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Transcript of Universal Systems Overview
Universal Systems Overview
CMA PBS Team TrainingDay 1
October 22, 2006
Brandi SimonsenMartha WallyGeorge Sugai
www.pbis.org
Advance Organizer
• Overview of School Wide Positive Behavior Support (SWPBS)
• Systems Change Logic
• Components of SWPBS
• Action Planning
• Review
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
Challenge #1
Challenge #2
Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on
teaching & learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….
Challenge #3
Challenge #4
SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
Context Matters!
ExamplesIndividual Student
vs.School-wide
“Reiko”
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?
“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
What would you do?
“Mitch”
Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.
What would you do?
“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.
What would you do?
Fortunately, we have a science that guides us to…
• Assess these situations• Develop behavior intervention
plans based on our assessment• Monitor student progress & make
enhancementsAll in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
“159 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Reiko is in this
school!
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place ta be”
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.Kiyoshi is in this
school!
“Cliques”
During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.Mitch is in this
classroom!
“Four corners”
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this
school!
“FTD”
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the cardYou are in this
School!
2 Worries & Ineffective Responses to Problem Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Worry #1“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!”
Immediate & seductive solution…. “Get Tough!”
• Clamp down & increase monitoring• Re-re-re-review rules• Extend continuum & consistency of
consequences• Establish “bottom line”
...Predictable individual response
Reactive responses are predictable….
When we experience aversive situation, we want select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to student
&/or others
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!
Erroneous assumption that student…
• ….is inherently “bad”
• …will learn more appropriate behavior through increased use of “aversives”
• …will be better tomorrow…
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
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….consider function
Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence
• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
• “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”
• Overuse of reactive management
• Adoption of non-evidence based practices
• Mis-/non-use information to guide decision making
• Lack of investment in local implementers
• Inefficient use of our potential, time & expertise
• Adoption of inefficient & irrelevant systems
• Use of “train-n-hope” approach to teaching & learning
Challenges
Revisiting SWPBS Logic
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
4 PBS Elements
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Continuum of School-Wide Instructional & Positive Behavior Support
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%
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
Implementation Levels
Student
Classroom
School
State
District
Evaluation Implementation
Data-based Action Plan
Agreements
Team
GENERAL IMPLEMENTATION
PROCESS
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
Representation
Team
Team Composition
• Administrator• Grade/Department Representation• Specialized Support
– Special Educator, Counselor, School Psychologist, Social Worker, etc.
• Support Staff– Office, Supervisory, Custodial, Bus,
Security, etc.• Parent• Community
– Mental Health, Business• Student
Start withTeam that “Works.”
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
“Working Smarter” means…
• Do less, but better
• Do it once, but for a long time
• Invest in clear outcomes
• Invest in sure thing
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
3-4 YearCommitment
Top 3 School-Wide
Initiatives
Coaching &Facilitation
DedicatedResources
& Time
AdministrativeParticipation
3-Tiered Prevention
LogicAgreements
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking Evidence-
BasedPractices
MultipleSystems
ExistingDiscipline
DataData-based Action Plan
SWI
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Team Managed
StaffAcknowledgements
ContinuousMonitoring
Staff Training& Support
AdministratorParticipation
EffectivePractices
Implementation
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Relevant &MeasurableIndicators
Team-basedDecision Making &
Planning
ContinuousMonitoring
RegularReview
EffectiveVisual Displays
EfficientInput, Storage, &
Retrieval
Evaluation
Activity: Getting Started
• 9 minutes
• Complete pp. 1-5 of Getting Started– Team Profile– Actions Needed for
Establishing Team Membership and Getting Started
1
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinuteNew Spokesperson
Primary Prevention
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of StudentsOSEP Center on Positive Behavior Interventions and Supports;
http://www.pbis.org
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
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
Primary PreventionWhat are the critical features?
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Maximize structure in your classroom. Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Classroom Setting SystemsWhat are the critical features?
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Pre-corrections & reminders• Positive reinforcement
Nonclassroom Setting SystemsWhat are the critical features?
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
• Behavioral competence at school & district levels• Team- & data-based decision making• Targeted social skills & self-management
instruction• Individualized instructional & curricular
accommodations • Function-based behavior support planning • Comprehensive person-centered planning &
wraparound processes
Individual Student SystemsIndividual Student SystemsWhat are the critical features?What are the critical features?
Behavioral Considerations in Primary Prevention
• Establish behavioral expectations/rules.
• Teach rules in the context of routines.
• Prompt or remind students of the rule prior to entering natural context.
• Monitor students’ behavior in natural context and provide specific feedback.
• Establish a continuum of procedures to encourage rule following behavior.
• Establish a continuum of procedures to respond to rule violating behavior.
• Evaluate the effect of instruction—review data, make decisions, and follow up.
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Establish Behavioral Expectations/Rules
• 3-5 positively stated rules.
Tell students what we want them to do, rather than telling them what we do not want them to do.
• Publicly post the rules.
Activity: Getting Started
• 10 minutes
• Start working on pp. 6-7 of Getting Started
• Identify 3-5 positive school wide expectations– 3-5 positively stated– Mutually exclusive– Comprehensive– Contextually appropriate
• Choose a different spokesperson to present 2-3 big ideas (1 min report)
1
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinuteNew Spokesperson
Establish Behavioral Expectations/Rules
• Operationally define what the rules look like across all the routines and settings in your classroom.
PPerseverance
Holding to a course of action despite
obstacles
• Stay positive• Set goals
• Learn from mistakes
RRespectTo show
consideration, appreciation, and
acceptance
• Respect yourself• Respect others• Demonstrate
appropriate language and behavior
IIntegrity
Adherence to an agreed upon code
of behavior
• Be responsible• Do your own work
• Be trustworthy and trust others
DDiscipline
Managing ones self to achieve goals and meet
expectations
• Strive for consistency
• Attend class daily; be on time• Meet deadlines; do your homework
EExcellence
Being of finest or highest
quality
• Do your personal best
• Exceed minimum
expectations• Inspire
excellence in others
NEHS website, Oct. 26, 2004
Establish Behavioral Expectations/Rules
One way to do operationally define behavioral expectations is in a matrix format.
RAH – at Adams City High School
RAH Classroom
Hallway/Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
E’ Ola Pono- to live the proper way
School Behavioral Standards
All Settings Walkways PlaygroundRecessP.E.
Cafeteria Restrooms Arrival/ Dismissal
Assembly Field Trips
Kuleana
BeResponsible
Be on timeBe prepared w/ necessary suppliesBe accountable for choicesRespond to/complete tasksKeep area clean & litter free
Plan aheadWalk directly to destination
Take care of equipment/facilitiesPlan appropriate times for drinks/ restroom visits
Have lunch card ready Be orderly in all lines
FlushTurn off waterUse restroom at designated timesUse facilities for intended purposes
Have money/pass readyBe on time
Listen attentivelyKeep hands and feet to yourself
Turn in paperwork/$ on timeWear appropriate footwear/clothingBring home lunch
Ho’ihi
BeRespectful
Use appropriate voiceListen to/follow directions of staffRespect self, others propertyBe polite/use mannersExpress appreciationAccept/respect differences in people
Use quiet voices when classes are in session
Be a good sportInclude others in your play
Use proper table mannersEat your own food
Observe privacy of othersUse polite words and actions
Listen to JPO’s supervisors and bus driverUse quiet voice and polite words on bus
Focus on programSit quietlyClap at appropriate times
Care for the field trip siteListen to speakers
Laulima
BeCooperative
Be helpful Participate with a positive attitudeBe patient; share/ wait your turnAcknowledge othersPlay in designated areas only
Keep movement flowingShare equipment and play space
Follow rules/ procedures
Wait patiently/ quietly
Wait patiently/ quietly Enter/exit vehicles in an orderly fashionShare bus seats
Sit properly in designated areaEnter/exit in an orderly fashionRemain seated unless asked to do otherwise
Stay with your chaperone/group
Malama
Be Safe
Immediately report dangerous situationsRemain in designated areasPractice healthy behaviors/universal precautionsUse appropriate footwearFollow safety rules in all areas
Walk at all times Avoid rough, dangerous playUse equipment properly
Walk at all timesWash hands Chew food well; don’t rush
Use designated restroomWalk
Wait in designated areaRemain seated when riding the busWatch out for trafficUse crosswalk only
Be careful when approaching or leaving the stage area
Use the buddy systemFollow school/bus rules
King Kaumualii on Kauai
Teach Rules in the Context of Routines
• Teach expectations directly.
–Define rule in operational terms—tell students what the rule looks like within routine.
–Provide students with examples and non-examples of rule-following within routine.
Skill Name
Getting Help(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.
“Cool Tool”
Teach Rules in the Context of Routines
• Actively involve students in lesson—game, role-play, etc. to check for their understanding.
Reviewing Strive for Five
• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
McCormick Elem. MD 2003
Teach Rules in the Context of Routines
• Provide opportunities to practice rule following behavior in the natural setting.
Expectations & behavioral skills are taught & recognized in natural context
Prompt or Remind Students of the Rule
• Provide students with visual prompts (e.g., posters, illustrations, etc).
• Use pre-corrections, which include “verbal reminders, behavioral rehearsals, or demonstrations of rule-following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997).
Walkways
Kuleana: Be Responsible Plan aheadWalk directly to destination
Ho’ihi: Be Respectful Walk quietly when classes are in session
Laulima: Be CooperativeKeep movement flowingShare equipment and play space
Malama: Be SafeWalk at all times
King Kaumualii on Kauai
Kuleana: Be Responsible Take care of equipment/facilitiesPlan appropriate times for drinks/restroom visits
Ho’ihi: Be Respectful Be a good sport
Laulima: Be CooperativeFollow rules/ procedures
Malama: Be SafeAvoid rough, dangerous play Use equipment properly
Playground / Recess / P.E.
King Kaumualii on Kauai
Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines
Ho’ihi: Be Respectful Use proper table manners Eat your own food
Laulima: Be CooperativeWait patiently/ quietly
Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush
Cafeteria
King Kaumualii on Kauai
Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC
In a South Carolina Elementary School
And people say high schools are different…
Activity: Getting Started
• 9 ½ minutes
• Start working on pp. 8-10 of Getting Started
• Develop procedures for teaching school wide expectations
• Choose a different spokesperson to present 2-3 big ideas (1 min report)
1
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinuteNew Spokesperson
Monitor Students’ Behavior in Natural Context
• Active Supervision (Colvin, Sugai, Good, Lee, 1997): –Move around
–Look around
–Interact with students
Monitor Students’ Behavior in Natural Context
• Provide reinforcement and specific praise to students who are following rules.
• Catch errors early and provide specific, corrective feedback to students who are not following rules. (Think about how you would correct an academic error.)
Monitoring DismissalMcCormick Elementary School, MD
Establish a continuum of procedures to encourage rule following behavior.
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001
Activity: Getting Started
• 7 ½ minutes
• Start working on pp. 11-13 of Getting Started
• Review/develop procedures for positively acknowledging students for appropriate behaviors
• Choose a different spokesperson to present 2-3 big ideas (1 min report)
1
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinuteNew Spokesperson
Establish a continuum of procedures to respond to rule violating behavior.
• Office Discipline Referrals– Minor vs. Major– Classroom Managed vs. Office Managed
• Other School-Based Consequences
2000-2001 Gotchas, Level 1, & ODR per Day per Month
0
10
20
30
40
50
60
70
80
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
# p
er D
ay Gotchas
Level 1
ODR
~10 positive : 1 correction
Evaluate the effect of instruction
• Collect data– Are rules being followed?– If there are errors,
• who is making them?• where are the errors occurring?• what kind of errors are being made?
• Summarize data (look for patterns)
• Use data to make decisions
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– Within school comparisons
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
0
100
200
300
400
500
Refe
rrals
per
100 S
tudents
94-9595-9696-9797-9898-9999-0000-0101-0202-03
Academic Years
FRMS ODR per 100 Students per Year
Pre
Post
Review: Behavioral Considerations in Primary Prevention
• Establish behavioral expectations/rules.
• Teach rules in the context of routines.
• Prompt or remind students of the rule prior to entering natural context.
• Monitor students’ behavior in natural context and provide specific feedback.
• Establish a continuum of procedures to encourage rule following behavior.
• Establish a continuum of procedures to respond to rule violating behavior.
• Evaluate the effect of instruction—review data, make decisions, and follow up.
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
Activity: Getting Started
• 1 hour
• Return to your Getting Started tool and review the Team Implementation Checklist
• Refine, revise, and further develop your action plan based on data (TIC, EBS Survey, ODR data, etc.)
• Be prepared to share 2-3 big ideas (1 min reports)
1
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinuteNew Spokesperson
Establish Behavioral Expectations/Rules
Teach Rules in the Context of Routines
Prompt or Remind Students of Expected behavior
Monitor Student's Behavior in the Natural Context
Establish Procedures for Encouraging Rule Following
Establish Procedures for Responding to Rule Violations
Evaluate the effect of instruction
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
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%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Irving ES200102
Irving ES200203
Irving ES200304
Irving ES200405
Pct6up 12% 3% 3% 0%
Pct2to5 24% 17% 8% 3%
Pct0to1 65% 80% 89% 97%
Irving ES 200102 Irving ES 200203 Irving ES 200304 Irving ES 200405
ODR/100 1.13 .51 .39 .08
TIC Total 76% 82% 82% 88%
(Horner, Boyer, Rozumalski, Childs, & Bloom, 2005)
“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 Administrative 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 Instructional BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
Big IdeasSY
STEM
S
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
School Systems
SWPBS
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%
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems