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

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