SWPBS:Leadership Team Training

Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne, Maggie, George

Project Hi’ilani

Hawaii Department of Education

University of Connecticut

OSEP Center on PBIS

Center for Behavioral Education & Research

December 3, 2007

www.pbis.org

Agenda Review/Overview

• Rationale & Guiding Principles

• Implementation Features & Examples

• Evaluation Outcomes

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)

SWPBS is about….

2001 Surgeon General’s Report on Youth Violence: Recommendations

• Change social context to break up antisocial networks

• Improve parent effectiveness

• Increase academic success

• Create positive school climates

• Teach & encourage individual social skills & competence

School-based Prevention & Youth Development Programming

Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist

• Teach children social skills directly in real context

• “Foster respectful, supportive relations among students, school staff, & parents”

• Support & reinforce positive academic & social behavior through comprehensive systems

• Invest in multiyear, multicomponent programs

• Combine classroom & school- & community-wide efforts

• Precorrect & continue prevention efforts

Characteristics of Safe School Center for Study & Prevention of Youth Violence

• High academic expectations & performance

• High levels of parental & community involvement

• Effective leadership by administrators & teachers

• A few clearly understood & uniformly enforced, rules

• Social skills instruction, character education & good citizenship.

• After school – extended day programs

Lessons Learned: White House Conference on School Safety

• Students, staff, & community must have means of communicating that is immediate, safe, & reliable

• Positive, respectful, predictable, & trusting student-teacher-family relationships are important

• High rates of academic & social success are important

• Positive, respectful, predictable, & trusting school environment/climate is important for all students

• Metal detectors, surveillance cameras, & security guards are insufficient deterrents

http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.

http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

SYST

EMS

PRACTICES

DATA

OUTCOMES

DATA

• Clear definitions

• Efficient procedures

• Easy input/output

• Readable displays

• Regular review

SYST

EMS

PRACTICES

DATA

OUTCOMES

OUTCOMES

• Data-based

• Relevant/valued

• Measurable

SYST

EMS

PRACTICES

DATA

OUTCOMES

PRACTICES

• Evidence-based

• Outcome linked

• Cultural/contextual adjustments

• Integrated w/ similar initiatives

• Doable

SYSTEMS

• Training to fluency

• Continuous evaluation

• Team-based action planning

• Regular relevant reinforcers for staff behavior

• Integrated initiativesSY

STEM

S

PRACTICES

DATA

OUTCOMES

It’s not just about behavior!

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

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

On Horizon:Response to Intervention

Worry #2:“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

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements &

Supports

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

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

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

Tertiary Prevention• Function-based support• • • •

Secondary Prevention• Check in/out• • • •

Primary Prevention• SWPBS• • • •

Audit

1.Identify existing efforts by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Major SWPBS Tasks

• Establish leadership team

• Establish staff agreements

• Build working knowledge & capacity of SW-PBS practices & systems

• Develop individualized action plan for SW-PBS

Sample Implementation “Map”• 2+ years of school team training

• Annual “booster” events

• Coaching/facilitator support @ school & district levels

• Regular self-assessment & evaluation data

• On-going preparation of trainers

• Development of local/district leadership teams

• Establishment of state/regional leadership & policy team

Self-Assessment

EfficientSystems of Data

Management

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals by Problem Behavior

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Referrals per Location

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals by Time of Day

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

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

Do we need to tweak our action plan?

• How often?

• Who?

• What?

• Where?

• When?

• How much?

If problem,

• Which students/staff?

• What system?

• What intervention?

• What outcome?

+ If many students are making same mistake, consider changing system….not students+ Start by teaching, monitoring & rewarding…before increasing punishment

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

Retrieval

Evaluation

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

Few positive SW expectations defined, taught, & encouraged

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.

TEACHING MATRIX

Expectations & behavioral skills are taught & recognized in natural context

Exp

ecta

tions

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

Kuleana: Be Responsible Turn in paperwork/$ on timeWear appropriate

footwear/clothingBring home lunch Ho’ihi: Be Respectful Care for the field trip siteListen to speakers

Laulima: Be CooperativeStay with your

chaperone/group

Malama: Be SafeUse the buddy systemFollow school/bus rules

Field Trips

King Kaumualii on Kauai

Teaching Academics & Behaviors

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Acknowledge & Recognize

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

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

Reinforcement Wisdom!

• “Knowing” or saying “know” does NOT mean “will do”

• Students “do more” when “doing works”…appropriate & inappropriate!

• Natural consequences are varied, unpredictable, undependable,…not always preventive

Clever Variations• Bus Bucks

• Super Sub Slips

• Golden Plunger

• G.O.O.S.E.

• First-in-Line

• Patriot’s Parking Pass

• Business Partner Discount

What really mattersis positive social

acknowledgement & interaction!!

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems 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 BEHAVIORSUPPORT

APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR

“80% Rule”

• Apply triangle to adult behavior!

• Regularly acknowledge staff behavior

• Individualized intervention for nonresponders

– Administrative responsibility

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

Elementary School

Suspension Rate

Elementary School

531

346

0

100

200

300

400

500

600

2004-05 2005-06

Middle SchoolOffice Referrals

Middle SchoolSuspension Rate

Middle School

Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity

Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing with Fidelity & Maturity

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

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 ODR's by Grade Level

0

100

200

300

400

500

600

700

800

900

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

Grade Level

Num

ber o

f OD

R's 2001-02

2002-03

2003-04

2004-05

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

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%

George.sugai@uconn.edu

Robh@uoregon.edu

www.pbis.org

www.cber.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.