Schoolwide Positive Behavior Support

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Schoolwide Positive Behavior Support

• John Umbreit
• University of Arizona

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Would You Like To

• Have more time for teaching?
• Spend less time on discipline?
• Be on fewer committees?
• Work smarter, not harder?
• Enjoy coming to work?

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GoalImplement Positive Behavior Supports
Schoolwide
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The Context

• Part of a National Effort
• Collaboration
• ADE
• UA
• NAU
• ASU
• National PBIS Center
• Arizonas Schools

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This Presentation

• The Issues
• The Process
• The Rest of Training

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The Issues
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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.Etc.Etc.

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What We Know About Problem Behaviors

• Insubordination, noncompliance, defiance, late
  to class, nonattendance, truancy, fighting,
  aggression, inappropriate language, social
  withdrawal, excessive crying, stealing,
  vandalism, property destruction, tobacco, drugs,
  alcohol, unresponsive, not following directions,
  inappropriate use of school materials, weapons,
  harassment 1, harassment 2, harassment 3,
  unprepared to learn, not following directions,
  parking lot violation, irresponsible,
  trespassing, disrespectful, banned items, failure
  to complete homework, disrupting teaching,
  uncooperative, violent behavior, disruptive,
  verbal abuse, physical abuse, dress code, other,
  etc., etc.

• Exist in every school
• Vary in intensity
• Are associated w/ variety of contributing
  variables
• Are concern in every community

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Immediate seductive solution.Get Tough!

• Clamp down increase monitoring
• Re-re-re-review rules
• Extend continuum consistency of consequences
• Establish bottom line
• ...Predictable response

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Reactive responses are predictable.

• Aversive situation ? select interventions that
  produce immediate relief
• Remove student
• Remove ourselves
• Modify physical environment
• Assign responsibility for change to student /or
  others
• Predictable Outcome

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming

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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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What Do Experts Say?
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2001 Surgeon Generals Report

• Number of assaults other antisocial behavior
  are increasing
• Risk factors
• Antisocial peer networks
• Reinforced deviancy

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2001 Surgeon Generals Report on Youth Violence
Recommendations

• Establish intolerant attitude toward deviance
• Break up antisocial networkschange social
  context
• Improve parent effectiveness
• Increase commitment to school
• Increase academic success
• Create positive school climates
• Teach encourage individual skills competence

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Coordinated Social Emotional, Academic
LearningGreenberg, et al. (2003) American
Psychologist

• The current impact of school-based prevention
  and youth development programs is limited
  because of insufficient coordination with other
  components of school operations and inattention
  to implementation and evaluation factors
  necessary for strong program impact and
  sustainability (p. 466).
• School-based prevention and youth development
  interventions are most beneficial when they
  simultaneously enhance students personal and
  social success, as well as improve the quality of
  the environments in which students are educated
  (p. 467)

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School-based Prevention Youth Development
ProgrammingCoordinated Social Emotional
Academic Learning Greenberg et al. (2003)

• 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

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The Process
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Important Points

• It is a Process, not a Program
• Takes time
• Takes Priority
• Involves reducing the number of Committees

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Working Smarter
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Sample Teaming Matrix
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The Specifics

• Establish Leadership Team
• Self-Assess and Plan (AzSET)
• Identify general expectations and specific
  behaviors
• Teach those behaviors in context
• Catch students being good
• Correct infractions instructively
• Use information to make decisions

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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

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Typical Team

• Principal/Assistant Principal
• Grade level reps
• Counselor
• Parent
• Classified staff
• Special education teacher

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Self-Assess and PlanThe 3-tiered Model
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Identify general expectations and specific
behaviors (rules)
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Identify General Expectations and Specific
Behaviors (Rules)

• 3-5 General Behavioral Expectations
• Specific Behaviors (rules) to be Taught in each
  School Environment

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Not Like This
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School Rules NO Food No Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Like This
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Common Expectations

• Be Safe
• Be Respectful
• Be Responsible

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Teaching Matrix Activity
 
 
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Teaching Guidelines

• Define, show, tell, describe
• Practice frequently

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Monitor/supervise

• Acknowledge/recognize
• Practice frequently

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Reinforce Appropriate BehaviorCorrect
Infractions Instructively
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Samples

• High Fives, Gotchas
• Traveling Passport
• Super Sub Slips, Bus Bucks
• 1 Gallon
• Back/front of bus
• Free homework coupon
• Discount school store, grab bag
• Early dismissal/Late arrival
• First/last in Line
• Video store coupon, free fries

• Positive Office Referral
• Extra dessert
• Class event
• G.O.O.S.E
• 1-Free Period
• Massage
• File stuffer
• Coffee Coupon
• Golden Plunger
• Give Em a Hand
• Kudos

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Use Information to Make Decisions (i.e.,
collect and use data)
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Why Bother?After the Break
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Pre
Post
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Why Do Those Difference Matter?
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Sample Administrative Benefit (ODR)Middle School

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 14,325 min. _at_15 min.
• 238.75 hrs
• 40 days Administrative time

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Sample Instructional Benefit (ODR)Middle School

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 19,100 min. _at_ 20 min.
• 318.3 hrs
• 53 days Instructional time

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Sample Administrative Benefit (Suspension)Middle
School

• 2001-2002 250
• 2002-2003 125
• 125 50 improvement
• 5,625 min. _at_45 min.
• 93.75 hrs
• 16 days Additional time

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You Do the Math

• Teachers
• 20 min per referral
• Administrators
• 15 min per referral
• 45 min per suspension

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What does SWPBS look like?

• gt80 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
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students

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Additional Resources

• Website (www.pbisaz.org)
• Online courses for professional development
• Coaching Network
• Technical Assistance

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The Rest of This Training
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Training Overview

• Session 1 August 24-26
• Overview
• Leadership Team
• Data/Evaluation
• Planning
• Introduction to the AzSET
• Team time to begin planning process

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Training Overview

• Session 2 Universal/School-wide Systems
  November 2 - 4
• Identifying Expectations
• Defining expectations in each environment (rules)
• Training students and staff
• Sharing referral data to make decisions
• Reviewing current systems - acknowledging student
  behavior and consequences for infractions

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Training Overview

• Session 3 Targeted Strategies February 1 - 3
• Behavior Support Teams
• Social Skills Training
• Bully Proofing
• Mentoring
• Academic Support
• Self Management Strategies
• Cultural Supports

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Training Overview

• Session 4 Targeted and Individual Strategies
  April 26 - 28
• Functional Behavioral Assessment and
  function-based interventions
• Effective classroom practices
• Assessing the Environment

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Training Overview

• Coaches Training
• Cohort G 1/12-13, 2/9-10, 3/16-17, 4/20-21

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AzSET
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District Leadership Team
Evaluation
Coaching
Training
School-based Teams
School-wide
Targeted
Individual
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AzSET

• District Teams Part 1
• School Teams Parts 2 3
• Self-Evaluation
• Leads to Action Plan

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Would You Like To

• Have more time for teaching?
• Spend less time on discipline?
• Be on fewer committees?
• Work smarter, not harder?
• Enjoy coming to work?

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Questions?