Anderson keepingthemomentum now what

Keeping the Keeping the MomentumMomentum

Cynthia M. Anderson, PhDCynthia M. Anderson, PhD

University of OregonUniversity of Oregon

OrganizerOrganizer

Why SWPBS?Why SWPBS? Characteristics of all effective Characteristics of all effective

practicespractices SWPBS as an endurance eventSWPBS as an endurance event

Why Focus on the Whole Why Focus on the Whole School?School?

What we need is stiffer What we need is stiffer consequences!consequences!

Common Response: Get Common Response: Get Tough!Tough!

Re-re-re-re review Re-re-re-re review rulesrules

CounselingCounseling ““aversive” aversive”

consequencesconsequences

Why Focus on the Whole Why Focus on the Whole School?School?

Most kids are doing okay; why Most kids are doing okay; why should I worry about school climate?should I worry about school climate?

Kids should know how to behave Kids should know how to behave I am worried about my class; the I am worried about my class; the

rest of the school can take care of rest of the school can take care of itself! itself!

““Darlya”Darlya”Assessments indicate that Darlya performs in average to above average range in all academic areas. However, her teacher has noticed that Darlya’s frequent talking to peers during instruction, and asking and answering questions without raising her hand has become an annoying problem to other students and to the teacher.

What would you do?

““Charlotte”Charlotte”Charlotte dresses in black every day, rarely interacts with teachers or other students, and writes and distributes poems about witchcraft. When approached or confronted by teachers, she pulls hood of her sweatshirt or coat over her head and walks away. Mystified by Charlotte’ behavior, teachers usually shake their heads and let her walk away. Recently, Charlotte 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 Fortunately, we have a science that guides us to…science that guides us to…

Assess these situationsAssess these situations Develop behavior intervention Develop behavior intervention

plans based on our assessmentplans based on our assessment Monitor student progress & make Monitor student progress & make

enhancementsenhancementsAll in ways that can be culturally All in ways that can be culturally & contextually appropriate& contextually appropriate

Crone & Horner, 2003Crone & Horner, 2003

But….Context Matters!

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.

Darlya is in this

school!

5,100 referrals = 5,100 referrals =

76,500 76,500 min @15 minmin @15 min = =

1,275 hrs1,275 hrs = =

159 days159 days @ 8 hrs @ 8 hrs

Messages: Messages:

1. Successful student behavior 1. Successful student behavior support requires SCHOOL CLIMATE support requires SCHOOL CLIMATE that isthat is

Focused on teachingFocused on teaching ConsistentConsistent SustainableSustainable Focused on maximizing successFocused on maximizing success

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to four corners.

Charlotte is in this

school!

Messages:Messages:

2. Prevention is the best intervention2. Prevention is the best intervention Decrease development of new problem Decrease development of new problem

behaviorsbehaviors Prevent existing behaviors from worseningPrevent existing behaviors from worsening Redesign learning environments to Redesign learning environments to

eliminate things that trigger and maintain eliminate things that trigger and maintain problem behaviorproblem behavior

Teach, monitor, and acknowledge pro-Teach, monitor, and acknowledge pro-social behaviorsocial behavior

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%

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Elements of PBS

Not limited to anyparticular group of

students…it’sfor all students

Not specific practice or curriculum…it’s ageneral approach

to preventing problem behavior

Not new…its based onlong history of

behavioral practices &effective instructionaldesign & strategies

Key Components of Key Components of SWPBSSWPBS

1. Consistent approach to school discipline2. Clear set of positive expectations &

behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging

expected behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring &

evaluation

What Does SWPBS Look What Does SWPBS Look Like?Like?

Team- & data-based school-wide implementation

3-4 year commitment for systems change Small number of positively stated expectations

and rules that are visible, defined, taught, & encouraged

>80% of students & adults can state expectations & give examples in context

>80% of students receive at least weekly acknowledgement

>80% of students received 0 or 1 major disciplinary referral per year

<10% received >2 major disciplinary referrals

Systems for Student Success

Individual Interventions•Individual Students•Assessment-based•High Intensity

Individual Interventions•Individual Students•Function-based

Targeted Interventions•Some students •Directed assistance•More frequent monitoring

Targeted Interventions•Some students (at-risk)•Some routines and areas•Efficient & effective

Universal Interventions•All students•Evidence-based curricula•Formative evaluation

Universal Interventions•All students•All routines and areas•Periodic monitoring

Academic Systems Social Behavioral Systems

OrganizerOrganizer

Why SWPBS?Why SWPBS? Characteristics of all effective Characteristics of all effective

practicespractices SWPBS as an endurance eventSWPBS as an endurance event

Effective PracticesEffective Practices

Evidence-basedEvidence-based Produce “significant” outcomesProduce “significant” outcomes Effects maintain over timeEffects maintain over time Potential to be SustainablePotential to be Sustainable

Sustainability Is….Sustainability Is….

Continuing to do what we do?Continuous

Improvement!

Efforts will Sustain IF it Efforts will Sustain IF it is:is:

Easier to do each yearEasier to do each year Available for everyoneAvailable for everyone Effective for ALL studentsEffective for ALL students AdaptiveAdaptive Public accountabilityPublic accountability

OrganizerOrganizer

Why SWPBS?Why SWPBS? Characteristics of all effective Characteristics of all effective

practicespractices SWPBS as an endurance eventSWPBS as an endurance event

SWPBS Gets Easier With SWPBS Gets Easier With TimeTime HandbookHandbook

Describes core featuresDescribes core features Expectations and teaching matrix (rules for Expectations and teaching matrix (rules for

settings)settings) Teaching plans and teaching scheduleTeaching plans and teaching schedule Acknowledgement systemAcknowledgement system Continuum of consequences for problem behaviorContinuum of consequences for problem behavior

SWPBS Teams—Leadership TeamSWPBS Teams—Leadership Team Regular meeting schedule and processRegular meeting schedule and process Regular schedule for annual planning and trainingRegular schedule for annual planning and training

Annual Calendar of ActivitiesAnnual Calendar of Activities On-going coaching support for teachersOn-going coaching support for teachers On-going district support for coachesOn-going district support for coaches

Meetings

InitiativeInitiative, Project, , Project, CommittCommitt

eeee

PurposePurpose OutcomOutcomee

Target Target GroupGroup

Staff Staff InvolveInvolve

dd

SIP/SIP/SID/SID/

etcetc

Attendance Attendance CommitteeCommittee

Character Character EducationEducation

Safety Safety CommitteeCommittee

School Spirit School Spirit CommitteeCommittee

Discipline Discipline CommitteeCommittee

DARE DARE CommitteeCommittee

EBS Work EBS Work GroupGroup

Working Smarter

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure.

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Improvement Goals.

InitiativeInitiative, ,

CommittCommitteeee

PurposePurpose OutcomOutcomee

Target Target GroupGroup

Staff Staff InvolvedInvolved

SIP/SIP/SID/SID/

etcetc

Attendance Attendance CommitteeCommittee

Increase Increase attendancattendancee

% of % of students students attendingattending

All All studentsstudents

Eric, Ellen, Eric, Ellen, MarleeMarlee

Goal #2Goal #2

Character Character EducationEducation

Improve Improve charactercharacter

Student Student behavior?behavior?

All All studentsstudents

Marlee, Marlee, J.S., EllenJ.S., Ellen

????

Safety Safety CommitteeCommittee

Improve Improve safetysafety

All All studentsstudents

Has not Has not metmet

????

School Spirit School Spirit CommitteeCommittee

School School spiritspirit

All All studentsstudents

Has not Has not metmet

Discipline Discipline CommitteeCommittee

Improve Improve behaviorbehavior

Improve Improve disciplinediscipline

All All studentsstudents

Ellen, Eric, Ellen, Eric, Marlee, Marlee, OtisOtis

Goal #3Goal #3

DARE DARE CommitteeCommittee

Decrease Decrease drug usedrug use

All All studentsstudents

DonDon ????

SWPBS Work SWPBS Work GroupGroup

ImplemenImplement 3-tier t 3-tier modelmodel

Office Office referrals,referrals,

AttendancAttendance, Gradese, Grades

All All studentsstudents

Eric, Ellen, Eric, Ellen, Marlee, Marlee, Otis, Otis, EmmaEmma

Goal #2Goal #2

Goal #3Goal #3

Sample Team Matrix

Make SW-PBS Make SW-PBS AvailableAvailable to allto all

New studentsNew students Students who enter mid-yearStudents who enter mid-year FamiliesFamilies New adults joining faculty/staffNew adults joining faculty/staff New administratorsNew administrators Substitute teachersSubstitute teachers Bus DriversBus Drivers Playground, Cafeteria, Custodial staff.Playground, Cafeteria, Custodial staff. ______________________________________________________________________ Different materials for different audiencesDifferent materials for different audiences

Efforts will Sustain IF it Efforts will Sustain IF it is:is:

Easier to do each yearEasier to do each year Available for everyoneAvailable for everyone Effective for ALL studentsEffective for ALL students

Intensive Intervention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

Targeted InterventionsSpecialized Group

Systems for Students with At-Risk BehaviorUniversal Intervention

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

Classroom Systems for Student Success

Individual Interventions•Individual Students•Assessment-based•High Intensity

Individual Interventions•Individual Students•Function-based

Targeted Interventions•Some students •Directed assistance•More frequent monitoring

Targeted Interventions•Some students (at-risk)•Some routines and areas•Efficient & effective

Universal Interventions•All students•Evidence-based curricula•Formative evaluation

Universal Interventions•All students•All routines and areas•Periodic monitoring

Academic Systems Social Behavioral Systems

Make SWPBS Make SWPBS AdaptiveAdaptive to to changechange Collection and use of data for decision-makingCollection and use of data for decision-making

Are we implementing SWPBS?Are we implementing SWPBS? Team Checklist; EBS Survey; SET; Benchmarks of QualityTeam Checklist; EBS Survey; SET; Benchmarks of Quality

Are students benefiting behaviorally?Are students benefiting behaviorally? SWIS (ODR, Suspensions, Referrals to SPED)SWIS (ODR, Suspensions, Referrals to SPED) Observations in schoolObservations in school Opinions of othersOpinions of others

Do students perceive the school as safe?Do students perceive the school as safe? School Safety Survey; Iowa Youth SurveySchool Safety Survey; Iowa Youth Survey

Are students benefiting academically?Are students benefiting academically? Standardized testsStandardized tests CBMCBM

SatisfactionSatisfaction

Make SW-PBS efforts Make SW-PBS efforts PublicPublic

Newsletter to familiesNewsletter to families Regular reports to faculty/staffRegular reports to faculty/staff Formal system for reporting to Formal system for reporting to

school board or districtschool board or district Information to community at largeInformation to community at large

WebsitesWebsites

AdministrativeSupport

Team-basedAction Planning

Collection and use of data for

Decision-making

Sustained Use of SW-PBS

Policies

MissionSIPJob- Description

Handbook

ExpectationsLesson PlansSchedule

BSP toolsConsequence

Letters toFamilies

DistrictInvestment

CoachTrainersBeh SpecData System

FamilyCollaboration

Cultural CoreLink to commHome link

Budget

PlanningStud TrainTeam DevelReward Sys

Visibility

NewsletterNewspaperPostersEtc

Horner & Sugai, 2005

ActionsActions

1. Complete Self-Assessment1. Complete Self-Assessment What do we have in place?What do we have in place? What would be the one addition that What would be the one addition that

would make the biggest difference?would make the biggest difference?

2. Identify Sustainability Factors2. Identify Sustainability FactorsWhat do we need from State, Alliance, What do we need from State, Alliance, District, AEA, School?District, AEA, School?

School-Un.

School-T/I.

District-U.

District-T/I.