School-Wide Positive Behavior Support: Getting Started – Team B George Sugai OSEP Center on PBIS...
-
Upload
gladys-goodman -
Category
Documents
-
view
212 -
download
0
Transcript of School-Wide Positive Behavior Support: Getting Started – Team B George Sugai OSEP Center on PBIS...
School-Wide Positive Behavior Support:
Getting Started – Team B
George SugaiOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutDecember 9-10, 2008
www.pbis.org www.cber.org www.swis.org
PURPOSE
Enhance capacity of school
teams to provide the best
behavioral supports for all
students and maximize
academic & social
achievement.
PBS – Respect & Responsibility
www.pbis.org
www.cber.org
www.cber.org + library + training materials
5. Appendices
7. Ch 1 – Overview
44. Ch 2 – Getting Started
79. Ch 3 – Nonclassroom Settings
89. Ch 4 – Classroom Settings
SWPBS is about….
MAIN OUTCOME OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS practices & systems
• Develop individualized action plan for SW-PBS
• Organize for upcoming school year
SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)
Evaluation Criteria
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 you 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 you 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 you 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 you do?
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
However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
“159 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!
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place ta be”
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Kiyoshi is in this
school!
“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!
“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!
“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!
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 or schools that are effective, efficient, relevant, & durable
2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success
2 Worries & Ineffective Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1“Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
Immediate & seductive solution….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
Reactive responses are predictable….
When we experience aversive situation, we want select interventions that produce immediate relief
– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to student &/or others
When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
But….false sense of safety/security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic & social behavior programming
Science of behavior has taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented contingent aversive consequences
……..Do learn better ways of behaving by being taught directly & receiving positive feedback
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
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
SCHOOL-WIDE1.1. 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
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide
2.Maximum structure & predictability in routines & environment
3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.
4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
5.Continuum of strategies to acknowledge displays of appropriate behavior.
6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
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
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
0
10
20
30
40
50
60
5 minute observationDate
Baseline School-wide Intervention
0
10
20
30
40
50
60
3/1
4/ 9
5
3/2
8/ 9
5
3/2
9/ 9
5
4/3
/ 95
4/4
/ 95
4/7
/ 95
4/1
0/ 9
5
4/1
7/ 9
5
4/1
8/ 9
5
4/2
6/ 9
5
4/2
7/ 9
5
4/2
9/ 9
5
5/1
/ 95
5/2
/ 95
5/3
/ 95
5/4
/ 95
5/9
/ 95
5/1
0/ 9
5
5/1
2/ 9
5
5/1
5/ 9
5
5/1
6/ 9
5
5/1
7/ 9
5
5/1
8/ 9
5
5/2
3/ 9
5
5/2
4/ 9
5
5/2
5/ 9
5
5/2
6/ 9
5
5/3
0/ 9
5
5/3
1/ 9
5
6/1
/ 95
6/2
/ 95
6/5
/ 95
6/6
/ 95
6/8
/ 95
6/9
/ 95
6/1
2/ 9
5
6/1
3/ 9
5
0
10
20
30
40
50
60
Entering Cafeteria
Entering School
Exiting School
Problem Behaviors
0
10
20
30
40
50
60
Date
Baseline Pre-Correction Intervention
0
10
20
30
40
50
60
3/1
4/ 9
5
3/2
8/ 9
5
3/2
9/ 9
5
4/3
/ 95
4/4
/ 95
4/7
/ 95
4/1
0/ 9
5
4/1
7/ 9
5
4/1
8/ 9
5
4/2
6/ 9
5
4/2
7/ 9
5
4/2
9/ 9
5
5/1
/ 95
5/2
/ 95
5/3
/ 95
5/4
/ 95
5/9
/ 95
5/1
0/ 9
5
5/1
2/ 9
5
5/1
5/ 9
5
5/1
6/ 9
5
5/1
7/ 9
5
5/1
8/ 9
5
5/2
3/ 9
5
5/2
4/ 9
5
5/2
5/ 9
5
5/2
6/ 9
5
5/3
0/ 9
5
5/3
1/ 9
5
6/1
/ 95
6/2
/ 95
6/5
/ 95
6/6
/ 95
6/8
/ 95
6/9
/ 95
6/1
2/ 9
5
6/1
3/ 9
50
10
20
30
40
50
60
Entering Cafeteria
Entering School
Exiting School
Problem BehaviorsStaff Interactions
Franzen, K., & Kamps, D. (2008).
• All school-wide• Maximum structure & predictability in routines & environment• Positively stated expectations posted, taught, reviewed,
prompted, & supervised.• Maximum engagement through high rates of opportunities to
respond, delivery of evidence-based instructional curriculum & practices
• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies
• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.
Classroom
Allday & Pakurar (2007)
• 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
% Intervals w/ P.B. for Bryce
0
10
20
30
40
50
60
70
80
90
100
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
% I
nte
rva
ls w
/ P
.B.
Baseline
Contra-IndicatedIndicatedContra-
IndicatedIndicated
Ingram, Lewis-Palmer, & Sugai, 2005
% Intervals w/ P.B. for Carter
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
% In
terv
als
w/ P
.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
• 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
Worry #2:“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
Development “Map”• 2+ years of team training
• Annual “booster” events
• Coaching/facilitation support at school, district, & regional/state levels
• Regular self-assessment & evaluation data
• Development of local/district leadership teams
• Establishment of local specialized behavior competence
• Integration with related behavior initiatives
Role of “Coaching”
• Liaison between school teams & PBS leadership team
• Local facilitation of process
• Local resource for data-based decision making
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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
Academic Systems Behavioral Systems
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
Designing School-Wide Systems for Student Success
Main Messages
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
RtI
Response to Intervention
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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
Leadership team
Behavior purpose statement
Set of positive expectations & behaviors
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
Meetings
Challenge
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
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?Key point #8
~80% of Students
~15%
~5%
ESTABLISHING A CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
1. Representative of demographics of school and community
2. 1-2 individuals with behavior/classroom management competence
3. Administrator active member
4. Schedule for presenting to whole staff at least monthly
5. Schedule for team meetings at least monthly
6. Integration with other behavior related initiatives and programs
7. Appropriate priority relative to school and district goals
8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.
9. Schedule for annual self-assessments1. EBS Self-Assessment Survey
2. Review Office Discipline Referrals
3. Benchmarks of Quality
4. School-wide Evaluation Tool
10.Coaching support (school and/or district/region)
STEP 1 - Establish Team Membership
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
3-4 YearCommitment
Top 3 School-Wide
Initiatives
Coaching &Facilitation
DedicatedResources
& Time
AdministrativeParticipation
3-Tiered Prevention
LogicAgreements &
Supports
Statement ofBehavior Purpose
1. Positively stated
2. 2-3 sentences in length
3. Supportive of academic achievement
4. Contextually/culturally appropriate (e.g., age, level, language)
5. Comprehensive in scope (school-wide – ALL students, staff, and settings)
6. Agreement by >80% faculty and staff
7. Communicated to stakeholders (e.g., families, community members, district administrators)
8. Included in school publications (e.g., handbook, posters, newsletters)
STEP 2 – Develop Behavior Purpose Statement
Sample Behavior Statements
Ex. 1
G. Ikuma School is a community of learners and
teachers. We are here to learn, grow, and become good
citizens.
Ex. 2
At Abrigato School, we treat each other with
respect, take responsibility for our learning, and strive
for a safe and positive school for
all!
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking Evidence-
BasedPractices
MultipleSystems
ExistingDiscipline
DataData-based Action Plan
SWIS
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
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
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
Referrals by Problem Behavior
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by LocationReferrals per Location
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of DayReferrals by Time of Day
www.swis.org
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Few positive SW expectations defined, taught, & encouraged
Saying & doing it “Positively!”
Keep off the grass!
1. Linked to social culture of school (e.g., community, mascot).
2. Considerate of social skills and rules that already exists.
3. 3-5 in number
4. 1-3 words per expectation
5. Positively stated
6. Supportive of academic achievement
7. Comprehensive in scope (school-wide – ALL students, staff, and settings)
8. Mutually exclusive (minimal overlap)
9. Contextually/culturally appropriate (e.g., age, level, language)
10.Agreement by >80% faculty and staff
11.Communicated to stakeholders (e.g., families, community members, district administrators)
12. Included in school publications (e.g., handbook, posters, newsletters)
STEP 3 – Identify Positive SW Expectations
Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
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
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
• Use inside voice• ________
• 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
• Do your best•__________
• Wash your hands•__________
• Be at stop on time•__________
• Use your words•__________
• Listen to speaker•__________
Respect Learning
• Have materials ready•__________
• Eat balanced diet•__________
• Go directly from bus to class•__________
• Go directly to class•__________
• Discuss topic in class w/ others•__________
1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)
2. Considerate of lessons that already exists.
3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.
4. Teach social behavior like academic skills.
5. Involvement by staff, students, families in development
6. Contextually/culturally appropriate (e.g., age, level, language)
7. Schedule for initial instruction in natural and typical contexts
8. Schedule for regular review, practice, and follow-up instruction
9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings
10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings
11. Procedures for providing instruction to new faculty, staff, students
12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)
13. Agreement by >80% faculty and staff
14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations
16. Included in school publications (e.g., handbooks)
STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations
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
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.
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
1. SOCIAL SKILL2. N
ATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations
Family Teaching
Matrix
SETTING
At homeMorning Routine
HomeworkMeal
TimesIn Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions 1. S
OCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Reviewing Strive for Five
• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
McCormick Elem. MD 2003
“Traveling Passports”
• Precorrecting new kids in Tigard, Oregon
• Procedures
– Meet with key adults
– Review expectations
– Go to class
Character Education• Easy to change moral
knowledge..... ...difficult to change moral conduct
• To change moral conduct...
– Adults must model moral behavior
– Students must experience academic success
– Students must be taught social skills for success
Acknowledging SW Expectations: Rationale
• To learn, humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment– Planned/unplanned
– Desirable/undesirable
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
Acknowledge & Recognize
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: ________________________________________
Colorado 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
Reinforcement Wisdom!• “Knowing” or saying “know” does
NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate!
• Natural consequences are varied, unpredictable, undependable,…not always preventive
1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations
“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.
Monitoring DismissalMcCormick Elementary School, MD
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
“Piece of Paper”
In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment
1. Specification of Definitions for Violations of School-wide Behavior Expectations
a. Contextually appropriate labels/names
b. Definitions represent continuum of severity (e.g., minor, major, illegal)
c. Definitions comprehensive in scope (school-wide)
d. Definitions in measurable terms
e. Mutually exclusive (minimal overlap)
2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations
a. Agreement regarding office staff versus teacher/staff responsibilities
b. Office discipline form for tracking discipline events
c. Agreement regarding options for continuum of consequences
d. Data decision rules for intervention and support selection
STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations
STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont.
3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)
b. Schedule for teaching to students and staff members
c. Schedule for regular review of use and effectiveness
d. Procedures for providing orientation to new faculty, staff, students
e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)
f. Agreement by >80% faculty and staff
g. Included in school publications (e.g., handbooks)
h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.
i. Schedule and procedures for regular review and enhancement of acknowledgements.
j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
k. Included in school publications (e.g., handbook, posters, newsletters)
l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Team Managed
StaffAcknowledgements
ContinuousMonitoring
Staff Training& Support
AdministratorParticipation
EffectivePractices
Implementation
CO PBSFCPS
1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance
rolls, behavior incident reports).
b. Data collection procedures regularly checked for accuracy of use
c. Data collection limited to information that answers important student, classroom, and school questions
d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline
e. Decision rules for guiding data analysis and actions
f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
g. Data system managed by 2-3 staff members
h. No more than 1% of time each day for managing data system.
i. Efficient, timely, and graphic displays of data
2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity
(see Step 7).
b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)
c. School-wide procedures for processing or responding to violations of behavior expectations.
d. Efficient and user-friendly procedures for inputting and storing information
e. Efficient and user-friendly procedures for summarizing and analyzing information.
f. Efficient and user-friendly procedures for producing visual displays of the data.
g. Procedures for presenting data to staff on routine basis.
h. Procedures for making decisions and developing actions based on the data.
STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders
– Administrative responsibility
North Myrtle Beach Primary June 8, 2004 SC
“GOLDEN PLUNGER”• Involve custodian
• Procedure– Custodian selects one classroom/
hallway each week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
“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
“DINGER”• Reminding staff to have
positive interaction
• Procedures– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Relevant &MeasurableIndicators
Team-basedDecision Making &
Planning
ContinuousMonitoring
RegularReview
EffectiveVisual Displays
EfficientInput, Storage, &
Retrieval
Evaluation
SWIS FRMS
1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance
rolls, behavior incident reports).
b. Data collection procedures regularly checked for accuracy of use
c. Data collection limited to information that answers important student, classroom, and school questions
d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline
e. Decision rules for guiding data analysis and actions
f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
g. Data system managed by 2-3 staff members
h. No more than 1% of time each day for managing data system.
i. Efficient, timely, and graphic displays of data
2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity
(see Step 7).
b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)
c. School-wide procedures for processing or responding to violations of behavior expectations.
d. Efficient and user-friendly procedures for inputting and storing information
e. Efficient and user-friendly procedures for summarizing and analyzing information.
f. Efficient and user-friendly procedures for producing visual displays of the data.
g. Procedures for presenting data to staff on routine basis.
h. Procedures for making decisions and developing actions based on the data.
STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring
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
0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
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.
http://www.pbis.org/files/101007evidencebase4pbs.pdf.
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
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
“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 3rd grade are reading at/above grade level.
“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.
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%
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%
July 2, 2008
ODR rates vary by level
July 2, 2008
Tools (pbis.org)
• EBS Self-assessment
• TIC: Team Implementation Checklist
• SSS: Safe Schools Survey
• SET: Systems School-wide Evaluation Tool
• PBS Implementation & Planning Self-assessment
• ISSET: Individual Student Systems Evaluation Tool (pilot)
• SWIS: School-Wide Information System (swis.org)
Action Planning: Guidelines
• Agree upon decision making procedures
• Align with school/district goals.
• Focus on measurable outcomes.
• Base & adjust decisions on data & local contexts.
• Give priority to evidence-based programs.
• Invest in building sustainable implementation supports (>80%)
• Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)
Guiding Principles• Data
• Academic & behavior success
• Outcomes
• Research-validated practices
• Instructional approach
• 4 to 1 daily
• Prevention
• Integration
• Culture & context
• Continuum of behavior support
• School-wide for all
• Evaluate
• Team