monday keynote school-wide positive behavior support
DESCRIPTION
Monday Keynote School-wide Positive Behavior Support. George Sugai OSEP Center on PBIS University of Connecticut August 10, 2009 www.pbis.org www.cber.org Dr. Carl Cole, RMC Research, St. Thomas [email protected]. PURPOSE School-wide Positive Behavior Support & Special Education. - PowerPoint PPT PresentationTRANSCRIPT
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Monday Keynote
School-wide Positive Behavior Support
George SugaiOSEP Center on PBIS
University of ConnecticutAugust 10, 2009
www.pbis.org www.cber.orgDr. Carl Cole, RMC Research, St. Thomas
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PURPOSE
School-wide Positive
Behavior Support &
Special Education• What is SWPBS?• SWPBS & Response-to-Intervention
• Special Educators’ Role• PBS Strand: Practices, Systems & Examples
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Policy & Practice Examples & Considerations
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HR 2597 May 21, 2009
“Positive Behavior for Safe & Effective Schools” • ESEA funds for SWPBS
• Provisions
– Professional development
– Safe & Drug Free Communities
– Early intervening services & counseling programs
– Office of specialized instructional supports
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American Recovery & Reinvestment Act
IDEA & Title Recovery Funds
• Data systems
– E.g., SWIS
• SWPBS implementation, e.g.,
– Early Intervening Services IDEA
– School-wide Programs (ESEA Title I)
– Professional Development (ESEA Title II)
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www.PBIS.org
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SWPBS about ALL
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SWPBS about ALL
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What is SWPBS?
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Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe
2. POOR ACHIEVEMENT
• 25% 3rd at grade• >50% 9th 2+ “F”
1.REACTIVE MANAGEMENT
•5100 ref/yr•Marcus 14 days det.
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Worry“Teaching” by Getting Tough
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….starting now!”
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Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
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When behaviorreturns….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
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When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
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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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Science 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 taught directly & receiving positive feedback
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Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe
2. POOR ACHIEVEMENT
• 25% 3rd at grade• >50% 9th 2+ “F”
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Effective Behavioral Interventions
Effective Academic Instruction
Systems for Durable & Accurate Implementation
Continuous & Efficient Data-based Decision Making
POSITIVE, EFFECTIVE
SCHOOL CULTURE(SWPBS)
=
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Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
3. NEGATIVE SCHOOL CLIMATE
• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe
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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
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Our Challenges…….
4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse
5. COMPETING INITIATIVES
• SW discipline• Class manage• Social skills program
5. COMPETING INITIATIVES•SW discipline•Class management•Social skills programs•Character education•Bully proofing•Life skills•Anger management•HIV/AID education•Conflict management•Drug-free •Parent engagement•School spirit•Violence prevention•Dropout prevention•Relaxation room•Afterschool peer support•School based mental health
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Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/ etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Are outcomes
measurable?
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Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
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 #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline 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 attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
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“Response-to-Intervention”
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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
ALL
SOME
FEW
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Universal Interventions•All students
•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
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Responsiveness to Intervention
Academic+
Social Behavior
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RTIContinuum of Support for
ALL
Dec 7, 2007
Math
Soc Studies
Science
Reading
Soc skills
Basketball
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Sep 06 Feb 08Feb 07 Sep 08
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Sep 06 Feb 08Feb 07 Sep 08
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Sep 06 Feb 08Feb 07 Sep 08
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Sep 06 Feb 08Feb 07 Sep 08
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SWPBS is framework for….
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“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Approach for operationalizing
best practice
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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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
School-wide
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• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
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• 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• Effective academic instruction & curriculum
Classroom
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• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Family
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• 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
Individual Student
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www.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”
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~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• • • • • •
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
• Readiness agreements, prioritization, & investments
• 3-4 year implementation commitment
• Local capacity for training, coordination, coaching, & evaluation
• Systems for implementation integrity
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SWPBS Systems Implementation Logic
Funding Visibility PolicyPoliticalSupport
Training Coaching CoordinationEvaluation
LEADERSHIP TEAM
Local School/District Implementation Demonstrationswww.pbis.org
“SWPBSImplementation Blueprint”
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Examples
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School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
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Few positive SW expectations defined, taught, & encouraged
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Saying & doing it “Positively!”
Keep off the grass!
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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. S
OCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
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Acknowledge & Recognize
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Key-to-Success ProjectKey-to-Success Project
Total Number of Office Discipline Referrals Per Year
419
324
218
050
100150200250300350400450
Baseline SWPBS Yr 1 SWPBS Yr 2
Years
Tota
l num
ber o
f ODR
s
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0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
To
tal O
DR
s
Academic Years
FRMS Total Office Discipline Referrals
SUSTAINED IMPACTPre
Post
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0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84% 58%
11%
22%
05%20%
SWPBS schools are more preventive
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Elementary School
Suspension Rate
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Elementary School
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Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity
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Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity
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National ODR/ISS/OSS July 2008
K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279
ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39
24091,254,4531,073,642
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July 2, 2008
ODR rates vary by level
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July 2, 2008
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• Work as team for all
• Know your measurable outcomes
• Use relevant data for decision making
• Invest in developing effective, efficient, & relevant continuum of evidence-based practices
• Establish system-wide supports for implementation integrity & maximum student performance outcomes
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