Schoolwide Positive Behavior Support

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Schoolwide Positive Behavior Support

• John Umbreit
• University of Arizona
• August 24, 2007

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Would you like to

• Have more time for teaching?
• Spend less time on discipline?
• Be on fewer committees?
• Work smarter -- not harder?
• Enjoy coming to work?

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The Context

• Part of a national effort
• Collaboration
• ADE
• UA
• NAU
• ASU
• National PBIS Center
• Arizona schools

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This Presentation

• The Issues
• The Process

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The Issues
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Competing, Inter-Related National Goals

• Improve test scores
• Make schools safe, caring, and focused on
  teaching and learning
• Provide Character education
• Provide a free and appropriate education
• Prepare for post-secondary education
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Eliminate bullying
• Prevent drug use
• Leave no child behind
• And the list goes on . . .

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What We Know About Problem Behaviors

• Exist in every school
• Vary in intensity
• Are associated with a variety of contributing
  variables
• Are of concern in every community

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Immediate and seductive solution-- Get Tough!

• Clamp down and increase monitoring
• Re-re-re-review rules
• Extend continuum and consistency of consequences
• Establish bottom line
• Predictable response . . .

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Reactive responses are predictable

• Aversive situation ? select interventions that
  produce immediate relief
• Remove students or ourselves
• Modify physical environment
• Assign responsibility for change to student
  and/or others
• Predictable Outcome . . .

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When behavior doesnt improve Get even
tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension and expulsion
• In-service training by expert
• Alternative programming

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The Process
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• Video clip

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Important Points about SWPBIS

• A Process, not a program
• Takes time
• Takes priority

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The 3-Tiered Modelaka The Triangle and The
Prevention Model
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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The Specifics

• Establish Leadership Team
• Self-Assess and Plan (AzSET)
• Identify general expectations and specific
  behaviors
• Teach those behaviors in context
• Catch students being good
• Correct infractions instructively
• Use information to make decisions

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The Leadership Team
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Working Smarter
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Sample Teaming Matrix
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Team Composition

• Administrator
• Grade/Department Representation
• Specialized Support
• Special Educator, Counselor, School Psychologist,
  Social Worker, etc.
• Support Staff
• Office, Supervisory, Custodial, Bus, Security,
  etc.
• Parent
• Community
• Mental Health, Business
• Student

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Typical Team

• Principal/Assistant Principal
• Grade level reps
• Counselor
• Parent
• Classified staff
• Special education teacher

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Self-Assess and PlanThe AzSET
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Identify Expectations and Rules

• 3 to 5 general, behavioral expectations
• Define each Expectation with specific behaviors
  (Rules)
• Post the Expectations and Rules in school
  locations

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Not like this . . .
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School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Like this . . .
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Common Expectations

• Be Safe
• Be Respectful
• Be Responsible

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Teaching Matrix
 
 
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Teaching Guidelines

• Define, tell, show, discuss
• Practice frequently
• Provide corrective feedback, when needed

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• The Vest
• (Video Clip)

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Acknowledging Expected Behavior

• Positive Office Referral
• Extra dessert
• Class event
• 1-Free Period
• Video store coupon
• Free fries
• Discount school store

• High Fives
• Traveling Passport
• Super Sub Slips
• Back or front of bus
• Free homework coupon
• Early dismissal
• Late arrival
• First or last in line

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Use Information to Make Decisions (i.e.,
collect and use data)
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Why Bother?
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Pre
Post
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Why Do Those Differences Matter?
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Sample Administrative Benefit (Office Referrals)

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 14,325 min (_at_15 min per referral)
• 238.75 hrs
• 40 days of administrative time

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Sample Instructional Benefit(Office Referrals)

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 19,100 min (_at_ 20 min/referral )
  318.3 hrs
• 53 days of instructional time

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Sample Administrative Benefit (Suspensions)

• 2001-2002 250
• 2002-2003 125
• 125 50 improvement
• 5,625 min (_at_ 45 min/suspension)
  93.75 hrs
• 16 days additional time

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What does SWPBS look like?

• gt80 of students can identify expectations and
  give behavioral example
• Positive adultstudent interactions exceed
  negative.
• Data- and team-based action planning and
  implementation are operating.
• All staff are active participants.
• Full continuum of behavior support is available
  to all students.

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Additional Resources

• Website (www.pbisaz.org)
• On-line courses for professional development
• Coaching Network
• Technical Assistance

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Would you like to

• Have more time for teaching?
• Spend less time on discipline?
• Be on fewer committees?
• Work smarter -- not harder?
• Enjoy coming to work?