School-Wide Positive Behavior Support: District Features & Outcomes George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research.

School-Wide Positive Behavior Support:

District Features & Outcomes

George Sugai & Rob HornerOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutMarch 18, 2009

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

[email protected]

PURPOSE

Describe & discuss features of

district-wide implementation of

SWPBS.

• What does district-wide SWPBS look like?

• What outcomes can I expect?

Your task: “Is SWPBS

needed & doable

investment in my district?

Our Challenges…….SWPBS is framework for….

1.REACTIVE MANAGEMENT

•5100 ref/yr•Marcus 14 days det.

2. POOR ACHIEVEMENT

• 25% 3rd at grade• >50% 9th 2+ “F”

3. NEGATIVE SCHOOL CLIMATE

• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse

5. COMPETING INITIATIVES

• SW discipline• Class manage• Social skills program

5. COMPETING INITIATIVES•SW discipline•Class management•Social skills programs•Character education•Bully proofing•Life skills•Anger management•HIV/AID education•Conflict management•Drug-free •Parent engagement•School spirit•Violence prevention•Dropout prevention•Relaxation room•Afterschool peer support•School based mental health clinic……

VIOLENCE PREVENTION

• 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)

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

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

Effective Behavioral Interventions

Effective Academic Instruction

Systems for Durable & Accurate Implementation

Continuous & Efficient Data-based Decision Making

POSITIVE, PREVENTIVE

SCHOOL CULTURE(SWPBS)

=

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

Evaluation Criteria

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

Academic Systems Behavioral Systems

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

Designing School-Wide Systems for Student Success

RtI

Response to Intervention

Responsiveness to Intervention

Academic+

Social Behavior

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

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

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Non-classroom

• All school-wide• Maximum structure & predictability in routines & environment• Positively stated expectations posted, taught, reviewed,

prompted, & supervised.• Maximum engagement through high rates of opportunities to

respond, delivery of evidence-based instructional curriculum & practices

• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies

• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

Classroom

• 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

Individual Student

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family

My Worry“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

• School-wide agreements

• District-wide commitment & investment

• 3-4 year training commitment

• Local training, coordination, coaching, & evaluation

• Systems for implementation integrity

PBS Implementation Blueprint www.pbis.org

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership TeamActive & Integrated Coordination

Challenge

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

Are outcomes

measurable?

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?

~80% of Students

~15%

~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• • • • • •

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Saying & doing it “Positively!”

Keep off the grass!

Carmen Arace Intermediate, Bloomfield

Establish 3 to 5 Clearly Stated, Positive Expectations

SOY RESPETUOSO

SOY RESPONSABLE

HAGO LO MEJ OR QUE PUEDO!

SHEPPARD SHEPPARD SENSE!!SENSE!!

Cubs’ Pride!Cubs’ Pride!

Respect

Responsibility

Enthusiasm

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly 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

Define Expectations for Each Setting & Routine (Project REACH)

Setting

General Rule

All Settings Classroom Lunchroom Schoolyard Hallway Bathroom Office Enter/Exit School

A. Be Respectful

Walk quietly

everywhere Use kind

words & actions

Treat others the way you want to be treated

Raise hand &

wait to be called on

Use kind words

Walk quietly Wait for

directions to get in line

Handle only your own food

Take turns Share

equipment Return

equipment to designated area

Walk quietly

Use quiet

voices Give other

students privacy

Use quiet

voices Ask

permission to use the phone

Walk

B. Be Responsible

Always follow

directions Complete

assignments Stay on-task Be on time Be prepared

& bring supplies

Remain

seated Follow

directions the first time

Use materials properly

Try your best

Follow

directions Stay seated Use indoor

voice Carefully

place trash in trashcan

Use restroom before entering lunch area

Return to

playground after you have used the restroom

Get involved with structured activities

Use equipment properly

Line-up – 1st Bell stop and walk, 2nd Bell in line

Have a buddy

and a hall pass

Stay in assigned place when in line

Hands at sides

Take the most direct route

Keep feet on

the floor Flush Use the

bathroom quickly & promptly

Wait for your buddy

Wash hands Keep water &

soap in sink Put towels in

the trashcan

Stay on the

front side of the desk

Take belongings with you

Put trash in the trashcan

Walk around

building to schoolyard

Enter building w/class at 8:30am

Get permission and pass to enter building

Follow schoolyard and hallway rules

Breakfast – enter at 8-8:15

Ex

pec

tati

on

C. Be Nice

Solve

problems peacefully

Keep hands, feet & objects to self

Compliment others

Keep hands

& feet to self

Say please

and thank you Keep hands,

feet & objects to self

Encourage

others Invite others

to join Keep hands

and feet to self

Say excuse

me and wait Sit square in

the chair

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning MeetingEyes on speaker.

Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

HomeworkDo own work.

Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

TransitionUse inside voice.

Keep hands to self.Put/get materials first.

Keep hands to self.Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready.Have plan.

Ask if unclear.

Teacher DirectedEyes on speaker.

Keep hands to self.Use materials as

intended.Have plan.

Ask.

Independent WorkUse inside voice.

Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to SolveStop, Step Back,

Think, ActStop, Step Back,

Think, ActStop, Step Back,

Think, Act

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal

TimesIn Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Acknowledge & Recognize

Janney Jan 06

Recognize Expected Behavior (Students & Staff)

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Colorado 5/06

Monitoring DismissalMcCormick Elementary School, MD

What does SWPBS look like? • >80% of students (& staff) can tell you what is expected &

behavioral example because they have been taught, actively supervised, practiced, & acknowledged

• Positive adult-to-student interactions exceed negative

• Function based behavior support is foundation for addressing problem behavior

• Data- & team-based action planning & implementation are operating

• High rates of continuous active supervision & positive reinforcement

• Administrators are active participants.

• Full continuum of behavior support is available to all students

Data & Examples

www.pbis.orgHorner, R., & Sugai, G. (2007). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support.

http://www.pbis.org/files/101007evidencebase4pbs.pdf.

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

To

tal O

DR

s

Academic Years

FRMS Total Office Discipline Referrals

SUSTAINED IMPACTPre

Post

SET: Project REACH

PHILADELPHIA ELEMENTARY SCHOOLPre-Post SET Results

12/2003 (pre) & 05/2004 (post)

0 0

33

13

25

0

100

16

100

80

100

75 75 75

100

82

100

90

100

75 75

81.25

100

86

0

10

20

30

40

50

60

70

80

90

100

ExpectationsDefined

TeachingExpectations

RecognitionSystem

BehavioralViolations

Data BasedDecisionMaking

Management District Support Mean

SET Category

Per

cen

t in

Pla

ce

Dec-03

May-04

May-05

Key-to-Success ProjectKey-to-Success Project1999-20011999-2001

Total Number of Office Discipline Referrals Per Year

419

324

218

050

100150200250300350400450

Baseline SWPBS Yr 1 SWPBS Yr 2

Years

To

tal

nu

mb

er o

f O

DR

s

Key-to-Success Project

199

110

84

0

20

40

60

80

100

120

140

160

180

200

Baseline SWPBS Yr 1 SWPBS Yr 2

Fighting - 3 Year Comparison

LC Elementary School

Suspension Rate

LC Elementary School

FC, MD Trends in Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity

FC, MD Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity

ODR Admin. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 14,325 min. @15 min.

= 238.75 hrs

= 40 days Admin. time

ODR Instruc. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

“She can read!”With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy.

Result: >85% of students in 3rd grade are reading at/above grade level.

“We found some minutes?”

After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.

“Mom, Dad, Auntie, & Jason”

In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

I like workin’ at school

After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

“I like it here.”

Over past 3 years, 0 teacher requests for transfers

National ODR/ISS/OSS July 2008

K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279

ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61  # Expl 0.03 0.29 0.39

24091,254,4531,073,642

July 2, 2008

ODR rates vary by level

July 2, 2008

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET N = 28 Not Met SET N = 11

North Illinois Schools (Elem, Middle) Triangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

88% 69%

08%

17%

04%14%

# IL PBIS Schools & # Ext. & Int. Coaches

June 30, 2008

Collective SUMMARY>80%

PBS Implementation Blueprint www.pbis.org

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership TeamActive & Integrated Coordination

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

[email protected]

[email protected]

www.pbis.org