systems change & pbis implementation in high schools: current experiences & research status...
TRANSCRIPT
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Systems Change & PBIS Implementation in High
Schools: Current Experiences & Research Status
George SugaiOSEP Center on PBIS
May 18, [email protected]
www.PBIS.org
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Today’s Task…To review critical features of school-wide positive behavior support (PBS) at high school level Does need exist? What have we learned? Accomplishments?
Challenges? How have teams responded to challenges? What next?
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Acknowledgements
HS PBIS Teams Lucille Eber & team Hank Edmonson & team Brigid Flannery & team Cheryle & team Guests ISBE, OSEP
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PBIS “Big Idea”
Goal is to establish host environments that support adoption & sustain use of evidence-based practices
(Zins & Ponti, 1990)
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Guiding Principle #1
“Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment”
Rutter & Maughan, 2002
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Guiding Principle #2
To affect incidence & prevalence of antisocial behavior, we must increase availability, adoption, & sustained use of validated practice
Biglan, 1995
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Guiding Principle #3
Use what we know about behavior of individuals to affect behavior & organization of communities, & create a common vision, language, & experience for all members of the communityBiglan, 1995; Horner, 2002
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Guiding Principle #4
“Reducing ethnic overrepresentation is a matter of creating successful school environments for all students & accurately distinguishing disabilities from so-called cultural differences, political influences, & socio economic factors. We must realize that the causes of low academic performance & challenging behavior do not reside solely within the child or family.”
Meyer, G. & Patton, J., 2001, p. 12
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Immediate high school challenges
Limited evidence base Long traditional disciplinary approach to
instruction Relatively limited reform Reactive discipline Uneven access & capacity within &
across
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Need?....context matters
Some examples Some challenges Student v. school-wide
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“Barrow”
Barrow is well-behaved, liked, & enjoys learning, especially music, social aspects, & art, but isn’t producing in academic content areas. Homework & assignments are completed by not submitted. Teachers call him “likeable, social, but irresponsible.” He is failing his freshman block, & his parents are worried that early failure might discourage him about school.
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“Solanum”
Solanum does not socialize with her peers, rarely interacts with adults, & spends most of her time in library. She has little appetite, & sleeps during most classes. She leaves campus during lunch, & rarely returns. She might be abusing substances.
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“Vai”
Vai’s passion is Skaa….& little else. He attends class & passes all his test, but does little work, openly defies directives to participate or answer questions, & chastises other students as being “puppets of the system.”
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“Rhus!”
Rhus is “high functioning autistic.” If three girls (not 2 or 4) enter room before him, he screams & bites his hand. Rhus knows how many tiles are in hallway, how many fire hydrants are on each city street, & what square roots are of all numbers between 17 & 152. Peers avoid contact with Rhus because he’s “too weird.”
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“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
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Do we care about these kids?....of course we do!
We know the urgency We know the consequences of not acting We know we should care We even have assessment & intervention
technologies
….but context matters.
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Context matters!!
High school with 1900 students reported over 5000 office discipline referrals in one academic year. Over 50% of students (mostly 9th graders) have received at least one office discipline referral.
Barrow is in this
school!
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5000 referrals =
75,000 min @ 15 min =
1,250 hrs =
156 days @ 8 hrs
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“Class from Hell”
Ms. Taken says 3rd period is her “class from hell.” It takes 10 minutes to get classes started. Half the students usually leave the classroom before the period is over. Ms. Taken calls the dean of students to her class at least once per week.
Solanum is in this
classroom!
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“Detention”
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Conteaster is in
this school!
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“Main Street”
Classroom & outside doors are locked at 3:20. Lockers are tagged by “Goths,” “Heads,” & “Main Street G.” Staff members haven’t had a staff meeting in 3 months.
Rachel is in this
school!
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“FTD”
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this
school!
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So…how should we respond?
Understand unique features of high schools
Understand adolescent development
Adopt preventive approach Consider systemic enhancements
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High School Concerns
Graduation/attendance rates Curriculum, credits
Safe schools & problem behavior Drugs, dropouts, harassment, attendance, safety,
insubordination, aggression, threats, etc.
Whose responsibility? Students, parents, police, office, teachers,
specialists,…
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What makes secondary settings unique?
Size Organization Operations Approach to learning &
teaching Reactive behavior management
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2 Worrisome & Ineffective Responses to Problem Behavior
Get Tough (practices) Train-&-Hope (systems)
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Worry #1: Getting Tough approach
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. When you’re ready to take responsibility for your actions & behave like an adult, you can be in my classroom!”
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Increasingly “aversive” reactive continuum of discipline
Warning ODR & warning ODR & in-school suspension ODR & out-school suspension Expulsion hearing
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Get Tough Philosophy
Increase monitoring for future problem behavior
Clamp down on rule violators Re-re-re-review rules & sanctions Extend continuum of aversive
consequences Improve consistency of use of
punishments Establish “bottom line”
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System’s response…Get tougher
Zero tolerance policies Security guards & metal detectors, &
surveillance cameras Student uniforms Expulsion Exclusionary options (e.g., alternative
programs)
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Reactive responses are predictable
When we experience aversive situation, we select interventions that produce immediate relief by Removing student Removing ourselves Modifying physical environment Assign responsibility for change to student
&/or others
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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
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2001 Surgeon General’s Report
Risk factors associated with increasing # of antisocial behaviors in youth Antisocial peer networks Reinforced deviancy
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Recommendations (rearrange contingencies…..prevention) Establish “intolerant attitude toward
deviance” Break up antisocial networks…change social
context Improve parent effectiveness
Increase “commitment to school” Increase academic success Create positive school climates
Teach & encourage individual skills & competence
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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
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An Approach: School-wide PBS
Success at elem/middle school levels
Preventive, systemic approach Evidence based practices Organizational logic
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
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Worry #2 “Train & hope” approach
1. React to identified problem
2. Select & add practice
3. Hire expert to train practice
4. Expect & hope for implementation
5. Wait for new problem….
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Enhanced approach
1. Organize team2. Review data3. Analyze, describe, & prioritize problem
within context4. Specific measurable outcome5. Select evidence based practice6. Provide supports for accurate sustained
adoption & implementation7. Monitor practice implementation &
progress toward outcome
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What do PBS schools look like generally? >80% of students can tell you what is expected of
them & give behavioral example Academic engagement is high Positive adult-to-student interactions exceed negative Evidence based practices are being used Function based behavior support is foundation for
addressing problem behavior. Data- & team-based action planning &
implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all
students
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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
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Key word: PREVENTION
Primary Reduce # new cases
Secondary Reduce # current cases
Tertiary Reduce complications, intensity, severity
of current cases
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Implementation Features
1. Establish EBS leadership team
2. Secure SW agreements & supports
3. Establish data-based action plan
4. Arrange for high fidelity implementation
5. Conduct formative data-based monitoring
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1. Establish EBS Leadership Team
Behavioral capacity School, student, family & district
representation Active administrator participation Efficient communications & staff
development Leadership & decision making status Data-based decision making & problem
solving
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Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP
Attendance Committee
Social Club Committee
Safety Committee
School Spirit Committee
Discipline Committee
Diversity Committee
PBS Work Group
Working Smarter
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2. Secure SW Agreements & Supports
Agreements Prioritized data-
based need & action
3-4 year commitment
Preventive instructional approach to social behavior
Supports Administrative
leadership Prioritized resources
Materials, personnel, etc.
On-going coaching/facilitation
Time
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3. Establish Data-based Action Plan
Use of available & meaningful data EBS Self-assessment Survey Behavioral incident data, attendance Middle school data Faculty/student focus groups
Consideration of multiple systems Adoption, adaptation, & sustained
use of evidence-based practices
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Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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School-wide & Classroom-wide Systems
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
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Classroom Management Systems
Behavior & classroom management 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
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Instructional management Selection Modification & design Presentation & delivery
Environmental management
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Nonclassroom Systems
Positive expectations & routines taught & encouraged
Active supervision by all staff Scan, move, interact
Precorrections & reminders Positive reinforcement
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Individual Student System
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
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4. Arrange for High Fidelity Implementation
Team-based leadership & implementation Use of research-validated practices Active administrator support & participation Overt supports for staff implementation
Natural & systematic staff development Instructional scripts/prompts
Continuous monitoring & modification for maximum efficiency & effectiveness
Positive reinforcement
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But not without
attention to factors
that affect
adoption, teaching,
& sustained use of
these outcomes
Words to…
Actions to…
Habits to…
“Character”
Overheard at a workshop
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5. Conduct formative data-based monitoring
“Good” data for input Efficient data manipulation &
summarization SWIS.org
Guided data-based decision making
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What have we learned about PBS implementation efforts in
secondary settings?
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Adolescent Mis-assumptions
Adolescents know better….they just don’t!
Adolescents will learn to be responsibility through natural consequences!
Adolescents will when they want to! ….
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What are we learning about high schools?
Limited research base & few documented demonstrations exist
Many “urgent” competing initiatives exist Enrollment size matters (>700) Organizational & administrative
characteristics must be considered Skill fluency, independence, &
responsible behavior are assumed & expected in students
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Content mastery is goal & competition is fostered
Peer social culture is important influence
Communication systems are inefficient Need to be active & positive is not
widely embraced Discipline is reactively-oriented Success is assumed for some
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What have we learned about PBS implementation efforts in high
school settings?
Getting “there” might be different for high schools than for elementary & middle schools
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Recommendations for PBS in secondary schools
Establish team that enables efficient communication & decision making with large number of staff members
Work w/in existing administrative structures
Start small, prioritize time Identify naturally occurring & useful
data sources & systems
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Increase focus on teaching & encouraging positive expectations
Maximize administrator involvement Involve students & staff to greatest
extent Increase opportunities for feedback to
students & staff Identify measurable outcome indicators
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Increase opportunities for academic success & competence of ALL students
Create student communities that are small in size, maximize adult interactions, & enable active supervision
Prioritize, model, prompt, & acknowledge factors that contribute to positive “SENSE OF COMMUNITY”
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3 Organizational Goals
Common Vision Mission, purpose, goal
Common Language Communications, terminology, information
Common Experiences Routines, actions, activities, operational
structures, etc.
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Consider stages of systems change
Identification & adoption of best practices & systems
Accurate & fluent implementation Efficient, durable & sustained use Controlled expansion
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So…how do we respond?
Understand unique features of high schools
Understand adolescent development
Adopt preventive approach PBS
Adopt systems perspective
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Support kid behavior
Support adult behavior
Redesign learning environments for effectiveness, efficiency, relevance
System Improvement
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Tools (pbis.org)
EBS Self-assessment TIC: Team Implementation Checklist SSS: Safe Schools Survey SET: Systems School-wide Evaluation Tool PBS Implementation & Planning Self-
assessment ISSET: Individual Student Systems
Evaluation Tool (pilot) SWIS: School-Wide Information System
(swis.org)
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Dates
ABA Conference, May 28-31, 2004, Boston
PBS Conference, March 9-12, 2005, Tampa, FL
PBS Trainers’ Forum, October 6-8, 2004, Chicago, IL
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Have a great forum!
www.PBIS.org
Teach us what you’ve learned
Assist others in their efforts
Guide us where to go next