School-Wide Positive Behavior Support: What Is It? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut.

School-Wide Positive Behavior Support:

What Is It?

George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutApril 27, 2007

www.pbis.org www.swis.org

[email protected]

PURPOSEEnhance capacity of school psychologists to provide the best

behavioral supports for all students…...

School Psychologist Role

MAIN OUTCOME OBJECTIVES

• Define SWPBS

• Provide rationale for SWPBS

• Build working knowledge of SW-PBS practices & systems

• Describe SWPBS outcomes

www.pbis.org

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

Rose, L. C., & Gallup. A. M. (2005). 37th annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Kappan, September, 41-59.

TOP FOUR 2005

• Lack of financial support (since 2000)

• Overcrowded schools

• Lack of discipline & control

• Drug use

#1 SPOT

• >2000 lack of financial support

• 1991-2000 drug use

• <1991 lack of discipline

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 Sch Psy 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.


“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.


“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.


Fortunately, we have a science that guides Sch Psy 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?

“141 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!

“Not me”

Middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.

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!

“a, b, c, h, b, o, m, t, v….”

Principal indicates that 40% of kindergarteners are at serious risk for reading failure because they lack knowledge of alphabet & unable to produce individual sounds that make up words.

“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….consider function

Non-examples of Function-Based approach

“Function” = outcome, result, purpose, consequence

• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

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

Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.

• Make schools safe, caring, & focused on teaching & learning

• Improve student character & citizenship

• Eliminate bullying

• Prevent drug use

• Prepare for postsecondary education

• Provide a free & appropriate education for all

• Prepare viable workforce

• Affect rates of high risk, antisocial behavior

• Leave no child behind

• Etc….

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.

http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.

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

Main Messages

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

CO PBS

FCPS

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

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements &

Supports

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

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

Referrals by Problem Behavior

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 per Location

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

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals by Time of Day

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 Day

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

Do we need to tweak our action plan?

• How often?

• Who?

• What?

• Where?

• When?

• How much?

If problem,

• Which students/staff?

• What system?

• What intervention?

• What outcome?

+ If many students are making same mistake, consider changing system….not students+ Start by teaching, monitoring & rewarding…before increasing punishment

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide Systems

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

ClassroomSetting Systems

• Positive expectations & routines taught & encouraged

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

• Precorrections & reminders

• Positive reinforcement

NonclassroomSetting Systems

• 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 StudentSystems

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context

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

Teaching Matrix Activity

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

Expected behaviors are visible

Sirrine Elementary June 8, 2004 SC

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 – Athletics

RAH Practice Competitions

Eligibility Lettering Team Travel

Respect 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.

Reviewing Strive for Five

• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.

McCormick Elem. MD 2003

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

Skill Name

Getting Help(How to ask for assistance for difficulty tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.

Kid Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

“Cool Tool”

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

“Traveling Passports”

• Precorrecting new kids in Tigard, Oregon

• Procedures

– Meet with key adults

– Review expectations

– Go to class

Character Education• Easy to change moral

knowledge..... ...difficult to change moral conduct

• To change moral conduct...

– Adults must model moral behavior

– Students must experience academic success

– Students must be taught social skills for success

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide Systems

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

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

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: ________________________________________

Minnesota 5/06

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

“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.

Monitoring DismissalMcCormick Elementary School, MD

“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 Sub Slips”

• Empowering subs in Cottage Grove, OR

• Procedures

– Give 5 per sub in subfolder

– Give 2 out immediately

“Positive Office Referral”

• Balancing positive/negative adult/student contacts in Oregon

• 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

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

CO PBSFCPS

“80% Rule”

• Apply triangle to adult behavior!

• Regularly acknowledge staff behavior

• Individualized intervention for nonresponders

– Administrative responsibility








~80% of Students

~15%

~5%



SUPPORT

“Golden Plunger”

• Involve custodian

• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

North Myrtle Beach Primary June 8, 2004 SC

“Staff Dinger”

• Reminding staff to have positive interaction

• Procedures

– Ring timer on regular, intermittent schedule

– Engage in quick positive interaction

“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

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

SWIS FRMS








~80% of Students

~15%

~5%



SUPPORT

Sample websites (www.)• pbis.org

• swis.org

• pbismaryland.org

• Pbisillinois.org

• bethel.k12.or.us

• cde.state.co.us/pbs

• flpbs.fmhi.usf.edu

1535

68

125

190

276

369

0

50

100

150

200

250

300

350

400

FY99

FY00

FY01

FY02

FY03

FY04

FY05

Pre-Post SETs by Region

48 48

25 28

39 42

82 8488

808888

0102030405060708090

100

Ann

eA

rund

el

Cen

tral

Eas

tern

Sou

ther

n

Spe

cial

Wes

tern

Pre Post

0

300

600

900

1200

1500

Tota

l O

ffic

e D

iscip

line R

efe

rrals

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

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

Pre

Post

“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

“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.

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

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)

0-1 '2-5 '6+

3%8%

89%

10%

16%

74%

11%

18%

71%

K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

Mean Proportion of Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)Percentage of ODRs by Student Group

'0-1 '2-5 '6+

K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

32%

43%

25%

48%

37%

15%

45%

40%

15%

Bethel School District Office Discipline Referrals

0

0.5

1

1.5

2

2.5

K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Grade Level

2000-01

2001-02

2002-03

District-Wide SET ScoresBethel SET Scores K-12

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10 Mean

% o

f Im

ple

men

tati

on

Po

ints

Fall 00

Spring 01

Spring 02

Spring 03

Spring 04

Spring 05

Spring 06

Spring 07

SWIS summary 05-06(Majors Only)1675 schools, 839,075 students

Grade Range

# Schools

# Students (mean)

Mean ODR/100/ school day (sd)

K-6 1010 439,932(435)

0.37 (50)

6-9 313 205,159(655)

1.02 (1.07)

9-12 104 102,325(983)

1.16 (1.37)

K-(8-12) 248 91,659(369)

1.53 (4.49)

SSS Mean Protective Factor Score: Illinois Schools 03-04 t = 7.21; df = 172; p < .0001

0

0.2

0.4

0.6

0.8

1

Met SET Did Not Meet SET

Mea

n P

rote

ctiv

e Fa

ctor

Sco

re

N = 59 N = 128

12 schools 25 schools

SSS Mean Risk Factor Score: Illinois Schools 03-04 t = -5.48; df = 134; p < .0001

0

0.2

0.4

0.6

0.8

1

Met SET Did Not Meet SET

Mea

n S

SS

Ris

k Fa

ctor

Sco

re

N = 59

12 schools

N = 128

25 schools

Elem With School-wide PBS

-5

0

5

10

15

20

1 2 3 4 5 6 7 8 9 10 11 12 13

Schools

Ch

an

ge

fro

m 9

7-9

8 t

o 0

1-0

2

Elem Without School-wide PBS

-6

-4

-2

0

2

4

6

1 2 3 4 5 6

Schools

Ch

an

ge

fro

m 9

7-98

to 0

1-02

4J School District

Eugene, Oregon

Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

Mean ODRs per 100 students per school dayIllinois and Hawaii Elementary Schools 2003-04 (No Minors)

0

0.2

0.4

0.6

0.8

1

N = 87 N = 53

Met SET 80/80 Did Not Meet SET

Mea

n O

DR

/100

/Day

.64

.85

Schools using SW-PBS report a 25% lower rate of ODRs

Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading

Standardt test (df 119) p < .0001

46.60%

62.19%

0%

10%

20%

30%

40%

50%

60%

70%

PBIS NOT in place N = 69 PBIS IN place N = 52

Mea

n P

erce

ntag

e of

3rd

gra

ders

m

eetin

g IS

AT

Rea

ding

Sta

ndar

d

N =23 N = 8

Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03

t = 9.20; df = 27 p < .0001

0

0.2

0.4

0.6

0.8

1

Not Meeting SET Meeting SET

Pro

po

rtio

n o

f S

tud

ents

Mee

tin

g

Rea

din

g S

tan

dar

ds

N = 23 N = 8

“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.

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%

jRtI Logic

Teach w/ best curriculum & instruction

Intervene early at all levels

Use student behavior as

progress indicator

Screen universally &

frequently

Modify & specialize for

non-responders

RtI Applications

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title 1, school psychologist, etc.

General educator, special educator, behavior specialist, Title 1, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

B

ehav

ior

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

20

30

40

50

60

70

80

90

100

Farrell

Began meds.

Class B Results

0

10

20

30

40

50

60

70

80

90

100 BL CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

0

10

20

30

40

50

60

70

80

90

100

Jade

0

10

20

30

40

50

60

70

80

90

100

Farrell

Began meds.

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Class B Results + Composite Peers

Peer

Peer

Peer

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Blair

0

10

20

30

40

50

60

70

80

90

100

Olivia

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Study 2 Results

School Days

0

10

20

30

40

50

60

70

80

90

100

Olivia

0

10

20

30

40

50

60

70

80

90

100

Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

0

10

20

30

40

50

60

70

80

90

100

Ben

0

10

20

30

40

50

60

70

80

90

100

Blair

School Days

Per

cen

t of

Int

erva

ls E

nga

ged

in P

robl

em

Beh

avi

or

Peer

Peer

Peer

Peer

Study 2 Results + Composite Peer

0

5

10

15

20

25

30

Sep-04 Oct-04 Nov-04 Dec-04 Jan-05 Feb-05 Mar-05 Apr-05 May-05 Jun-05

Months

Num

ber

of M

ajor

and

Min

or O

ffic

e D

isci

plin

e R

efer

rals

CICO begins 11/15

What is function based support?

• Foundations in behavioral theory, applied behavior analysis, & pbs

• Attention to environmental context

• Emphasis on “purpose” or function of behavior

• Focus on teaching behaviors

• Attention to implementers (adult behaviors) & redesign of teaching & learning environments.

٭

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class*Routine analysis*Hypothesis statement*Function *Alternative behaviors

*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions

*Implementation support*Data plan

*Continuous improvement*Sustainability plan

• Team-based• Behavior competence

FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

% Intervals w/ P.B. for Bryce

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41

Sessions**Data points with arrows indicate no medication

% I

nte

rva

ls w

/ P

.B.

Baseline

Contra-IndicatedIndicatedContra-

IndicatedIndicated

% Intervals w/ P.B. for Carter

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27

Sessions

% In

terv

als

w/ P

.B.

Baseline IndicatedIndicated Indicated Modified

Contra-ndicated

Contra-Indicated

Lessons Learned: 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

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

• Metal detectors, surveillance cameras, & security guards are insufficient deterents

Lessons Learned: White House Conference on School Safety

Early Correlates/Indicators

• Significant change in academic &/or social behavior patterns

• Frequent, unresolved victimization

• Extremely low rates of academic &/or social success

• Negative/threatening written &/or verbal messages

• Measurable & justifiable outcomes

• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementation

PBIS Messages

To Conclude• Create systems-based preventive continuum of

behavior support

• Focus on adult behavior

• Establish behavioral competence

• Utilize data based decisions

• Give priority to academic success

• Invest in evidence-based practices

• Teach & acknowledge behavioral expectations

• Work from a person-centered, function-based approach

• Arrange to work smarter

School-Wide Positive Behavior Support: What Is It? George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut.

Documents