School-Wide Positive Behavior Support:

Getting Started Follow-up

George Sugai &Vincent SamoulisOSEP Center on PBIS

University of ConnecticutApril 10, 2007

www.pbis.org

www.swis.org

George.sugai@uconn.edu

www.pbis.org

New England PBS Conference

November 15th

Somewhere near Boston

Information: www.mayinstitute.org

April 10 Agenda• Welcome, Advance Organizer

• Brief Team Reports

• SWPBS Review & Moving Forward

• Non-Classroom Setings

• Understanding Escalating Behavior

• Evaluation & Data Management

• Action Planning

MAIN TRAINING OBJECTIVES

• Establish leadership team

• Establish staff agreements

• Build working knowledge of SW-PBS practices & systems

• Develop individualized action plan for SW-PBS– Data: Discipline Data, EBS Self-Assessment Survey,

Team Implementation Checklist

– Presentation for school

• Organize for upcoming school year

“1 Min. Team Reports

• Name of School

• Data Report

• 1-2 Accomplishments/Activities Since January

• 1 Challenge/”Speed Bump”

Messages Repeated!1. Successful Individual student

behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable

2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

2 Worries & Ineffective Responses to Problem

Behavior

• Get Tough (practices)

• Train-&-Hope (systems)

Development “Map”

• 2+ years of team training

• Annual “booster” events

• Coaching/facilitator support @ school & district levels

• Regular self-assessment & evaluation data

• Develoment of local/district leadership teams

• State/region & Center on PBIS for coordination & TA

Role of “Coaching”

• Liaison between school teams & PBS leadership team

• Local facilitation of process

• Local resource for data-based decision making

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

Academic Systems Behavioral Systems

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

Designing School-Wide Systems for Student Success

Main Messages

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

CO PBS

FCPS

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Meetings

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements &

Supports

Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

SWIS

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

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

School-wide Systems

• 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

ClassroomSetting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

NonclassroomSetting Systems

• 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 StudentSystems

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment– Planned/unplanned

– Desirable/undesirable

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Acknowledge & Recognize

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

CO PBSFCPS

“80% Rule”

• Apply triangle to adult behavior!

• Regularly acknowledge staff behavior

• Individualized intervention for nonresponders

– Administrative responsibility

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

“Golden Plunger”

• Involve custodian

• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

North Myrtle Beach Primary June 8, 2004 SC

“Staff Dinger”

• Reminding staff to have positive interaction

• Procedures

– Ring timer on regular, intermittent schedule

– Engage in quick positive interaction

“1 Free Period”

• Contributing to a safe, caring, effective school environment

• Procedures

– Given by Principal

– Principal takes over class for one hour

– Used at any time

“G.O.O.S.E.”

• “Get Out Of School Early”

– Or “arrive late”

• Procedures

– Kids/staff nominate

– Kids/staff reward, then pick

Staff Acknowledgements

• 9 minutes

• Review/develop procedures for acknowledging/encouraging staff contributions & accomplishments

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

AttentionPlease

1 MinuteNew Spokesperson

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

SWIS FRMS

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Academic Systems Behavioral Systems

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

Designing School-Wide Systems for Student Success

What does SWPBS look like? • >80% of students can tell you what is expected of them &

give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative

• 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

0

300

600

900

1200

1500

Tota

l O

ffic

e D

iscip

line R

efe

rrals

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

FRMS Total Office Discipline ReferralsSustained Impact

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

Academic Years

Tota

l ODR

s

Pre

Post

Office Discipline Referrals

• Definition– Kid-Teacher-Administrator interaction

– Underestimation of actual behavior

• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions

– Distinction between office v. classroom managed

– Continuum of behavior support

– Positive school-wide foundations

– W/in school comparisons

“Mom, Dad, Auntie, & Jason”

In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.

I like workin’ at school

After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).

“I like it here.”

Over past 3 years, 0 teacher requests for transfers

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

Result: >85% of students in 3rd grade are reading at/above grade level.

ODR Admin. BenefitSpringfield MS, MD

2001-2002 2277

2002-2003 1322

= 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 1322

= 955 42% improvement

= 42,975 min. @ 45 min.

= 716.25 hrs

= 119 days Instruc. time

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

٭

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)

0-1 '2-5 '6+

3%8%

89%

10%

16%

74%

11%

18%

71%

K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

Mean Proportion of Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)Percentage of ODRs by Student Group

'0-1 '2-5 '6+

K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

32%

43%

25%

48%

37%

15%

45%

40%

15%

Bethel School District Office Discipline Referrals

0

0.5

1

1.5

2

2.5

K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Grade Level

2000-01

2001-02

2002-03

SWIS summary 05-06(Majors Only)1675 schools, 839,075 students

Grade Range

# Schools

# Students (mean)

Mean ODR/100/ school day (sd)

K-6 1010 439,932(435)

0.37 (50)

6-9 313 205,159(655)

1.02 (1.07)

9-12 104 102,325(983)

1.16 (1.37)

K-(8-12) 248 91,659(369)

1.53 (4.49)

SSS Mean Protective Factor Score: Illinois Schools 03-04 t = 7.21; df = 172; p < .0001

0

0.2

0.4

0.6

0.8

1

Met SET Did Not Meet SET

Mea

n P

rote

ctiv

e Fa

ctor

Sco

re

N = 59 N = 128

12 schools 25 schools

SSS Mean Risk Factor Score: Illinois Schools 03-04 t = -5.48; df = 134; p < .0001

0

0.2

0.4

0.6

0.8

1

Met SET Did Not Meet SET

Mea

n S

SS

Ris

k Fa

ctor

Sco

re

N = 59

12 schools

N = 128

25 schools

Elem With School-wide PBS

-5

0

5

10

15

20

1 2 3 4 5 6 7 8 9 10 11 12 13

Schools

Ch

an

ge

fro

m 9

7-9

8 t

o 0

1-0

2

Elem Without School-wide PBS

-6

-4

-2

0

2

4

6

1 2 3 4 5 6

Schools

Ch

an

ge

fro

m 9

7-98

to 0

1-02

4J School District

Eugene, Oregon

Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

Mean ODRs per 100 students per school dayIllinois and Hawaii Elementary Schools 2003-04 (No Minors)

0

0.2

0.4

0.6

0.8

1

N = 87 N = 53

Met SET 80/80 Did Not Meet SET

Mea

n O

DR

/100

/Day

.64

.85

Schools using SW-PBS report a 25% lower rate of ODRs

Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading

Standardt test (df 119) p < .0001

46.60%

62.19%

0%

10%

20%

30%

40%

50%

60%

70%

PBIS NOT in place N = 69 PBIS IN place N = 52

Mea

n P

erce

ntag

e of

3rd

gra

ders

m

eetin

g IS

AT

Rea

ding

Sta

ndar

d

N =23 N = 8

Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03

t = 9.20; df = 27 p < .0001

0

0.2

0.4

0.6

0.8

1

Not Meeting SET Meeting SET

Pro

po

rtio

n o

f S

tud

ents

Mee

tin

g

Rea

din

g S

tan

dar

ds

N = 23 N = 8

“We found some minutes?”

After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.

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%

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET N = 28 Not Met SET N = 11

North Illinois Schools (Elem, Middle) Triangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

88% 69%

08%

17%

04%14%

Team Implementation Checklist (2)

• Work as team for 9 minutes

• Complete & submit one copy of TIC

• Present 2-3 “big ideas” from your group (1 min. reports)

AttentionPlease

1 MinuteNew Spokesperson

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)

Action Planning: Guidelines

• Agree upon decision making procedures

• Align with school/district goals.

• Focus on measurable outcomes.

• Base & adjust decisions on data & local contexts.

• Give priority to evidence-based programs.

• Invest in building sustainable implementation supports (>80%)

• Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)

• Measurable & justifiable outcomes

• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementation

PBIS Messages

CONTACT INFO

George.sugai@uconn.edu

Robh@uoregon.edu

www.pbis.org

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 appropriatel

y.

Wipe your feet.Sit

appropriately.