School Discipline & Classroom Management: Role of School Leadership George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

School Discipline & Classroom Management: Role

of School Leadership

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

May 11 2010

www.pbis.org www.cber.org www.swis.org

PURPOSE

Discuss importance of school

administrators' roles & activities in

accurate, durable, & effective

implementation & support of

evidence-based school discipline

& behavior & classroom

management practices.

• Administrator in SWPBS context• Key features & actions• Data & examples“What have we learned about effective SWPBS leaders?

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup)

1. Know what is expected

2. Have materials & equipment to do job correctly

3. Receive recognition each week for good work.

4. Have supervisor who cares, & pays attention

5. Receive encouragement to contribute & improve

6. Can identify person at work who is “best friend.”

7. Feel mission of organization makes them feel like their jobs are important

8. See people around them committed to doing good job

9. Feel like they are learning new things (getting better)

10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

Predictable work environments are places where educators, students, family members, etc….

1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like their

efforts are important8. See students/teachers/principals around them committed to

doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.

1 million workers, 80,000 managers, 400 companies

Effective SWPBS Leaders…..• Can articulate rationale for formal & overt preventive

approach

• Have accurate & fluent content knowledge

• Have accurate & efficient process fluency

• Model, act, engage, collaborate effective practices

• Invest in evidence-based practices

• Acknowledge staff, student, & family behavior on frequent, continuous, regular basis

• Make decisions based on data from student performance & implementation fidelity

• Focus on doing a few number of high priority initiatives well

• Invest in establishing local expert capacity

• Base decisions on implementation science

Sch

oo

l Im

ple

men

tati

on

Pro

ble

m

Overuse of punishment &

exclusion

Failure to screen &

intervene early

Mismatch between intervention &

problem

Interventions not contextually &

culturally relevant

Universal interventions inadequate

Overreliance on individual

interventionist

Low school improvement

priority

Poor implementation

fidelity

Changing Adult Behavior

1.

“Change is slow,

difficult, gradual

process for teachers

2.

“Teachers need to receive regular

feedback on student learning

outcomes”

3.

“Continued support & follow-up

are necessary after initial training”

Guskey, 1986, p. 59

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

•Achieve desired outcome?

Effective

•Doable by real implementer?

Efficient

•Contextual & cultural?

Relevant

•Lasting?

Durable

•Transportable?

Scalable

•Conceptually Sound?

Logical

Host Environment Features

SWPBS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtI

Etc.

Literacy & Writing

Numeracy &

SciencesSWPBS

Specials

Social Sciences

Responsiveness to Intervention

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based

• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based

• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Universal Interventions• All students

• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

Universal

Targeted

Intensive

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

RTIIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills

instruction• Peer-based supports• Social skills club•

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

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

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.

www.pbis.org

“Is SWPBS evidence-based practice?”

SCHOOL-WIDE1.Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

Name______________________________ Date_____________

Setting □ Hallway □ Entrance □ Cafeteria

□ Playground □ Other_______________Time Start_________

Time End _________

Tally each Positive Student Contacts Total #

Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #

Non-Classroom Management: Self-Assessment

1. Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor rule violations quickly and quietly? Yes No

6. Did I follow school procedures for handling major rule violations? Yes No

7. Do I know our school-wide expectations (positively stated rules)? Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

www.scalingup.org

Dean FixsenKaren Blase

UNC

Effective Implementation

Science(SISEP)

Implementation Stages

Implementation Drivers

PEP –PIP Loops

Plan-Do-Study-Act Cycle

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

Development & Sustainability

Invest in 1-3 yrs of on-going professional development

Provide annual boosters

Establish school & district/regional coaching

Annual self-assessment of integrity & outcomes

Integrate initiatives with similar outcomes

Establish local behavioral expertise

4 Main Data Concerns

Student outcomes

Practice selection

Practice implementation

Progress monitoring & systems integration

www.swis.org

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

Kids Benefit

Effective Practice

[email protected]@uoregon.edupbis.org swis.org cber.org