School wide PositiveSchool-wide Positive Behavior Support & CT-SRBIpp

G S iGeorge SugaiOSEP Center on PBIS

C t f B h i l Ed ti d R hCenter for Behavioral Education and ResearchUniversity of Connecticut

April 8, 2009p

www.pbis.org www.cber.org www.swis.orgGeorge.sugai@uconn.edug g @

IMPLEMENTATION

Response to Intervention

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED

UNIVERSAL SCREENING

R I INTERVENTIONSDATA-BASED

DECISION MAKING

RtISTUDENT

PERFORMANCEDECISION MAKING

& PROBLEM SOLVING

CONTINUOUSPROGRESS

SOLVING

PROGRESSMONITORING

Responsiveness to Intervention

Etc.Social

Intervention

Social Sciences

Literacy & WritingSpecials

Numeracy u e acy&

SciencesSWPBS

Responsiveness to Intervention

Academic Systems Behavioral Systems

1-5% 1-5%Intensive, Individual Interventions

•Individual Students•Assessment-based

•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based

•Intense durable procedures5-10% 5-10%

g y •Intense, durable proceduresTargeted 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%

p p p p

Universal Interventions Universal Interventions80 90%•All students

•Preventive, proactive•All settings, all students•Preventive, proactive

Circa 1996

Responsiveness to Intervention

Academic++

Social Behavior

Tertiary Prevention:Specialized

IndividualizedCONTINUUM OFSCHOOL-WIDE

FEW

Secondary Prevention:

Systems for Students with High-Risk Behavior~5%

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

FEW

P i P ti

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

~15% SOME

Primary Prevention:School-/Classroom-Wide Systems for

All Students,,Staff, & Settings

ALL~80% of Students

FRTI

Intensive Few Continuum of Support for

Targeted SomeSupport for

ALL

Universal AllUniversal All

Dec 7, 2007

Our Challenges…….SWPBS is framework for….5. COMPETING INITIATIVES• SW discipline

Improving classroom &

• SW discipline• Class management• Social skills programs• Character education

3. NEGATIVE SCHOOL CLIMATE

• Bullying & harassment

school climateDecreasingIntegrating

d i &5. COMPETING

• Character education• Bully proofing• Life skills

Anger management

• 447 teacher abs yr• Staff/parents unsafe

1.REACTIVE MANAGEMENTDecreasing

reactive management

academic & behavior i iti ti

5. COMPETING INITIATIVES

• SW discipline• Class manage

• Anger management• HIV/AID education• Conflict management

D f

MANAGEMENT• 5100 ref/yr• Marcus 14 days management

MaximizingImproving initiatives

4 INEFFECTIVE SPED

Class manage• Social skills program• Drug-free • Parent engagement• School spirit

Vi l ti 2 POOR

det.

Maximizing academic

achievement

p o gsupport for students w/

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school

• Violence prevention• Dropout prevention• Relaxation room

2. POOR ACHIEVEMENT

• 25% 3rd at grade• >50% 9th 2+ “F”achievementEBD• Tasha spends day w/

nurse• Afterschool peer support• School based mental health

clinic……

>50% 9 2+ F

Supporting Social Competence &Academic Achievement

SWPBS?Approach for

OUTCOMES

Academic AchievementApproach for operationalizing

SRBI/RtI

Supporting

SRBI/RtI

SupportingStaff Behavior

pp gDecisionMaking

PRACTICESPRACTICES

SupportingStudent Behavior

VIOLENCE PREVENTION

• Surgeon General’s Report on Youth

• Positive, predictable school-wide climate Violence (2001)

• Coordinated Social Emotional &

climate

• High rates of academic & social success

Learning (Greenberg et al., 2003)

success

• Formal social skills instruction

• Center for Study & Prevention of Violence (2006)

• Positive active supervision & reinforcement

( )

• White House Conference on School Violence

• Positive adult role models

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

Multi component, multi year school-family-community effort

Effective Academic I t tiInstruction

Effective Behavioral Interventions POSITIVE,

Continuous & Efficient Data

PREVENTIVE SCHOOL CULTURE

=Continuous & Efficient Data-

based Decision MakingCULTURE(SWPBS)

Systems for Durable & Accurate Implementation

SWPBSPractices

Classroom

Practices

Classroom

Non-classroom Family• Smallest #

• Evidence-based• Biggest, durable effectgg ,

Student

School-wide1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4 Procedures for teaching SW & classroom-wide4. Procedures for teaching SW & classroom wide expected behavior

5. Continuum of procedures for encouraging expected5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule p g gviolations

7. Procedures for on-going data-based monitoring & g g gevaluation

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• All school-wide• Maximum structure & predictability in routines &

Classroom

p yenvironment

• Positively stated expectations posted, taught, reviewed, prompted, & supervised.p p p

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

• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economieseconomies

• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors differentialfor academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

Individual Student

• Behavioral competence at school & district

Individual Student

levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &Comprehensive person centered planning &

wraparound processes• Targeted social skills & self-management g g

instruction• Individualized instructional & curricular

accommodations

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

TeamGENERAL

TeamIMPLEMENTATION PROCESS

Agreements

D t b d

• Readiness agreements, prioritization, & investments

3 4 i l t ti it tData-based Action Plan

• 3-4 year implementation commitment

• Local capacity for training, coordination, coaching & evaluation

ImplementationEvaluation

coaching, & evaluation

• Systems for implementation integrityp

Initiative Purpose Outcome Target Staff SIP/SID/e

Working SmarterInitiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance CommitteeCharacter EducationEducation

Safety CommitteeS SSchool Spirit Committee

Discipline CommitteeCommittee

DARE Committee

EBS Work Group

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Sample Teaming Matrix

Committee Group Involved

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

y

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 #3Committee to threat/crisis students

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Improve behavior Decrease office Bullies Ellen Eric Goal #3Discipline 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

All students Eric, Ellen, Marlee Otis

Goal #2

G l #3model referrals, increase attendance, enhance academic engagement, improve grades

Marlee, Otis, Emma

Goal #3

Teaching Academics & B h iBehaviors

DEFINESimply

ADJUST forEfficiency

MODELMONITOR &

ACKNOWLEDGEContinuously

PRACTICEI S ttiIn Setting

TeachingSETTING

Teaching Matrix 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

voicectat

ions

Respect 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.

Exp

ec

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.

Few positive SW expectations defined, taught & encouragedtaught, & encouraged

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Reviewing Strive forReviewing Strive for Five

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

McCormick Elem. MD 2003

OMMS Business Partner Ticket

6 7 8 Date:6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect g y p(Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

B i NBusiness Name: ________________________________________

Grand Junction CO 5/06

McCormick Elementary School, MD

Actively Supervising Dismissal

biwww.pbis.orgHorner, 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”click Research” Evidence Base”

90-School StudyHorner et al in pressHorner et al., in press

• Schools that receive technical assistance from• Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity

• Fidelity SWPBS is associated with▫ Low levels of ODR

▫ .29/100/day v. national mean .34

▫ Improved perception of safety of the school p p p y▫ reduced risk factor

▫ Increased proportion of 3rd graders who meet state reading standard.g

Project Target: Preliminary FindingsB d h & L f iBradshaw & Leaf, in press

• PBIS (21 v. 16) schools reached & sustained high fidelityfidelity

• PBIS increased all aspects of organizational health• Positive effects/trends for student outcomes

– Fewer students with 1 or more ODRs (majors + minors) – Fewer ODRs (majors + minors)– Fewer ODRs for truancy– Fewer suspensions – Increasing trend in % of students scoring in advanced &

proficient range of state achievement testproficient range of state achievement test

>9000 Schools involved in SWPBS

56696000

# of Schools by Level

5000

3000

4000

19432000

117

931

124344

0

1000

0Pre Elem Mid High K-(8-12) Alt/JJ

9000+ in 44 States Involved with SWPBS

1200

1000

hool

s CAIL

600

800

r of S

ch CT

400

Num

be

0

200

01 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67 69 71States

Scott Spaulding, Claudia Vincent

HI

p gPbis.org/evaluation/evaluation briefs

CA

CT

www ctserc orgwww.ctserc.org

2008 CT Summary2008 CT Summary• Since 2004 125 schools from 27 districts• Since 2004, 125 schools from 27 districts

• Schools that implement SWPBS with integrity experienceexperience

– Reductions in ODR, OSS, ISS, Expulsions

– Reductions in OSS

– Improved trends in academic outcomes

• Requests exceed opportunities for SWPBS t i itraining

• SERC, SDE, RESCs, UConn, & PBIS Center collaborating to improve capacity

Since 2004: 125 schools from 27 districts

Since 2004: 125 schools from 27 districts

Since 2004: 125 schools from 27 districts

Ex: Some schools implement accurately w/in 1 yr

Ex: Some schools implement accurately quicklyEx: Some schools implement accurately w/in 2-3 yrs

Ex: Most elem sch achieve 80/80 within 1 yr

Ex: Most mid/high sch achieve 80/80 within 1 yr

Ex: Mid dsch

meeting TIC hTIC have

lower ODRODR

(small #)

Ex: Mid/high

schtimeeting

SET have lowerlower ODR

(small #)

Ex: Elem esch

meeting SET hSET have

lower ODRODR

(small #)

Ex: Elem esch

meeting SET hSET have

fewer needingneeding sec/tert(small #)

Ex: Overall ODR decrease in SWPBS sch

Ex: Acts of aggression decrease in mid schEx: Acts of aggression decrease in mid sch

Ex: OSS & OSS &ISS

decrease i id hin mid sch

Ex: ODR per day/month decrease

Ex: Literacy & SWPBS can be implemented

Ex: ODRs reduced for students on IEPs

E ISS (d / t ) d d f t d t IEPEx: ISS (days/events) reduced for students on IEPs

E OSS (d / t ) d d f t d t IEPEx: OSS (days/events) reduced for students on IEPs

“Mom, Dad, Auntie, &Mom, Dad, Auntie, & Jason”

In a school where over 45% ofIn a school where over 45% of 400 elem. students receive f d d l h 750 f ilfree-reduced lunch, >750 family members attended Family Fun yNight.

I lik ki ’ t h lI like workin’ at schoolAfter implementing SW-PBS, Principal at Jesse BoboPrincipal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-(2002 2003) to 263 (20032004).

“I lik it h ”“I like it here.”

Over past 3 years, 0 teacherOver past 3 years, 0 teacherrequests for transfers

“She can read!”She can read!With minutes reclaimed from improvements in proactive SW discipline elementary schooldiscipline, elementary school invests in improving school-wide literacy.

R lt 85% f t d t i 3rdResult: >85% of students in 3rd

grade are reading at/above g ggrade level.

ODR Admin. BenefitSpringfield MS, MD

2001-2002 2277

2002 2003 13222002-2003 1322

= 955 42% improvement 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 13222002-2003 1322

= 955 42% improvement 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

NC Positive Behavior Support Initiative

Dr. Bob Algozzinend

ard

pp

100

emic

Sta

n

85

90

95

Schools w/ Lowtate

Aca

de

75

80

85

Rea

ding

Schools w/ Low ODRs & High

Academic Outcomes

Mee

ting

St

65

70EO

G R Reading

Linear (Reading)

rxy = -.44(n = 36)

Stu

dent

s M

55

60

ortio

n of

S

500.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.00

ODRsOffice Discipline Referrals per 100 Students

Pro

p

Central Illinois Elem, Middle Schools

1

Triangle Summary 03-04

05%

0.8

1

of 11%

05%20%

0.6

porti

on

dent

s

6+ ODR84% 58%

22%

0.4

ean

Pro

Stud 2-5 ODR

0-1 ODR

84% 58%

0

0.2Me

0Met SET (N = 23) Not Met SET (N =12)

North Illinois Schools (Elem, Middle)

1

Triangle Summary 03-04

0.8

1

n of

08%

17%

04%14%

0.6

opor

tion

dent

s

6+ ODR88% 69%

17%

0 2

0.4

ean

Pro

Stud 2-5 ODR

0-1 ODR

88% 69%

0

0.2M

Met SET N = 28 Not Met SET N = 11

ESTABLISHING CONTINUUM of SWPBS

TERTIARY PREVENTIONTERTIARY PREVENTION

~5%

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

••••

~15% SECONDARY PREVENTION

Ch k i / t

•

SECONDARY PREVENTION

••

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

•••••

PRIMARY PREVENTION• Teach SW expectations

•

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

••••

~80% of Students• Parent engagement•••

Evaluation CriteriaEvaluation Criteria• Research based?Effective • Research-based?Effective• Doable?Efficient • Doable?Efficient• Contextual & Cultural?Relevant • Contextual & Cultural?Relevant• Lasting?Durable Lasting?Durable• Transportable?Scalable Transportable?Scalable

7 BIG 1 Prevent & precorrect

2 T i t h i f

7 BIG BEHAVIOR

2 Trigger, teach, reinforce

3 Invest in evidence-basedIDEAS!!

4 Consider culture/context

5 Implement with fidelity

6 Decide w/ data6 ec de / da a

7 Establish efficient systems capacity

Effective Social & AcademicSchool Culture

Common Language

SRBICommon

Vision/ValuesCommon

Experience