School-Wide Positive Behavior Support: Overview for School Leaders George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

School-Wide Positive Behavior Support: Overview

for School Leaders

George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutMarch 3, 2009

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

[email protected]

PURPOSE

Establish continuum of

effective & positive behavior

support for all students

• Syllabus• Assignments• Schedule• Review of SWPBS Rationale• SWPBS Definitions & Features

PBS – Respect & Responsibility

www.pbis.org

www.cber.org

SWPBS is about….

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

Context Matters!

Examples

Individual Student

vs.

School-wide

“Reiko”

Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.

What would you do?

“Mitch”Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.

What would you do?

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel 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 science that guides us to…

• Assess these situations

• Develop behavior intervention plans based on our assessment

• Monitor student progress & make enhancements

All in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

“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.

Reiko is in this

school!

5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs

“Da place ta be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.

Kiyoshi is in this

school!

“Cliques”

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.

Mitch is in this

classroom!

“Four corners”

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

Rachel is in this

school!

“FTD”

On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card

You are in this

School!

Questions!• What would behavior support look

like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?

• Are these environments safe, caring, & effective?

Context Matters!

Messages Repeated!1. Successful Individual student

behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable

2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

2 Worries & Ineffective Responses to Problem

Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

Worry #1“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

Reactive responses are predictable….

When we experience aversive situation, we want select interventions that produce immediate relief

– Remove student

– Remove ourselves

– Modify physical environment

– Assign responsibility for change to student &/or others

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

• 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

Worry #2:“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

Development “Map”• 2+ years of team training

• Annual “booster” events

• Coaching/facilitation support at school, district, & regional/state levels

• Regular self-assessment & evaluation data

• Development of local/district leadership teams

• Establishment of local specialized behavior competence

• Integration with related behavior initiatives

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

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

Laws of Behavior

Applied Behavioral Technology

Social Validity

All Students

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

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

PBS Implementation Blueprint www.pbis.org

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership TeamActive & Integrated Coordination

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

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

1. Leadership team







School-wide

Team-led Process

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Meetings

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?

~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• • • • • •

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special designed instruction• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

1. Representative of demographics of school and community

2. 1-2 individuals with behavior/classroom management competence

3. Administrator active member

4. Schedule for presenting to whole staff at least monthly

5. Schedule for team meetings at least monthly

6. Integration with other behavior related initiatives and programs

7. Appropriate priority relative to school and district goals

8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.

9. Schedule for annual self-assessments1. EBS Self-Assessment Survey

2. Review Office Discipline Referrals

3. Benchmarks of Quality

4. School-wide Evaluation Tool

10.Coaching support (school and/or district/region)

STEP 1 - Establish Team Membership

Agreements

Team




PROCESS

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements &

Supports

Statement ofBehavior Purpose

1. Positively stated

2. 2-3 sentences in length

3. Supportive of academic achievement

4. Contextually/culturally appropriate (e.g., age, level, language)

5. Comprehensive in scope (school-wide – ALL students, staff, and settings)

6. Agreement by >80% faculty and staff

7. Communicated to stakeholders (e.g., families, community members, district administrators)

8. Included in school publications (e.g., handbook, posters, newsletters)

STEP 2 – Develop Behavior Purpose Statement

Sample Behavior Statements

Ex. 1

G. Ikuma School is a community of learners and

teachers. We are here to learn, grow, and become good

citizens.

Ex. 2

At Abrigato School, we treat each other with

respect, take responsibility for our learning, and strive

for a safe and positive school for

all!

Agreements

Team




PROCESS

Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

SWIS

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

Office Discipline Referrals

• Definition– Kid-Teacher-Administrator interaction

– Underestimation of actual behavior

• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions

– Distinction between office v. classroom managed

– Continuum of behavior support

– Positive school-wide foundations

– W/in school comparisons

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Referrals by Problem Behavior

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by LocationReferrals per Location

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of DayReferrals by Time of Day

www.swis.org

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

1. Leadership team







School-wide

1. Linked to social culture of school (e.g., community, mascot).

2. Considerate of social skills and rules that already exists.

3. 3-5 in number

4. 1-3 words per expectation

5. Positively stated

6. Supportive of academic achievement

7. Comprehensive in scope (school-wide – ALL students, staff, and settings)

8. Mutually exclusive (minimal overlap)


10.Agreement by >80% faculty and staff

11.Communicated to stakeholders (e.g., families, community members, district administrators)

12. Included in school publications (e.g., handbook, posters, newsletters)

STEP 3 – Identify Positive SW Expectations

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

1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)

2. Considerate of lessons that already exists.

3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.

4. Teach social behavior like academic skills.

5. Involvement by staff, students, families in development


7. Schedule for initial instruction in natural and typical contexts

8. Schedule for regular review, practice, and follow-up instruction

9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings

10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings

11. Procedures for providing instruction to new faculty, staff, students

12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)


14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations

16. Included in school publications (e.g., handbooks)

STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations

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

1. SOCIAL SKILL2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

4. Data system in place to monitor office discipline referral that come from classrooms

5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management

6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines

7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines

8. Involvement by staff, students, and families in development


10. Schedule for initial instruction

11. Schedule for regular review, practice, follow-up instruction




STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal

TimesIn Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment– Planned/unplanned

– Desirable/undesirable

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002

• Cameron, Banko & Pierce, 2001

Reinforcement Wisdom!• “Knowing” or saying “know” does

NOT mean “will do”

• Students “do more” when “doing works”…appropriate & inappropriate!

• Natural consequences are varied, unpredictable, undependable,…not always preventive

1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

4. Data system in place to monitor office discipline referral that come from classrooms

5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management

6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines

7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines

8. Involvement by staff, students, and families in development


10. Schedule for initial instruction

11. Schedule for regular review, practice, follow-up instruction




STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations

“Good morning, class!”

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

BUS BUCKS• Springfield P.S., OR• Procedures

– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus drivers

SUPER SUBSLIPS• Empowering subs in

Cottage Grove, OR

• Procedures– Give 5 per sub in subfolder

– Give 2 out immediately

POSITIVE REFERRALS

• Balancing pos./neg. adult/student contacts in OR

• Procedures– Develop equivalent positive referral

– Process like negative referral

“Piece of Paper”

In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment

1. Specification of Definitions for Violations of School-wide Behavior Expectations

a. Contextually appropriate labels/names

b. Definitions represent continuum of severity (e.g., minor, major, illegal)

c. Definitions comprehensive in scope (school-wide)

d. Definitions in measurable terms

e. Mutually exclusive (minimal overlap)

2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations

a. Agreement regarding office staff versus teacher/staff responsibilities

b. Office discipline form for tracking discipline events

c. Agreement regarding options for continuum of consequences

d. Data decision rules for intervention and support selection

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont.

3. Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)

b. Schedule for teaching to students and staff members

c. Schedule for regular review of use and effectiveness

d. Procedures for providing orientation to new faculty, staff, students

e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

f. Agreement by >80% faculty and staff

g. Included in school publications (e.g., handbooks)

h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.

i. Schedule and procedures for regular review and enhancement of acknowledgements.

j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

k. Included in school publications (e.g., handbook, posters, newsletters)

l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

Agreements

Team




PROCESS

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

CO PBSFCPS

1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance

rolls, behavior incident reports).

b. Data collection procedures regularly checked for accuracy of use

c. Data collection limited to information that answers important student, classroom, and school questions

d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline

e. Decision rules for guiding data analysis and actions

f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

g. Data system managed by 2-3 staff members

h. No more than 1% of time each day for managing data system.

i. Efficient, timely, and graphic displays of data

2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity

(see Step 7).

b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)

c. School-wide procedures for processing or responding to violations of behavior expectations.

d. Efficient and user-friendly procedures for inputting and storing information

e. Efficient and user-friendly procedures for summarizing and analyzing information.

f. Efficient and user-friendly procedures for producing visual displays of the data.

g. Procedures for presenting data to staff on routine basis.

h. Procedures for making decisions and developing actions based on the data.

STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring

“80% Rule”

• Apply triangle to adult behavior!

• Regularly acknowledge staff behavior

• Individualized intervention for nonresponders

– Administrative responsibility

“GOLDEN PLUNGER”• Involve custodian

• Procedure– Custodian selects one classroom/

hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe,

caring, effective school environment

• Procedures– Given by Principal

– Principal takes over class for one hour

– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”

• Procedures– Kids/staff nominate

– Kids/staff reward, then pick

“DINGER”• Reminding staff to have

positive interaction

• Procedures– Ring timer on regular, intermittent

schedule

– Engage in quick positive interaction

Agreements

Team




PROCESS

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

SWIS FRMS

1. General data collection procedures a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance

rolls, behavior incident reports).

b. Data collection procedures regularly checked for accuracy of use

c. Data collection limited to information that answers important student, classroom, and school questions

d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline

e. Decision rules for guiding data analysis and actions

f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

g. Data system managed by 2-3 staff members

h. No more than 1% of time each day for managing data system.

i. Efficient, timely, and graphic displays of data

2. Office discipline referral proceduresa. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity

(see Step 7).

b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)

c. School-wide procedures for processing or responding to violations of behavior expectations.

d. Efficient and user-friendly procedures for inputting and storing information

e. Efficient and user-friendly procedures for summarizing and analyzing information.

f. Efficient and user-friendly procedures for producing visual displays of the data.

g. Procedures for presenting data to staff on routine basis.

h. Procedures for making decisions and developing actions based on the data.

STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring

www.pbis.orgHorner, R., & Sugai, G. (2008). 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.

FRMS Total Office Discipline ReferralsSustained Impact

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

Academic Years

Tota

l ODR

s

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 appropriatel

y.

Wipe your feet.Sit

appropriately.

[email protected]

[email protected]

www.pbis.org www.cber.org

School-Wide Positive Behavior Support: Overview for School Leaders George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Documents

school climates

school suspension

rachels behavior

school detention room

intermediatesenior high

competent student

office discipline referrals

black cloth