
Mee
ting
Sta
te A
cade
mic
S
tand
ard
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0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET N = 28 Not Met SET N = 11
North Illinois Schools (Elem, Middle) Triangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
88% 69%
08%
17%
04%14%
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0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84% 58%
11%
22%
05%20%
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ODR Admin. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
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ODR Instruc. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
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Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity
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Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing with Fidelity & Maturity
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National ODR/ISS/OSS July 2008
K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279
ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39
24091,254,4531,073,642
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July 2, 2008
ODR rates vary by level
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July 2, 2008
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Classroom SWPBS
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Classroom
SWPBSSubsystems
Non-classroom Family
Student
School-w
ide
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Effective Behavioral Interventions
Effective Academic Instruction
Systems for Durable & Accurate Implementation
Continuous & Efficient Data-based Decision Making
POSITIVE, EFFECTIVE
SCHOOL CULTURE(SWPBS)
=
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Five Guiding Principles
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GP #1: Remember that good teaching one of our best
behavior management tools
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
GP #2: Apply three tiered prevention logic to classroom setting
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GP #3: Link classroom to school-wide
• School-wide expectations
• Classroom v. office managed rule violations
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GP #4: Teach academic like social skills
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
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Typical Contexts/ Routines
Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self
AllUse inside voice.
Raise hand to answer/talk.
Recycle paper.Put writing tools inside
desk.
Do your best.Ask.
Morning MeetingEyes on speaker.
Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
HomeworkDo own work.
Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time.Do homework
night/day before.
TransitionUse inside voice.
Keep hands to self.Put/get materials first.
Keep hands to self.Have plan.Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready.Have plan.
Ask if unclear.
Teacher DirectedEyes on speaker.
Keep hands to self.Use materials as
intended.Have plan.
Ask.
Independent WorkUse inside voice.
Keep hands to self.
Use materials as intended.
Return with done.
Use time as planned.Ask.
Problem to SolveStop, Step Back,
Think, ActStop, Step Back,
Think, ActStop, Step Back,
Think, Act
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SYST
EMS
PRACTICES
DATA
GP #5: Build systems to support sustained use of effective practices
OUTCOMES
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
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Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist
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Teacher__________________________ Rater_______________________
Date___________
Instructional Activity Time Start_______
Time End________
Tally each Positive Student Contacts
Total # Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____ to 1
Classroom Management: Self-Assessment
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Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___
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How did I do?
8-10 “yes” = Super
5-7 “yes” = So So
<5 “yes” = Improvement needed
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Allday & Pakurar (2007)
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References• Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing
for success. Longmont, CO: Sopris West.• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional
strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
• Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.
• Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
• Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
• Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.
• Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.
• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.
• Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.
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ROUTINE#1 #2 #3
What does routine look/sound like?
Where/when should routine be used?
When will routine be taught and for how long?
How and when will routine be practiced?
How will learning be confirmed?
How, where, and how often will displays of routine be acknowledged?
Classroom Routine Lesson Plan
• Getting teacher attention• Making transition to next activity• Showing readiness to learn• ………..• ………...
• Getting teacher attention• Making transition to next activity• Showing readiness to learn• ………..• ………...
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AttentionPlease1 Minute
Routine Lesson Plan15 minutes
• Work with 2-3 same grade level colleagues
• Identify 2-3 routines needed to support literacy instructional groups
• Develop lesson plan for teaching 1-2 routine
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“Big Ideas”
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Messages
• Work as team for all
• Know your measurable outcomes
• Use relevant data for decision making
• Invest in developing effective, efficient, & relevant continuum of evidence-based practices
• Establish system-wide supports for implementation integrity & maximum student performance outcomes
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Goals/Objectives
1. What is “SWPBS?”
Framework or
Approach for
Implementing
Evidence-based
Behavioral Practices
Framework or
Approach for
Implementing
Evidence-based
Behavioral Practices
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Goals/Objectives
2. Where does SWPBS fit w/in RtI?
SWPBS is one of many examples of RtI
SWPBS is one of many examples of RtI
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Goals/Objectives
3. Who benefits from SWPBS?
All kids, staff, families….
All kids, staff, families….
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SWPBS about ALL
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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Goals/Objectives
4. What 4 SWPBS elements work together?
1. Outcomes2. Data3. Practices4. Systems
1. Outcomes2. Data3. Practices4. Systems
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Approach for operationalizing
best practice
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Goals/Objectives
5. What is “continuum of SWPBS?”
Sequencing/integration
of evidence-based
interventions for all,
some, & few
Sequencing/integration
of evidence-based
interventions for all,
some, & few
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RTIContinuum of Support for
ALL
Dec 7, 2007
Math
Soc Studies
Science
Reading
Soc skills
Basketball
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~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
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SWPBS is
• Framework for enhancing adoption & implementation of
• Evidence-based interventions to achieve
• Academically & socially important outcomes for
• All students
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
YOU
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September Homework
1. Identify member for SWPBS leadership team
2. Secure administrator commitment
3. Identify internal coach
4. Collect behavior data
5. Identify current behavior practices & initiatives
“TEAM”• Administrator
• General Educator• Specialist• Family Member
• Non-Certified• Student“COACHING”
• Internal contact
• State contact
• Center contact
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Tomorrow objectives
1. What do effective instructional & classroom managers do daily?
2. What 3 important classroom routines should I teach on “Monday?”
3. How should I teach those 3 routines to all my students?