School-Wide Positive Behavior Support:
District Features & Outcomes
George Sugai & Rob HornerOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutMarch 18, 2009
www.pbis.org www.cber.org www.swis.org
PURPOSE
Describe & discuss features of
district-wide implementation of
SWPBS.
• What does district-wide SWPBS look like?
• What outcomes can I expect?
Your task: “Is SWPBS
needed & doable
investment in my district?
Our Challenges…….SWPBS is framework for….
1.REACTIVE MANAGEMENT
•5100 ref/yr•Marcus 14 days det.
2. POOR ACHIEVEMENT
• 25% 3rd at grade• >50% 9th 2+ “F”
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
5. COMPETING INITIATIVES•SW discipline•Class management•Social skills programs•Character education•Bully proofing•Life skills•Anger management•HIV/AID education•Conflict management•Drug-free •Parent engagement•School spirit•Violence prevention•Dropout prevention•Relaxation room•Afterschool peer support•School based mental health clinic……
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
Effective Behavioral Interventions
Effective Academic Instruction
Systems for Durable & Accurate Implementation
Continuous & Efficient Data-based Decision Making
POSITIVE, PREVENTIVE
SCHOOL CULTURE(SWPBS)
=
SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable for all students(Zins & Ponti, 1990)
Evaluation Criteria
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
RtI
Response to Intervention
Responsiveness to Intervention
Academic+
Social Behavior
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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
• 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
• 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
• 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
My Worry“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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
• School-wide agreements
• District-wide commitment & investment
• 3-4 year training commitment
• Local training, coordination, coaching, & evaluation
• Systems for implementation integrity
PBS Implementation Blueprint www.pbis.org
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Leadership TeamActive & Integrated Coordination
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
Are outcomes
measurable?
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?
~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• • • • • •
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Saying & doing it “Positively!”
Keep off the grass!
Carmen Arace Intermediate, Bloomfield
Establish 3 to 5 Clearly Stated, Positive Expectations
SOY RESPETUOSO
SOY RESPONSABLE
HAGO LO MEJ OR QUE PUEDO!
SHEPPARD SHEPPARD SENSE!!SENSE!!
Cubs’ Pride!Cubs’ Pride!
Respect
Responsibility
Enthusiasm
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
Define Expectations for Each Setting & Routine (Project REACH)
Setting
General Rule
All Settings Classroom Lunchroom Schoolyard Hallway Bathroom Office Enter/Exit School
A. Be Respectful
Walk quietly
everywhere Use kind
words & actions
Treat others the way you want to be treated
Raise hand &
wait to be called on
Use kind words
Walk quietly Wait for
directions to get in line
Handle only your own food
Take turns Share
equipment Return
equipment to designated area
Walk quietly
Use quiet
voices Give other
students privacy
Use quiet
voices Ask
permission to use the phone
Walk
B. Be Responsible
Always follow
directions Complete
assignments Stay on-task Be on time Be prepared
& bring supplies
Remain
seated Follow
directions the first time
Use materials properly
Try your best
Follow
directions Stay seated Use indoor
voice Carefully
place trash in trashcan
Use restroom before entering lunch area
Return to
playground after you have used the restroom
Get involved with structured activities
Use equipment properly
Line-up – 1st Bell stop and walk, 2nd Bell in line
Have a buddy
and a hall pass
Stay in assigned place when in line
Hands at sides
Take the most direct route
Keep feet on
the floor Flush Use the
bathroom quickly & promptly
Wait for your buddy
Wash hands Keep water &
soap in sink Put towels in
the trashcan
Stay on the
front side of the desk
Take belongings with you
Put trash in the trashcan
Walk around
building to schoolyard
Enter building w/class at 8:30am
Get permission and pass to enter building
Follow schoolyard and hallway rules
Breakfast – enter at 8-8:15
Ex
pec
tati
on
C. Be Nice
Solve
problems peacefully
Keep hands, feet & objects to self
Compliment others
Keep hands
& feet to self
Say please
and thank you Keep hands,
feet & objects to self
Encourage
others Invite others
to join Keep hands
and feet to self
Say excuse
me and wait Sit square in
the chair
Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
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
Family Teaching
Matrix
SETTING
At homeMorning Routine
HomeworkMeal
TimesIn Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Acknowledge & Recognize
Janney Jan 06
Recognize Expected Behavior (Students & Staff)
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
Monitoring DismissalMcCormick Elementary School, MD
What does SWPBS look like? • >80% of students (& staff) can tell you what is expected &
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
• High rates of continuous active supervision & positive reinforcement
• Administrators are active participants.
• Full continuum of behavior support is available to all students
Data & Examples
www.pbis.orgHorner, R., & Sugai, G. (2007). 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.
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
SET: Project REACH
PHILADELPHIA ELEMENTARY SCHOOLPre-Post SET Results
12/2003 (pre) & 05/2004 (post)
0 0
33
13
25
0
100
16
100
80
100
75 75 75
100
82
100
90
100
75 75
81.25
100
86
0
10
20
30
40
50
60
70
80
90
100
ExpectationsDefined
TeachingExpectations
RecognitionSystem
BehavioralViolations
Data BasedDecisionMaking
Management District Support Mean
SET Category
Per
cen
t in
Pla
ce
Dec-03
May-04
May-05
Key-to-Success ProjectKey-to-Success Project1999-20011999-2001
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
Key-to-Success Project
199
110
84
0
20
40
60
80
100
120
140
160
180
200
Baseline SWPBS Yr 1 SWPBS Yr 2
Fighting - 3 Year Comparison
LC Elementary School
Suspension Rate
LC Elementary School
FC, MD Trends in Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity
FC, MD Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity
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
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
“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.
“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
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
July 2, 2008
ODR rates vary by level
July 2, 2008
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%
# IL PBIS Schools & # Ext. & Int. Coaches
June 30, 2008
Collective SUMMARY>80%
PBS Implementation Blueprint www.pbis.org
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Leadership TeamActive & Integrated Coordination
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION
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