School-wide Positive Behavior Support at Bassick H.S.?

School-wide Positive Behavior Support at

Bassick H.S.?George Sugai

OSEP Center on PBISCenter for Behavioral Education & Research

University of ConnecticutMarch 16l 2011

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

Who am I?

Why Care about Positive School Climate in H.S.?

What is School-Wide Positive Behavior Support?

Should SWPBS be Considered?

“159 Days!”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.

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

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

When behavior doesn’t improve, we “Get Tougher!”• Zero tolerance policies• Increased surveillance• Increased suspension & expulsion• In-service training by expert• Alternative programming

…..Predictable systems response!

Erroneous assumption that student…

• Is inherently “bad”• Will learn more appropriate

behavior through increased use of “aversives”

• Will be better tomorrow…….

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

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

VIOLENCE PREVENTION

Positive predictable school-wide

climate High rates academic &

social success

Formal social skills instruction

Positive active supervision & reinforcement

Positive adult role models

Multi-component, multi-year school-family-community

effort

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

2006 White House Conference on School Safety

Students, staff, & community must have means of communicating that is immediate, safe, & reliable

Positive, respectful, predictable, & trusting student-teacher-family relationships are important

High rates of academic & social success are important

Punishment & insight-based counseling least effective for most intensive problem behaviors

Positive, respectful, predictable, & trusting school environment/climate is important for all students

Metal detectors, surveillance cameras, & security guards are insufficient deterrents

SWPBS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

SWPBS is about….Improving

classroom & school climate

Decreasing reactive

management

Maximizing academic

achievement

Improving support for students w/

EBD

Integrating academic &

behavior initiatives

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

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS: Example

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•

~15%

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

CONTINUOUSPROGRESS

MONITORINGUNIVERSAL SCREENING

DATA-BASED

DECISION MAKING

TEAM FACILITATED

PROBLEM SOLVING

RtI

Classroom

SWPBSPractices

Non-classroom Family

Student & Family

School-w

ide

• Smallest #• Evidence-based• Biggest, durable effect

SCHOOL-WIDE1.1. 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

1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW & classroom-wide

expected behavior5. Continuum of procedures for encouraging expected

behavior6. Continuum of procedures for discouraging rule

violations7. Procedures for on-going data-based monitoring &

evaluation

School-wide

Core Values at E.O. Smith

Few positive SW expectations defined, taught, & encouraged

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching directly in context

PPerseverance

Holding to a course of action despite

obstacles

• Stay positive• Set goals

• Learn from mistakes

RRespectTo show

consideration, appreciation, and

acceptance

• Respect yourself• Respect others• Demonstrate

appropriate language and behavior

IIntegrity

Adherence to an agreed upon code

of behavior

• Be responsible• Do your own work

• Be trustworthy and trust others

DDiscipline

Managing ones self to achieve goals and meet

expectations

• Strive for consistency

• Attend class daily; be on time• Meet deadlines; do your homework

EExcellence

Being of finest or highest

quality

• Do your personal best

• Exceed minimum

expectations• Inspire

excellence in others

NEHS website, Oct. 26, 2004

PBS – Respect & Responsibility• Use cells & converse @ breaks• Work as team collaborativelyOthers

• Hydrate & stretch• Self-assess• Be safe

Self

• Pre-cycle & recycle• Maintain neat working areaEnvironment

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Compute

r LabAssembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – AthleticsRAH Practice Competitio

nsEligibility Lettering Team

TravelRespect Listen to

coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement

Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

Discipline Data 2007-2009Willowbrook High School

33 22179329325264143 37

1048

847 580

050

100150200250300350

2006-07 2007-08 2008-09

# of

ODR

s

020040060080010001200

# of

Cla

ssroo

m O

DRs

Defiance/Disrespect FightingGang Activity Classroom Behavior

PBIS in Illinois

Decreasing disrespectful behavior

in high school

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12.4 - Mean Percentage Students (2009-10) (Majors Only)Students 6+

Students 2 to 5

Students 0 or 1

N = 2565 713 266 474

9% 19% 24% 18%

Mean % Students 2009-2010 Majors Only

91% 81% 76% 82%

Most are responsive…but

some need a bit more.

OSEP PBIS Center Aug 2010

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%12.5 - Mean Percentage ODRs (2009-10) (Majors Only)Students 6+

Students 2 to 5

Students 0 or 1

74% 82% 84%

Mean % ODRs 2009-2010 Majors Only

Students: 9% 19% 24% 18%

And we know who they are!

OSEP PBIS Center Aug 2010

K 1 2 3 4 5 6 7 8 9 10 11 120

100

200

300

400

500

600

700

800

900

1000

Bethel School District Office Discipline Referrals 2001-2008

2001-022002-032003-042004-052005-062006-072007-08

Grade Level

Num

ber o

f Ref

erra

ls

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup

1 million workers, 80,000 managers, 400 companies

1. Do I know what is expected of me at work?

2. Do I have materials & equipment to do my work right?

3. At work, do I have opportunity to do what I do best every day?

4. In last 7 days, have I received recognition or praise for doing good work?

5. Does my supervisor, or someone at work, seem to care about me as person?

6. Is there someone at work who encourages my development?

7. At work, do my opinions seem to count?

8. Does mission/purpose of company make me feel my job is important?

9. Are my co-workers committed to doing quality work?

10. Do I have best friend at work?

11. In last 6 months, has someone at worked talked to me about my progress?

12. This last year, have I had opportunities at work to learn & grow?

Are we ready/committed?

Response to Intervention (SRBI)

• Implementation fidelity

• Continuum of evidence-based practices

• Continuous progress monitoring

• Universal screening

• Data-based decision making

• Team-based implementation

Team/cadre-based implementation

• Administrator• Grade/depart. Rep.• Specials• Classified• Specialized• Parents• Students• Community

Administration support

• Team• Logistical support• School climate

reporting• Active, positive

supervision• Data-based

Basics

• Active, positive supervision

• Teach & acknowledge behavior

• Invest in academic engagement & success

• School-wide practices (1.-7.)

Priority

• School climate in top 3

• >80% of staff agree & actively participate

• Administrative leadership

• District acknowledgement