SWPBS: Beyond Classroom Management Carl Cole & George Sugai OSEP Center on PBIS University of Connecticut January 18, 2008 [email protected].

SWPBS:Beyond Classroom

Management

Carl Cole & George SugaiOSEP Center on PBIS

University of ConnecticutJanuary 18, 2008

www.cber.org www.pbis.org

[email protected]

PURPOSE: Review features & strategies of SWPBS

1. What is SWPBS (PBIS)?

2. What’s needed to sustain SWPBS?

3. What have we learned?

4. What can your team do?

Problem Statement

“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

SWPBS Logic

Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students(Zins & Ponte, 1990)

Worry“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 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

SWPBS is about….

2001 Surgeon General’s Report on Youth Violence: Recommendations

• Change social context to break up antisocial networks

• Improve parent effectiveness

• Increase academic success

• Create positive school climates

• Teach & encourage individual social skills & competence

School-based Prevention & Youth Development Programming

Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist

• Teach children social skills directly in real context

• “Foster respectful, supportive relations among students, school staff, & parents”

• Support & reinforce positive academic & social behavior through comprehensive systems

• Invest in multiyear, multicomponent programs

• Combine classroom & school- & community-wide efforts

• Precorrect & continue prevention efforts

Characteristics of Safe School Center for Study & Prevention of Youth Violence

• High academic expectations & performance

• High levels of parental & community involvement

• Effective leadership by administrators & teachers

• A few clearly understood & uniformly enforced, rules

• Social skills instruction, character education & good citizenship.

• After school – extended day programs

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 deterrents

It’s not just about behavior!

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 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

Classroom

SWPBSSubsystems

Non-classroom Family

Student

School-w

ide

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

• Positive expectations & routines taught & encouraged

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

• Precorrections & reminders

• Positive reinforcement

Non-classroom

• 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

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

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

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

Tertiary Prevention• Function-based support• • • •

Secondary Prevention• Check in/out• • • •

Primary Prevention• Teach SW Expectations• • • •

Audit

1.Identify existing efforts 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)

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

Team

Representation

Team-led Process

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

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

Few positive SW expectations defined, taught, & encouraged

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.

TEACHING MATRIX

Exp

ecta

tions

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.

E’ Ola Pono- to live the proper way

School Behavioral Standards

All Settings Walkways PlaygroundRecessP.E.

Cafeteria Restrooms Arrival/ Dismissal

Assembly Field Trips

Kuleana

BeResponsible

Be on timeBe prepared w/ necessary suppliesBe accountable for choicesRespond to/complete tasksKeep area clean & litter free

Plan aheadWalk directly to destination

Take care of equipment/facilitiesPlan appropriate times for drinks/ restroom visits

Have lunch card ready Be orderly in all lines

FlushTurn off waterUse restroom at designated timesUse facilities for intended purposes

Have money/pass readyBe on time

Listen attentivelyKeep hands and feet to yourself

Turn in paperwork/$ on timeWear appropriate footwear/clothingBring home lunch

Ho’ihi

BeRespectful

Use appropriate voiceListen to/follow directions of staffRespect self, others propertyBe polite/use mannersExpress appreciationAccept/respect differences in people

Use quiet voices when classes are in session

Be a good sportInclude others in your play

Use proper table mannersEat your own food

Observe privacy of othersUse polite words and actions

Listen to JPO’s supervisors and bus driverUse quiet voice and polite words on bus

Focus on programSit quietlyClap at appropriate times

Care for the field trip siteListen to speakers

Laulima

BeCooperative

Be helpful Participate with a positive attitudeBe patient; share/ wait your turnAcknowledge othersPlay in designated areas only

Keep movement flowingShare equipment and play space

Follow rules/ procedures

Wait patiently/ quietly

Wait patiently/ quietly

Enter/exit vehicles in an orderly fashionShare bus seats

Sit properly in designated areaEnter/exit in an orderly fashionRemain seated unless asked to do otherwise

Stay with your chaperone/group

Malama

Be Safe

Immediately report dangerous situationsRemain in designated areasPractice healthy behaviors/universal precautionsUse appropriate footwearFollow safety rules in all areas

Walk at all times Avoid rough, dangerous playUse equipment properly

Walk at all timesWash hands Chew food well; don’t rush

Use designated restroomWalk

Wait in designated areaRemain seated when riding the busWatch out for trafficUse crosswalk only

Be careful when approaching or leaving the stage area

Use the buddy systemFollow school/bus rules

King Kaumualii on Kauai

Walkways

Kuleana: Be Responsible Plan aheadWalk directly to destination

Ho’ihi: Be Respectful Walk quietly when classes are in session

Laulima: Be CooperativeKeep movement flowingShare equipment and play space

Malama: Be SafeWalk at all times

King Kaumualii on Kauai

Kuleana: Be Responsible Take care of equipment/facilitiesPlan appropriate times for drinks/restroom visits

Ho’ihi: Be Respectful Be a good sport

Laulima: Be CooperativeFollow rules/ procedures

Malama: Be SafeAvoid rough, dangerous play Use equipment properly

Playground / Recess / P.E.

King Kaumualii on Kauai

Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria

King Kaumualii on Kauai

Kuleana: Be Responsible Turn in paperwork/$ on timeWear appropriate

footwear/clothingBring home lunch Ho’ihi: Be Respectful Care for the field trip siteListen to speakers

Laulima: Be CooperativeStay with your

chaperone/group

Malama: Be SafeUse the buddy systemFollow school/bus rules

Field Trips

King Kaumualii on Kauai

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

Acknowledge & Recognize

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

“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.

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

Basics Guidelines1. Know basics & be conceptually grounded

2. Work as team

3. Use data to be strategic

4. Self-assess for relevant/priority outcomes

5. Formalize communications & acknowledgements

6. Model

7. Invest in local capacity

8. Engage in smallest effort to maintain effect

9. Integrate rather than add on