Monday Keynote Schoolwide Positive Behavior Support

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Monday KeynoteSchool-wide Positive Behavior
Support

• George Sugai
• OSEP Center on PBIS
• University of Connecticut
• August 10, 2009
• www.pbis.org www.cber.org
• Dr. Carl Cole, RMC Research, St. Thomas
• CCole_at_rmcres.com

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PURPOSE School-wide Positive Behavior Support
Special Education

• What is SWPBS?
• SWPBS Response-to-Intervention
• Special Educators Role
• PBS Strand Practices, Systems Examples

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Policy Practice Examples Considerations
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HR 2597 May 21, 2009Positive 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 ActIDEA 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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www.PBIS.org
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SWPBS about ALL
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SWPBS about ALL
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What is SWPBS?
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Our Challenges.
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• 3. NEGATIVE SCHOOL CLIMATE
• Bullying harassment
• 447 teacher abs yr
• Staff/parents unsafe

• 1.REACTIVE MANAGEMENT
• 5100 ref/yr
• Marcus 14 days det.

• 5. COMPETING INITIATIVES
• SW discipline
• Class manage
• Social skills program

• 2. POOR ACHIEVEMENT
• 25 3rd at grade
• gt50 9th 2 F

• 4. INEFFECTIVE SPED
• 25 on IEPS
• EBD sent to Alt school
• Tasha spends day w/ nurse

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WorryTeaching by Getting Tough
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• Runyon I hate this f____ing school, youre a
  dumbf_____.
• Teacher That is disrespectful language. Im
  sending you to the office so youll learn never
  to say those words again.starting now!

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Erroneous assumption that student
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• 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 doesnt 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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Our Challenges.
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• 3. NEGATIVE SCHOOL CLIMATE
• Bullying harassment
• 447 teacher abs yr
• Staff/parents unsafe

• 5. COMPETING INITIATIVES
• SW discipline
• Class manage
• Social skills program

• 2. POOR ACHIEVEMENT
• 25 3rd at grade
• gt50 9th 2 F

• 4. INEFFECTIVE SPED
• 25 on IEPS
• EBD sent to Alt school
• Tasha spends day w/ nurse

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Effective Academic Instruction
Effective Behavioral Interventions
POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS)

Continuous Efficient Data-based Decision Making
Systems for Durable Accurate Implementation
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Our Challenges.
2

• 3. NEGATIVE SCHOOL CLIMATE
• Bullying harassment
• 447 teacher abs yr
• Staff/parents unsafe

• 5. COMPETING INITIATIVES
• SW discipline
• Class manage
• Social skills program

• 4. INEFFECTIVE SPED
• 25 on IEPS
• EBD sent to Alt school
• Tasha spends day w/ nurse

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VIOLENCE PREVENTION
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• 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-communit
  y effort

• Surgeon Generals 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)

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• 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

Our Challenges.
2

• 5. COMPETING INITIATIVES
• SW discipline
• Class manage
• Social skills program

• 4. INEFFECTIVE SPED
• 25 on IEPS
• EBD sent to Alt school
• Tasha spends day w/ nurse

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Working Smarter
Are outcomes measurable?
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Sample Teaming Matrix
Are outcomes measurable?
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Response-to-Intervention
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
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ALL
80 of Students
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Responsiveness to Intervention
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
Circa 1996
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Responsiveness to Intervention
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Responsiveness to InterventionAcademic
Social Behavior
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RTI Continuum of Support for ALL
Reading
Math
Soc skills
Science
Soc Studies
Basketball
Dec 7, 2007
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Sep 06
Feb 08
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Feb 07
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Sep 06
Feb 08
Feb 07
Sep 08
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Sep 06
Feb 08
Feb 07
Sep 08
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Sep 06
Feb 08
Feb 07
Sep 08
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SWPBS is framework for.
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Train Hope
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Approach for operationalizing best practice
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
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School-wide

• Leadership team
• Behavior purpose statement
• Set of positive expectations behaviors
• Procedures for teaching SW classroom-wide
  expected behavior
• Continuum of procedures for encouraging expected
  behavior
• Continuum of procedures for discouraging rule
  violations
• Procedures for on-going data-based monitoring
  evaluation

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Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Classroom

• 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

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Family

• 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

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Individual Student

• 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

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www.pbis.org

• Horner, 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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ESTABLISHING CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

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• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• SECONDARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

• PRIMARY PREVENTION

80 of Students
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GENERAL IMPLEMENTATION PROCESS
Team

• Readiness agreements, prioritization,
  investments
• 3-4 year implementation commitment
• Local capacity for training, coordination,
  coaching, evaluation
• Systems for implementation integrity

Agreements
Data-based Action Plan
Implementation
Evaluation
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SWPBS Systems Implementation Logic
www.pbis.org SWPBSImplementation Blueprint
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Examples
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Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Few positive SW expectations defined, taught,
encouraged
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Saying doing it Positively!
Keep off the grass!
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2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

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Expectations behavioral skills are taught
recognized in natural context
Expectations

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Acknowledge Recognize
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Key-to-Success Project
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Pre
Post
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05
20
11
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84
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SWPBS schools are more preventive
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Elementary School Suspension Rate
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Elementary School
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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 w/ Fidelity Maturity
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National ODR/ISS/OSS July 2008
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July 2, 2008
ODR rates vary by level
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July 2, 2008
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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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• George.sugai_at_uconn.edu
• Robh_at_uoregon.edu
• www.pbis.org