SchoolWide Discipline

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School-Wide Discipline Positive Behavior
SupportContinuation

• Rob Horner George Sugai
• OSEP Center on PBIS
• University of Oregon
• November 19, 2004
• www.pbis.org
• www.swis.org

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Problem Statement

• We give schools strategies systems for
  developing more positive, effective, caring
  school classroom climates, but implementation
  is not accurate, consistent, or durable. Schools
  teams need more than training.

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Challenge 1
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Challenge 2
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Inter-related, Competing National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, focused on teaching
  learning
• Improve student character citizenship
• Provide a free appropriate education for all
• Prepare a viable workforce
• Affect incidence prevalence of high risk,
  antisocial behavior
• Leave no child behind
• Etc.

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Challenge 3
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Challenge 4
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Response

• Emphasize prevention
• Adopt theoretically sound approach
  evidence-based practices
• Increase local capacity expertise
• Take systems perspective
• Teach, practice, encourage, monitor

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Why invest in Positive School Climate?
Academic engagement achievement maximized
Respectful responsible behaviors actively
taught encouraged
Rates of rule violating behavior minimized
Positive School Climate
Displays of prosocial behavior are more likely
Continuum of PBS available to all students
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Context Matters Examples

• Individual Student
• vs.
• School-wide

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Messages Repeated!

• Successful Individual student behavior support is
  linked to host environments or schools that are
  effective, efficient, relevant, durable
• Learning teaching environments must be
  redesigned to increase the likelihood of
  behavioral academic success

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2 Worries Ineffective Responses to Problem
Behavior

• Get Tough (practices)
• Train--Hope (systems)

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Worry 1Teaching by Getting Tough

• 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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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

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Reactive responses are predictable.

• When we experience aversive situation, we select
  interventions that produce immediate relief
• Remove student
• Remove ourselves
• Modify physical environment
• Assign responsibility for change to student /or
  others

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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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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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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.consider function

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Non-examples of Function-Based approach

• Function outcome, result, purpose,
  consequence
• Lantana, you skipped 2 school days, so were
  going to suspend you for 2 more.
• Phloem, Im taking your book away because you
  obviously arent ready to learn.
• You want my attention?! Ill show you
  attention,lets take a walk down to the office
  have a little chat with the Principal.

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2001 Surgeon Generals Report on Youth Violence
Recommendations

• Establish intolerant attitude toward deviance
• Break up antisocial networkschange social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach encourage individual skills competence

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Worry 2Train hope approach

• React to identified problem
• Select add practice
• Hire expert to train practice
• Expect hope for implementation
• Wait for new problem.

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Enhanced PBS Implementation Logic
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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Not limited to any particular group
of studentsits for all students
Supporting Decision Making
Not specific practice or curriculumits
a general approach to preventing problem behavior
DATA
Supporting Staff Behavior
SYSTEMS
Not newits based on long history of behavioral
practices effective instructional design
strategies
PRACTICES
Supporting Student Behavior
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Continuum of Behavior Support
Local Context Culture
PBS Features
Science of Human Behavior
Prevention Logic
Systems Change Durability
Evidence- Based Practices
Natural Implementers
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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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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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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

Start with Team that Works.
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Behavioral Capacity
Priority Status
Representation
Team
Data-based Decision Making
Administrator
Communications
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Working Smarter
3/6
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Sample Teaming Matrix
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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3-4 Year Commitment
Top 3 School- Wide Initiatives
3-Tiered Prevention Logic
Agreements Supports
Coaching Facilitation
Administrative Participation
Dedicated Resources Time
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Self-Assessment
Efficient Systems of Data Management
Existing Discipline Data
Data-based Action Plan
Team-based Decision Making
Multiple Systems
Evidence- Based Practices
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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A/B
School-wide Systems

• 1. Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring evaluation

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Classroom Setting Systems

• 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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Nonclassroom Setting Systems

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

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Individual Student Systems

• 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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Teaching Matrix Activity
 
 
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Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC
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RAH at Adams City High School(Respect
Achievement Honor)
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RAH Athletics
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RRespectTo show consideration, appreciation,
and acceptance Respect yourself Respect
others Demonstrate appropriate language and
behavior
IIntegrityAdherence to an agreed upon code of
behavior Be responsible Do your own work
Be trustworthy and trust others
DDisciplineManaging ones self to achieve goals
and meet expectations Strive for consistency
Attend class daily be on time Meet deadlines
do your homework
PPerseveranceHolding to a course of action
despite obstacles Stay positive Set goals
Learn from mistakes
EExcellenceBeing 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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E Ola Pono- to live the proper way
King Kaumualii on Kauai
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Kuleana Be Responsible
Plan ahead Walk directly to destination
Hoihi Be Respectful Walk quietly when
classes are in session Laulima Be
Cooperative Keep movement flowing Share equipment
and play space Malama Be Safe Walk at all times
Walkways
King Kaumualii on Kauai
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Playground / Recess / P.E.
Kuleana Be Responsible Take care of
equipment/facilities Plan appropriate times for
drinks/restroom visits Hoihi Be Respectful
Be a good sport Laulima Be Cooperative Follow
rules/ procedures Malama Be Safe Avoid rough,
dangerous play Use equipment properly

King Kaumualii on Kauai
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Kuleana Be Responsible Have lunch card ready
Be orderly in all lines Hoihi Be Respectful
Use proper table manners Eat your own
food Laulima Be Cooperative Wait patiently/
quietly Malama Be Safe Walk at all times Wash
hands Chew food well dont rush
Cafeteria
King Kaumualii on Kauai
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Field Trips
Kuleana Be Responsible Turn in
paperwork/ on time Wear appropriate
footwear/clothing Bring home lunch
Hoihi Be Respectful
Care for the field trip site Listen to
speakers Laulima Be Cooperative Stay with your
chaperone/group Malama Be Safe Use the buddy
system Follow school/bus rules
King Kaumualii on Kauai
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Acknowledging SW Expectations Rationale

• Humans require regular frequent feedback on
  their actions
• Humans experience frequent feedback from others,
  self, environment
• W/o formal feedback to encourage desired
  behavior, other forms of feedback shape undesired
  behaviors
• Increase ratio of positive to negative social
  contacts

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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

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Samples

• High Fives, Gotchas
• Traveling Passport
• Super Sub Slips, Bus Bucks
• 1 Gallon
• Back/front of bus
• Free homework coupon
• Discount school store, grab bag
• Early dismissal/Late arrival
• First/last in Line
• Video store coupon, free fries
• Positive Office Referrals
• Extra dessert
• Class event

• G.O.O.S.E
• 1-Free Period
• Massage
• File stuffer
• Coffee Coupon
• Golden Plunger
• Give Em a Hand
• Kudos
• Dinger
• Shake me, Mr. Blackwood

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Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
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Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
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PBS Organizational Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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What are we learning about high schools?

• Enrollment size matters (gt700)
• Organizational characteristics must be considered
  
• Skill fluency, independence, responsible
  behavior are assumed expected in students
• Content mastery is goal, competition is fostered,
  credits are priority
• Peer social culture is important influence
• Discipline is reactively-oriented
• Success is assumed for some

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To Conclude

• Create systems-based preventive continuum of
  behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach acknowledge behavioral expectations
• Work from a person-centered, function-based
  approach
• Arrange to work smarter