Project Hi’ilaniPBS Team Follow-up
George SugaiCenter on Positive Behavior
Interventions & Supports
www.pbis.org
May 6, 2008
Main Topics
• SW Positive Behavior Support
• Non Classroom Settings
• Classroom Management
• Noncompliance & Escalations
• Targeted Interventions
• Action Planning
WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?
• 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
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport
OUTCOMES
Social Competence &Academic Achievement
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
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
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 doing SW-PBS well 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
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%
SWPBS schools are more preventive
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%
SWPBS schools are more preventive
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
ODR rates vary by level
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%
A few kids get many ODRs
Bethel School District ODR's by Grade Level
0
100
200
300
400
500
600
700
800
900
K 1 2 3 4 5 6 7 8 9 10 11 12
Grade Level
Num
ber o
f OD
R's 2001-02
2002-03
2003-04
2004-05
Classroom
SWPBSSubsystems
Non-classroomFamily
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
Few positive SW expectations defined, taught, & encouraged
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•__________
Acknowledge & Recognize
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
• 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
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
Classroom
SWPBSSubsystems
Non-classroomFamily
Student
School-w
ide
Nonclassroom Settings
• Particular times or places where supervision is emphasized– Cafeteria, hallways, playgrounds, bathrooms
– Buses & bus loading zones, parking lots
– Study halls, library, “free time”
– Assemblies, sporting events, dances
• Where instruction is not available as behavior management tool
Classroom v. Nonclassroom
• Classroom– Teacher directed
– Instructionally focused
– Small # of predictable students
• Nonclassroom– Student focused
– Social focus
– Large # of unpredictable students
MANAGEMENT FEATURES
• Physical/environmental arrangements
• Routines & expectations
• Staff behavior
• Student behavior
BASIC MANAGEMENT PRACTICES
• Expected behaviors/routines taught directly
• Active supervision– Movement
– Scanning
– Interact
• Precorrections
• Positive reinforcement of expected behavior
SYSTEMS FEATURES
• School-wide implementation– All staff
– Direct teaching 1st day/week
– Regular review, practice, & positive reinforcement
• Team-based identification, implementation, & evaluation
• Data-based decision making
Basics
“Active Supervision:
Self-Assessment”
YES or NO
Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
1. Did I have at least 4 positive for 1 negative student contacts? Yes No
2. Did I move throughout the area I was supervising? Yes No
3. Did I frequently scan the area I was supervising? Yes No
4. Did I positively interact with most of the students in the area? Yes No
5. Did I handle most minor rule violations quickly and quietly? Yes No
6. Did I follow school procedures for handling major rule violations? Yes No
7. Do I know our school-wide expectations (positively stated rules)? Yes No
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Yes No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
Douglas County S.D., CO 4-08
HEEIA ELEMENTARYCafeteria Example
Elizabeth “Becca” Falelua
Other examples• Talk-Walk-Squawk
• Recess then Lunch
• Adopt-a-Bathroom
• Neighborhood Watch
• 1-Way Cones
• “Music-Mags-Munchies”
• Numbers instead of alphabet
• Movement between hallway & classroom
• “Trash-Trays-n-Travel” & “Whisper While you Walk”
• “Game Rule” cards
• Participation in assembly
•
•
Why does everyone need to be involved?
• Staff outnumbered
• Adult presence – Prompts desired behavior
– Deters problem behavior
• “Being a good citizen”– Contribute to school climate
Example Supervisors’ Activities
• For each item on Self-Assessment share one specific strategy you try to use.
• Observe colleague.
• Video tape & assess.
• Agree on one item that everyone will emphasize next week, & tell all staff.
• Complete Self-Assessment for one setting next week, & turn into Tom on Friday.
Classroom
SWPBSSubsystems
Non-classroomFamily
Student
School-w
ide
• 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
Three Basic CM Elements
1. Instructional/Curricular Management
2. Environmental Management
3. Proactive Behavior Management
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
Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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
Responsiveness to Intervention
Academic+
Social Behavior
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
RtI
Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist (7r)
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity Time Start_______
Time End________
Tally each Positive Student Contacts
Total # Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____ to 1
Classroom Management: Self-Assessment
Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___
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
