school climate: positive behavior support, mtss, and academic achievement george sugai center for...
Post on 15-Jan-2016
234 Views
Preview:
TRANSCRIPT
School Climate: Positive Behavior
Support, MTSS, and Academic
Achievement
George Sugai
Center for Behavioral Education & ResearchCenter on Positive Behavioral Interventions & Supports
Neag School of EducationUniversity of Connecticut
25 June 2015
www.pbis.org www.neswpbs.org www.cber.org
www.pbis.org
www.neswpbs.org
Presentations
PURPOSE
To discuss how school climate
relates to SWPBS and academic
achievement, & how positive school
climate might be conceptualized &
achieved.EXAMPLES
• School Climate• Social Skills
Instruction• Culture
Common Vision/Values
Common Language
Common Experience
QualityLeadership
Effective Organizations
GOAL: “Big Outcome”
SWPBS Feature Action1. What is 1 thing you learned about PBIS that you did not know before?
2. What 3 “big ideas” will you take back to your colleagues?
3. What is 1 practice you will do tomorrow that you have not done before?
4. What is 1 practice you will consider not doing tomorrow?
5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?
Action Steps - Homework
Why School
Climate & MTSS?
School Climate & Discipline
School Violence & Mental Health
Disproportionality & School-Prison Pipeline
Getting Tough
Teaching to Corner
Nov 1985 KappanSchool Discipline
Challenge:Academic & behavior success (failure) are
linked!
MTSS??!!
RtI
MTBF
RtI-B PBIS
SWPBS
MTSS-B
PBIS (aka SWPBS, MTSS-B, MTBF, RtI-B…)
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
PBIS is about….Improving classroom
& school climate
Decreasing reactive management
Maximizing academic
achievement
Improving support for
students w/ EBD
Integrating academic &
behavior initiatives
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;
Sugai, O’Keeffe, & Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally Valid Decision Making
PBIS emphasis
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESMTSS/PBIS
Positive School
Climate
Did you feel that!
VIOLENCE PREVENTION
Positive predictable school-wide
climateHigh rates
academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-family-community
effort
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)
HOW?
Establish positive school
climate Maximizing academic success
Teaching important social
skills
Recognizing good behavior
Modeling good behavior
Supervising actively
Communicating positively
Biglan, Colvin, Hoagwood, Mayer, Patterson,
Reid, Walker
KID(-) School Climate
• Non-compliance & non-cooperation
• Disrespect• Teasing, harassment, &
intimidation• Disengagement & withdrawal• Nonattendance, tardy, &
truancy• Academic failure• Violent/aggressive behavior• Littering, graffiti, & vandalism• Substance use
SCHOOL(-) School climate
• Reactive management• Exclusionary disciplinary practices• Informal social skills instruction• Poor implementation fidelity of
effective practices• Inefficient organization support• Poor leadership preparation• Non-data-based decision making• Inefficient, ineffective instruction• Negative adult role models
Coercive Cycle
Why is negative school
climate undesirable?Creates environments
of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens academic & social behavior
development
Biglan, Dishion, Mayer, Patterson,
Reid, Severson, Walker
SCHOOL(+) School Climate
• Positive > negative contacts• Predictable, consistent, &
equitable treatment• Challenging academic
success• Adults modeling expected
behavior• Recognition &
acknowledgement• Opportunity to learn• Safe learning environment• Academic & social
engagement
KID(+) School Climate
• Compliance & cooperation• Respect & responsibility• Positive peer & adult
interactions• Engagement & participation• Attendance & punctuality• Anger & conflict management• Safe & clean environment• Healthy food & substance use• Self-management behavior
Positive Reinforcement Cycle
Negative SchoolBehavior
Negative StudentBehavior
What’s It Take to Shift from Negative to Positive School Climate???
Positive StudentBehavior
Positive SchoolBehavior
Coercive Cycle
Positive Reinforcement
Cycle
Decision SWPBS Feature Action
Yes ? No 1. Do >80% of students engage in socially appropriate interactions w/ peers daily?
Yes ? No 2. Do >80% of staff have more positive than negative social interactions with their students daily?
Yes ? No 3. Do >80% of staff model positive expected social behavior daily?
Yes ? No 4. Do >80% of students experience high levels of successful academic engagement every hour?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
School Climate Self-Assessment – 3 min.
Multi-Tiered
Systems of Support
Arranging environment to be
conducive to teaching & learning (N. Haring, 2012)
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESMTSS/MTBF
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
Universal
Targeted
Intensive
All
Some
Few
Dec 7, 2007
Continuum of Support
for All
Universal
Targeted
IntensiveContinuum of
Support“Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
Universal
Targeted
IntensiveContinuum of Support for ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…..not kids
Self-assess
Homework
TechnologyBehav
ior S
uppo
rt
Universal
Targeted
IntensiveContinuum of
Support for ALL:“________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
SWPBS: Core Practice Features
SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•
TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Prec
isio
n
Enga
gem
ent
Feed
back
Prac
tice
Team
wor
k
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• • • • • •
Teaching social
skills explicitly
Establishing stimulus
control….like academic skills
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide expected
behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-based
monitoring & evaluation
Punishment teaches• Punishment signals error.
• Punishment does not teach SS.
Teach “1 hour every Monday”• SS are needed all day.
• SS are prompted & practiced all day.
Not my responsibility• SS are needed to learn.
• SS are needed to teach.
Bad behavior is trait• SS (good/bad) learned & taught.
• Teaching SS should be formal.
Social Skills Misrules
“Power of Habits”Charles Duhigg, 2012
CUE HABIT REWARD
Dessert SatisfiedEat
TV remote EntertainedSit & watch
Teased Teasing stopsHit
Difficult work
Work removed
Destroy work
Carrot
Walk
Ignore
Try
Satisfied?!
Entertained?!
Teasing stops?!
Work removed?!
CHALLENGE: Replacing current behavior (strong habit) with new behavior (weak habit)
Subtitle: “Why We Do What We Do in Life & Business”
Establishing/Replacing HabitCharles Duhigg (2014)
CUE• Remove
competing cue
• Add desired cue
HABIT• Teach
acceptable alternative
• Teach desired alternative
REWARD• Remove
reward for old habit
• Add reward for new habit
All three elements are addressed in SSI
Teaching Matrix
SETTING
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.
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
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Decision SWPBS Feature Action
Yes ? No 1. Do most (80%) of our staff agree that social skill expectations can be taught?
Yes ? No 2. Do we have plan for teaching school-wide social skill expectations?
Yes ? No 3. Do we teach school-wide social skill expectations in our classrooms?
Yes ? No 4. Do we teach school-wide social skill expectations throughout the day?
Yes ? No 5. Are we using data to monitor the above?
Yes ? No 6. Is our team monitoring & coordinating implementation of above?
Social Skills Self-assessment
Consider culture &
context
Where’d you learn that?
Student
Teacher
AdministratorFamily
Community
Potential for cultural exchange & conflict
Culture =
Group of individuals
Overt/verbal behavior
Shared learning history
Differentiates 1 group from others
Predicting future behavior
Flexible, dynamic, & changed/shaped over time & across generations & setting.
Collection of learned behaviors, maintained by similar social & environmental contingencies
Sugai, O’Keeffe, & Fallon 2012
References
• Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in School-wide Positive Behavior Support: A review of current literature. Journal of Positive Behavior Interventions, 14, 209-219, doi: 10.1177/1098300712442242
• Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual consideration of culture and school-wide positive behavior support. Journal of Positive Behavior Interventions, 14, 197-208, 10.1177/1098300711426334
• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-Bradway, J. (2011). Toward a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 219-229.
Common Vision/Values
Common Language
Common Experience
QualityLeadership
Effective Organizations“Organizations are groups of individuals whose collective
behaviors are directed toward a common goal & maintained by a common outcome”
Skinner, 1953, Science of Human Behavior
Factors Directly & Indirectly Contributing To Student Learning
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Student/Family Background
MTSS
Implementation DriversPBIS Implementation Blueprint (2015 rev, pbis.org)
• SWPBS practices, data, systems
• Policy, funding, leadership, priority, agreement
District Behavior Team
• 2 yr. action plan• Data plan• Leadership• Team meeting
schedule
School Behavior Team • SWPBS
• CWPBS• Small group• Individual student
School Staff
• Academic• Expectations &
routines• Social skills• Self-management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic MTBF Implementation Framework
Team Support
Regional/State Leadership
RCT & Group Design PBIS StudiesBradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive
Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156
2014
• Reduced major disciplinary infractions
• Improvement in aggressive behavior,
concentration, prosocial behavior, & emotional
regulation• Improvements in academic achievement
• Enhanced perception of organizational health &
safety• Reductions in teacher reported bullying behavior
& peer rejection• Improved school climate
Concluding comments
Now what?
SWPBS Feature Action
1. What is 1 thing you learned about PBIS that you did not know before?
2. What 3 “big ideas” will you take back to your colleagues?
3. What is 1 practice you will do tomorrow that you have not done before?
4. What is 1 practice you will consider not doing tomorrow?5. What is 1 enhancement you can make in your teaching environment to increase likelihood of doing above?
Action Steps – Homework
Upcoming Events
PBIS Forum
Oct 22-23, 2015
Rosemont IL
SMH Conference
Nov 5-7, 2015
New Orleans,
LA
New England
PBIS
Nov 19-20, 2015
Norwood, MA
APBS Conf.
Mar 23-26, 2016
San Francisco,
CA
Northeast SWPBS Conf.
May 19-20, 2016
Mystic, CT
top related