School-Wide Positive Behavior Support:

Getting StartedGetting Started

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticuty

April 29, 2008

www.pbis.org www.cber.org www.swis.orgGeorge.sugai@uconn.edu

PURPOSEEnhance capacity of

h l t tschool teams to provide the best

behavioral supports forbehavioral supports for all students and

maximize academic & social achievement.

SWPBS is about….Improving

classroom & school climate

DecreasingIntegratingd i & Decreasing

reactive management

academic & behavior

i iti ti management

MaximizingImproving initiatives

Maximizing academic

achievement

p o gsupport for

students w/ achievementEBD

MAIN OUTCOME OBJECTIVESMAIN OUTCOME OBJECTIVES

• Establish leadership team• Establish staff agreementsEstablish staff agreements• Build working knowledge of SW-PBS

practices & systemsp y• Develop individualized action plan for SW-

PBS– Data: Discipline Data, EBS Self-Assessment Survey,

Team Implementation ChecklistPresentation for school– Presentation for school

• Organize for upcoming school year

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

C t t M tt !Context Matters!ExamplesExamples

Individual StudentIndividual Studentvs.vs.

School-wide

Fortunately, we have a science ythat guides us to…

• Assess these situationsDevelop behavior intervention plans• Develop behavior intervention plans based on our assessmentMonitor student progress & make• Monitor student progress & make enhancementsAll in ways that can be culturally &All in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context,matters….

What factors influence our ability yto implement what we know with accuracy consistency &accuracy, consistency, & durability for students like Rachel, R ik Mit h & Ki hi?Reiko, Mitch, & Kiyoshi?

M R t d!Messages Repeated!1. Successful Individual student

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

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

2 Worries & Ineffective2 Worries & Ineffective Responses to Problem p

Behavior

• Get Tough (practices)Get oug (p act ces)

• Train-&-Hope (systems)Train & Hope (systems)

Worry #1“T hi ” b G tti T h“Teaching” by Getting ToughR “I h t thi f iRunyon: “I hate this f____ing

school, & you’re a dumbf .”, y _____

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say y ythose words again….starting now!”now!

Immediate & seductiveImmediate & seductive solution….”Get Tough!”

• Clamp down & increase monitoring• Re-re-re-review rules

E t d ti & i t f• Extend continuum & consistency of consequences

• Establish “bottom line”

P di bl i di id l...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 environmentModify physical environment

– Assign responsibility for change to student &/or othersothers

When behavior doesn’tWhen behavior doesn t improve, we “Get Tougher!”• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion• Increased suspension & expulsion

• In-service training by expert

• Alternative programming

P di bl…..Predictable systems response!

Erroneous assumption thatErroneous assumption that student…

• Is inherently “bad”Is inherently bad

• Will learn more appropriate behavior through increased use of “aversives”of aversives

• Will be better tomorrow…….

But….false sense ofBut….false sense of safety/security!y y

• Fosters environments of control• Triggers & reinforces antisocial behavior • Shifts accountability away from school• Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between academic

& social behavior programming

Science of behavior hasScience 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 taughtbehaving by being taught directly & receiving positive feedback consider functionfeedback….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.”“Y t tt ti ?! I’ll h• “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 ”& have a little chat with the Principal.

Worry #2:“T i & H ”“Train & Hope”

REACT toProblemBehavior

WAIT forNew

Problem

Select &ADD

Practice

Expect, But HOPE for

Implementation

Hire EXPERTto Trainto TrainPractice

Development “Map”Development Map• 2+ years of team training• 2+ years of team training• Annual “booster” events• Coaching/facilitator support @ school &

district levelsR l lf t & l ti d t• Regular self-assessment & evaluation data

• Develoment of local/district leadership teams• State/region & Center on PBIS for

coordination & TA

R l f “C hi ”Role of “Coaching”• Liaison between school teams &

PBS leadership teamPBS leadership team

• Local facilitation of processp

• Local resource for data-based d i i kidecision making

Supporting Social Competence &Academic Achievement

OUTCOMES4 PBS

ElementsSupporting

Elements

SupportingStaff Behavior

pp gDecisionMaking

PRACTICESPRACTICES

SupportingStudent Behavior

Tertiary Prevention:Specialized

IndividualizedCONTINUUM OFSCHOOL-WIDE

Secondary Prevention:

Systems for Students with High-Risk Behavior~5%

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

P i P ti

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:School-/Classroom-Wide Systems for

All Students,,Staff, & Settings

~80% of Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

for Student Success

1-5% 1-5%Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

5-10% 5-10%Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

80-90% 80-90%Universal Interventions Universal Interventions80 90%•All students•Preventive, proactive

•All settings, all students•Preventive, proactive

Main MessagesMain MessagesSTUDENT

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Good Teaching Behavior Management

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Responsiveness-to-Intervention:Defining Features

IMPLEMENTATIONIMPLEMENTATION W/ FIDELITY

CONTINUUM OFDATA BASED CONTINUUM OF EVIDENCE-

BASED

DATA-BASEDDECISION MAKING

& PROBLEM INTERVENTIONSSOLVING

STUDENTPERFORMANCE

CONTINUOUSPROGRESS PERFORMANCEMONITORING

FRTI

Intensive Few Continuum of Support for

Targeted SomeSupport for

ALL

Universal AllUniversal All

Dec 7, 2007

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?PREVENTING VIOLENCE?

• Surgeon General’s Report on Youth • Positive, predictable school-wide Violence (2001)

• Coordinated Social Emotional &

climate

• High rates of academic & social Learning (Greenberg et al., 2003)

gsuccess

• Formal social skills instruction• Center for Study &

Prevention of Violence (2006)

• Positive active supervision & reinforcement ( )

• White House Conference on School Violence

reinforcement

• Positive adult role models

M lti t lti School Violence (2006)• Multi-component, multi-year

school-family-community effort

TeamGENERALGENERAL

IMPLEMENTATION PROCESS:

AgreementsPROCESS:

“Getting Started”

Data-based Action Plan

ImplementationEvaluation

SWPBSS b t

Classroom

Subsystems

Non-classroomFamily

Student

School wide1.Common purpose & approach to discipline

School-wide

2.Clear set of positive expectations & behaviors

3 Procedures for teaching expected behavior3. Procedures for teaching expected behavior

4.Continuum of procedures for encouragingexpected behaviorexpected behavior

5. Continuum of procedures for discouraginginappropriate beha iorinappropriate behavior

6. Procedures for on-going monitoring & l tievaluation

Non-classroom

• Positive expectations & routines taught & encouragedtaught & encouraged

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

P ti & i d• Precorrections & reminders• Positive reinforcementPositive reinforcement

Classroom

• Classroom-wide positive expectations taught

Classroom

p p g& encouraged

• Teaching classroom routines & cues taught & encouragedencouraged

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

• Active supervision• Redirections for minor infrequent behavior• Redirections for minor, infrequent behavior

errors• Frequent precorrections for chronic errorsq p• Effective academic instruction & curriculum

Individual Student

Behavioral competence at school & district

Individual Student

levelsFunction-based behavior support planning Team- & data-based decision makingComprehensive person-centered planning &Comprehensive person centered planning & wraparound processesTargeted social skills & self-management g ginstructionIndividualized instructional & curricularaccommodations

Family

• Continuum of positive behavior support for

Family

p ppall families

• Frequent, regular positive contacts, communications & acknowledgementscommunications, & acknowledgements

• Formal & active participation & involvement as equal partneras equal partner

• Access to system of integrated school & community resources

Team-led Process

BehavioralC it

Non-TeachingFamilyCapacity

Priority &Status RepresentationStatus

Data-basedTeamAdministrator

Specialized Support

Data basedDecisionMaking

Administrator

Student

Community

CommunicationsTeaching

Start withTeam thatTeam that“Works ”

tiative, mmittee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Sample Teaming Matrix

mmittee Group Involved

ance ittee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

y

cter tion

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

itteeImprove safety Predictable response

to threat/crisisDangerous students

Has not met Goal #3ittee to threat/crisis students

l Spirit ittee

Enhance school spirit

Improve morale All students Has not met

ine Improve behavior Decrease office Bullies Ellen Eric Goal #3ine ittee

Improve behavior Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

itteePrevent drug use High/at-risk

drug usersDon

Work Group Implement 3-tier model

Decrease office referrals increase

All students Eric, Ellen, Marlee Otis

Goal #2

G l #3model referrals, increase attendance, enhance academic

Marlee, Otis, Emma

Goal #3

CONTINUUM of SWPBS

TERTIARY PREVENTION

~5%

• Function-based support• Wraparound• Special Education•

Audit1 Id tif i ti ff t b ti

~15% SECONDARY PREVENTIONCh k i / t

• 1. Identify existing efforts by tier2.Specify outcome for each effort

• Check in/out• Targeted social skills instruction• Peer-based supports•

3.Evaluate implementation accuracy & outcome

•

PRIMARY PREVENTION• Teach & encourage positive

effectiveness4.Eliminate/integrate based on

• Teach & encourage positive SW expectations• Proactive SW discipline•

outcomes5.Establish decision rules (RtI)

••

3-4 YearCommitment

Top 3 School- 3-TieredpWide

Initiatives

3 Tiered Prevention

LogicAgreements &

Coaching &Facilitation

AdministrativeParticipation

gSupports

FacilitationDedicatedResources

& Time

Participation

& Time

Self-Assessment

EfficientSystems of Data

Management

ExistingDiscipline

Datag

Team-basedDecision Multiple

Data-based Action Plan

DecisionMaking Evidence-

Based

Systems

Practices

SWIS

Office Referrals per Day per MonthLast Year and This Year

20

y

Last Year and This Year

15

py

10

p

5

0 Sept Oct Nov Dec Jan Feb Mar Apr May JunSept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Referrals by Location50

30

40

20

30

10

20

0 Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other

School Locations

Referrals by ProblemReferrals by Problem BehaviorReferrals per Prob Behavior

40

50

als

30

f Ref

erra

10

20

Num

ber o

0

10 N

Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Tobac Vand Weap

Types of Problem BehaviorTypes of Problem Behavior

R f l L iReferrals per LocationReferrals by Location50

als

Referrals by Location

30

40

e R

efer

ra

20

30

r of O

ffice

0

10

Num

ber

B th R B A B C f Cl C G H ll Lib Pl G S OthBath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other

School Locations

R f l S dReferrals per Student

20 Stu

dent

erra

ls p

er

10

er o

f Ref

e

0 Num

be

Students

R f l b Ti f DReferrals by Time of DayReferrals by Time of Day

30

Referrals by Time of Day

20

25

efer

rals

10

15

ber o

f Re

5

10

Num

b

0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Offi Di i li R f lOffice 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– Continuum of behavior support – Positive school-wide foundations– W/in school comparisonsp

Few positive SW expectations defined, aught & encouragedaught, & encouraged

chingSETTING

ching atrix 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.

prepared. foods.

Respect

Be kind.Hands/feet

to self

Use normal voice

Play safe.Include Practice Whisper. Listen/watch.

UseUse a quiet

voiceRespect Others

to self.Help/share

with others.

volume.Walk to right.

others.Share

equipment.

good table manners

Return books.

Use appropriate applause.

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.space. garbage can. eating area. carefully.

Teaching Matrix ActivityTeaching Matrix ActivityClassroom Lunchroom Bus Hallway Assembly

spect thers

• Use inside voice•

• Eat your own food•

• Stay in your seat•

• Stay to right• _________

• Arrive on time to speaker• ________ •__________ •_________ p•__________

spect vironment

• Recycle paper • Return trays • Keep feet on

floor• Put trash in cans

• Take litter with youvironment

Propertypaper•_________

y•__________ floor

•__________cans•_________

with you•__________

spect D ur best • Wash your • Be at stop on • Use your • Listen to spect urself

• Do your best•__________

yhands•__________

ptime•__________

ywords•__________

speaker•__________

• Have • Eat balanced • Go directly • Go directly • Discuss topic

spect arning

materials ready•

• Eat balanced diet•__________

from bus to class•

• Go directly to class•__________

in class w/ others•

RAH – at Adams City High School(Respect – Achievement – Honor)(Respect Achievement Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Commons

spect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang.,

i i l l

Put trash in cans, push in your chair, be courteous to all

ff d d

Keep area clean, put trash in cans, be mindful of others’

l fl hmonitor noise level, allow others to pass

staff and students personal space, flush toilet

hievement Do your best on all i d

Keep track of your b l i i

Check space before l k k

Be a good example h dassignments and

assessments, take notes, ask questions

belongings, monitor time to get to class

you leave, keep track of personal belongings

to other students, leave the room better than you found it

nor 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 A hl iRAH – AthleticsH Practice Competitions Eligibility Lettering Team Travel

pect Listen to coaches directions; push yourself and encourage

Show positive sportsmanship; Solve problems in mature manner;

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 g

teammates to excel.;

Positive inter-actions with refs, umps, etc.

p ybe.

hievement Set example in the Set and reach for Earn passing Demonstrate Complete your hievement pclassroom and in the playing field as a true achiever.

both individual and team goals; encourage your teammates.

p ggrades; Attend school regularly; only excused absences

academic excellence.

p yassignments missed for team travel.

nor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good

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.

Remember you are acting on behalf of the school at all times and demonstrate teamschool with good

conduct. example for others. Cheer for

teammates.

demonstrate team honor/pride.

LC: Expected behaviors are visible throughout Middle School

LC: Expected behaviors are visible

Teaching Academics & B h iBehaviors

DEFINESimply

ADJUST forEfficiency

MODELMONITOR &

ACKNOWLEDGEContinuously

PRACTICEI S ttiIn Setting

Reviewing Strive for Reviewing Strive for Five

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

“T li P t ”“Traveling Passports”• Precorrecting new kids in Tigard,

OregonOregon

• Procedures– Meet with key adults

R i t ti– Review expectations

– Go to class

Ch t Ed tiCharacter Education• Easy to change moral knowledge.....

...difficult to change moral conductg

• 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 actionsq

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

• W/o formal feedback to encourage desired behavior, other forms of f db k h d i d b h ifeedback shape undesired behaviors

Cougar Traits in the Community

dent Name __________________________________

played the Cougar Trait of: RespectResponsibilityResponsibilityCaringCitizenship

(Circle the trait you observed)(Circle the trait you observed)

nature _____________________________________________ou would like to write on the back the details of what you observed ou ou d e to te o t e bac t e deta s o at you obse edl free! Thank you for supporting our youth.

Are “Rewards” Dangerous?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 againstanalyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”based on a narrow set of circumstances.– Cameron, 2002

• Cameron & Pierce, 1994, 2002

• Cameron, Banko & Pierce, 2001

R i f t Wi d !Reinforcement Wisdom!• “Knowing” or saying “know” does• Knowing or saying know does

NOT mean “will do”

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

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

“G d i l !”“Good morning, class!”

Teachers report that when students are greeted by an adult in morning it takes lessadult in morning, it takes less time to complete morning

& froutines & get first lesson started.sta ted

“B B k ”“Bus Bucks”• Springfield P.S., OR• Procedures• Procedures

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

A k l d i b d i– Acknowledging bus drivers

“S S b Sli ”“Super Sub Slips”• Empowering subs in Cottage

Grove ORGrove, OR

• Procedures– Give 5 per sub in subfolder

Gi 2 t i di t l– Give 2 out immediately

“P iti Offi R f l”“Positive Office Referral”• Balancing positive/negative

adult/student contacts in Oregonadult/student contacts in Oregon

• Procedures– Develop equivalent positive referral

P lik ti f l– Process like negative referral

“Pi f P ”“Piece of Paper”

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

Team Managed

St ffStaffAcknowledgements

EffectivePractices

ContinuousMonitoring

AdministratorParticipation

Implementation

MonitoringStaff Training

& Support

Participation

pp

CO PBSFCPS

“G ld Pl ”“Golden Plunger”• Involve custodian

P d• Procedure– Custodian selects one classroom/ Custod a se ects o e c ass oo /

hallway each week that is clean & orderlyy

– Sticks gold-painted plunger with banner on wallon wall

North Myrtle Beach Primary June 8 2004 SC

“St ff Di ”“Staff Dinger”• Reminding staff to have positive

interactioninteraction

• Procedures– Ring timer on regular, intermittent

scheduleschedule

– Engage in quick positive interaction

“1 F P i d”“1 Free Period”• Contributing to a safe, caring,

effective school environmenteffective school environment

• Procedures– Given by Principal

P i i l t k l f h– Principal takes over class for one hour

– Used at any time

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

O “ i l t ”– Or “arrive late”

• Procedures– Kids/staff nominate

– Kids/staff reward, then pick

Relevant &Relevant &MeasurableIndicators

Team-based EfficientTeam basedDecision Making &

PlanningInput, Storage, &

Retrieval

Continuous Effective

Evaluation

Monitoring

RegularRe ie

Visual Displays

Review

SWIS FRMS

What does SWPBS look like?What does SWPBS look like?• >80% of students can tell you what is expected of y p

them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.g

• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for

addressing problem behavior.• Data- & team-based action planning &

implementation are operatingimplementation are operating.• Administrators are active participants.• Full continuum of behavior support is available to allFull continuum of behavior support is available to all

students

PBIS MPBIS Messages• Measurable & justifiable outcomes

O i d t b d d i i• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementationde ty o p e e tat o

RMS Total Office Discipline ReferralsSustained Impact

5-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic YearsSETTING

All Settings Hallways Playgrounds Cafeteria

Library/Computer Lab

Assembly Bus

Be on task

Respect Ourselves

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 carefull

y.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.