School-wide Positive Behavior Support: Outcomes, Data,

Practices, & Systems

George SugaiCenter on Positive Behavioral Interventions & Supports

University of ConnecticutOctober 22 009

www.pbis.org

PURPOSE

Considerations for adopting

& implementing SWPBS with

integrity & for sustainability

• Know your SWPBS Basics• Invest in Systems Capacity• Work Smarter

Know your basics!

VIOLENCE PREVENTION

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction• Positive active supervision &

reinforcement• Positive adult role models• Multi-component, multi-year school-

family-community effort

SWPBS is

SWPBS is more than behavior management

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

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

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

RTIContinuum of Support for

ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Practice & Policy

RtI

Elementary School Suspension Rate

Elementary School

NC Positive Behavior Support Initiative

Dr. Bob Algozzine

Schools w/ Low ODRs & High Academic Outcomes

Office Discipline Referrals per 100 StudentsProp

ortio

n of

Stu

dent

s M

eetin

g St

ate

Acad

emic

Sta

ndar

d

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based• Biggest, durable effect

SCHOOL-WIDE1.1. Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide

2.Maximum structure & predictability in routines & environment

3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.

4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

5.Continuum of strategies to acknowledge displays of appropriate behavior.

6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

Evaluation Criteria

Allday & Pakurar (2007)

www.pbis.org

Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support.

www.pbis.org click “Research” “Evidence Base”

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Enhanced PBIS Implementation

Logic

School Rules

NO FoodNO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign learning & teaching environments

Keep off the grass!

Saying doing it “positively!”

Few positive SW expectations defined, taught, & encouraged

3-5 Positively Stated Behavioral Expectations

across Texas

Employee Entrance at TulsaDowntown Doubletree

Bobcat P.R.I.D.E. SETTING 1. Be Prepared 2.Show Respect 3. Be Involved 4. Follow Directions 5Show Emp athy

Morning Areas * Know your number for breakfast *Have all of your belongings with you in the café and in the gym *Procee d directly to gym after breakfast

* Use polite language such as please and thank you * Use appropriate table manners: stay in your seat, don’t talk with your mouth full, clear your area and use your 2” voice * Take your turn

* Pay attention in line and in the halls by listening to your teache r and watching where you are going * Clean up your area at breakfast * Help others when they need it

* Use 2 “ voice in cafeteria * Walk in the halls to the cafe teria, to the gym and to class * follow adult directions in all areas * stay seated in assigned area in gym until dismissed by adult

*Show empathy to others before schoo l in all areas- speak kindly, using a 2” voice and be friendly and courteous to others.

Hallways *Stay in line * Face Forward

* Respect wall hangings and student work by not touching or defacing * Use quiet voices in the halls so others can learn

* Pick up trash * Help others when they need it *Hold open doors for others

* Keep hands and feet to self * Go down the ramp and up the stairs *Remain silent in the halls

* Show empathy in the halls by bei ng respectful of other’s learning times and bei ng silent. * Show empathy by helping others when they need it- opening doors, helping to pick u p

Cafete ria * Know your number * Choose your main course, 2 sides and milk quickly * Make “extra” selections quickly

* Use appropriate table manners * Say “please” and “thank you”

* Pick up trash, even if it is not yours * Help others * Tell custodian about spills or messes * Vo lunteer to help the custodian

* Use 2” voice * Raise your hand if help is needed * Walk at all times *Remain seated until given permission

* Show empathy to all students in the cafeteria by being kind and be a friend if someone has a spill in the cafeteria- help out others and b e there for each other

Playground * Know weather signs * Bring appropriate clothing * Shoes tied up

* Show good sportsmanship * Use “put ups” * Take turns

* Ask others to play * Show hazardous items to adult * Know & abide by sports rules

* Use equipment properly * Rocks stay on the ground at all times * Follow adult directions * Line up promptly at whistle * Avoid physical contact with others.

*Show empathy at recess. You don’t have to be the best at every sport or activity, but you do have to be the best type of friend to others when playing- take turns and share. * P lay by the rules *Ask o thers to play with yo u.

Restrooms * Take care of business

quickly * Proceed in a direct manner to and from the restroom

*Respect the privacy of others * Wait your turn quietly * Show respect for school property

*Throw away trash * Report unsafe conditions to the office * Report any graffiti

*Kee p hands and feet to self * Flush toilet after use * Use bathroom equipment for its intended purpose

*Show empathy for our custodial staff- Keep the school neat and clean from the halls to the restrooms- pick up after yo urself and help clean

Teaching Bobcat PRIDE at Lee Elementary

Acknowledging & Celebrating at Puckett

Elementary

Cat Co. The Bobcat’s Store of Choice

1 Bobcat Buck- choice of Stickers Mini Erasers Eraser Pencil T opp ers Mini Stickies Baseball Cards

5 Bobcat Bucks- choice of Choice of Toiletries Bookmarks Bobcat Paw Stickers Magnetic Marbles Aliens PRIDE Pe ncils Sports Gliders Mini Colori ng Books Paratroop ers

10 Bobcat Bucks- choice of Folders Porcupine Balls Sticky Hands and Feet Spirit Bands Mon key Finger Puppets Sticky Bugs Stampers Dino Puzzles Themed Pe ncils w. Large Erasers

20 Bobcat Bucks- choice of Notebook Paper Pen Bracelets Goofy Springs Sports Keychains Kickballs Yoyos Paddle Game Helmet Pencil Topp ers Choice of Mini T reasure Chest Number on 200 Board

PRIDE 30 Bobcat Bucks- choice of Puzzle Balls Paw Sharpeners Inter twined Bouncing Balls High Bouncers Neon Shoe Laces Rubber Finger Plan es Finger Skateboards Large Sticky Bugs Locks Choice of Medium T reasure Chest

40 Bobcat Bucks- choice of Gel Pens Stress Balls

Paw Magnets Boomerangs

50 Bobcat Bucks- choice of Inflatable Hands Inflatable Crowns Nylon Saucer Cat Co Helper Choice of Large T reasure Chest

100 Bobcat Bucks- choice of Bobcat Button fo r 1 mo nth Bobcat Troop er for a week Lunch with the Princip al Special Lunch Table 1 Week

150 Bobcat Bucks- choice of Sonic Certif icate Recess Helper 1 Month Lunch Helper 1 Month

250 Bobcat Bucks Trip to Jump & Jive

250 Bobcat Bucks Trip to Mr. Gattis

Some ideas for classroom incentives: • homework pass • lunch w/ teacher • line leader • teacher’s helper • special seating • special duties – chalkboard,

overhead, etc. • extra computer time • extra reading time • extra library book • helper in music/pe/sp ed **

communicate w/ those teachers • “drop the lowest grade” pass • Draw from your prize box • Game hour once a month

Acknowledging & Celebrating Behavioral Expectations in Texas

Invest in systems capacity!

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

Working SmarterInvest in smallest evidence-based practice w/ biggest documented impact “add 1, drop 2”

Adapt to local culture/context Establish local capacity

for accurate & fluent implementation

Use data for decision making

Give equal priority to academic & social behaviors

Invest in prevention by responding early & positively to errors

Establish integrated continuum of SWPBS