School Discipline Institute “Meeting the Challenge” 2012 Safe & Healthy Students Conference Washington DC George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 9 2012 www.pbis.org www.cber.org [email protected]
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George Sugai OSEP Center on PBIS Center for Behavioral Education & Research
School Discipline Institute “Meeting the Challenge” 2 012 Safe & Healthy Students Conference Washington DC. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 9 2012 www.pbis.org www.cber.org [email protected]. Nov 1985 Kappan. - PowerPoint PPT Presentation
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School Discipline Institute
“Meeting the Challenge”2012 Safe & Healthy Students Conference
Washington DC
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Challenge:Academic & behavior success (failure) are
linked!
“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.”
NYTimes, M. Rich Aug 7 2012
• 13% w/ v. 7% w/o• 1 in 4 black K-12 students
High suspension correlated w/ • Low achievement• Dropout• Juvenile incarceration
>1 Susp. 1 Year
• 1 in 6 black • 1 in 13 Amer Indian• 1 in 14 Latinos• 1 in 20 Whites
Not correlated w/ race of staff
Dan Losen & Jonathan GillespieCenter for Civil Rights Remedies at
UCLA
Intermediate/senior high school with 880
students reported over 5,100 office discipline
referrals in one academic year. Nearly 2/3 of
students had received at least 1 office discipline
referral.
“Take a Number”
5,100 referrals (odr)
@ 15 min/odr = 76,500 min
= 1,275 hrs admin time
@ 8 hr/day 159 days
Administrative Impact
5,100 referrals (odr)
@ 45 min/odr = 229,500 min
= 3,825 hrs instruction
@ 7 hr/day = 546 days
Instructional Impact
Give Priority to Effective Practices
Less Effective
Label Student
Exclude Student
Blame Family
Punish Student
Assign Restitution
Require Apology
More Effective
Invest in School-Wide
Teach & Reinf Soc Sk
Actively Supervise & Prevent
Individualization based on Competence
Consider Culture & Context
“Early Triangle”
Walker, Knitzer, Reid, et al., CDC
(Walker et al., 1995, p. 201)
Prevention Logic
• Reduce # new• Reduce intensity of existing
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
Horner, Lewis, Sugai, Todd, Walker…1995
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of Support for
ALL“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Writing
Tech
Universal
Targeted
IntensiveContinuum of
Support:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Align behavioral supports
Self-assess
Acc. Fdbk
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•