![Page 1: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/1.jpg)
School-Wide PBIS:Middle/High Getting Started
George SugaiOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutAugust 12, 2008
www.pbis.org www.cber.org www.swis.org
![Page 2: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/2.jpg)
www.pbis.org
![Page 3: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/3.jpg)
PURPOSEEnhance capacity of
school teams to provide the best
behavioral supports for all students and
maximize academic & social achievement.
![Page 4: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/4.jpg)
MAIN YR 1-2 OUTCOME OBJECTIVES
• Leadership team
• Staff agreements
• Working knowledge of SW-PBS practices & systems
• Yr 1 SW-PBS individualized action plan– Proposal, Agreements, Team, Data
Today: Content OrientationTomorrow: Team Action Plan
![Page 5: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/5.jpg)
Getting Started - Today
• Foundations (George)
– Rationale, Definitions, Features
• Practices & Systems (Charlie)
– Teaming, agreements, data-decision making
– Teaching & encouraging expectations
– Discouraging rule violations
![Page 6: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/6.jpg)
![Page 7: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/7.jpg)
![Page 8: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/8.jpg)
“141 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.
![Page 9: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/9.jpg)
5100 referrals =
51,000 min @10 min =
850 hrs =
141 days @ 6 hrs
![Page 10: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/10.jpg)
“Da place ta be”
During 4th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.
![Page 11: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/11.jpg)
“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.
![Page 12: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/12.jpg)
“Smoke Pit”
45 cigarette smoking violations have been reported in past month by security staff & neighbors.
![Page 13: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/13.jpg)
“Where ya supposed to be?
During 3rd & 6th block periods, more students are in the hallways & outside the building than in class…& neighbors are complaining!
![Page 14: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/14.jpg)
MS/HS worry about…• Low academic achievement
• Antisocial school culture & behavior– Insubordination, dress code, language use, etc
– Low attendance, tardies, substance use
– Withdrawal, depression, emotional disturbances
– Dropping out, substance use, delinquency
• Graduation, careers, postsecondary
• Social skill deficits
![Page 15: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/15.jpg)
![Page 16: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/16.jpg)
![Page 17: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/17.jpg)
![Page 18: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/18.jpg)
SWIS summary 07-08 July 2, 20082,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs
Grade Range # Schools Mean Enroll.
Mean ODRs/100/ sch day
(std dev.)
K-6 1,756 445 ..35 (.45)
1/300 day
6-9 476 654 .91 (1.40)
1/100 /day
9-12 177 910 1.05 (1.56)
1/105/day
K-(8-12) 308 401 1.01 (1.88)
1/100 /day
![Page 19: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/19.jpg)
2 Worrisome & Ineffective Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
![Page 20: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/20.jpg)
Worry #1:Getting Tough approach
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. When you’re ready to take responsibility for your actions & behave like an adult, you can be in my classroom!”
![Page 21: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/21.jpg)
Increasingly “aversive” reactive discipline continuum
• Warning
• ODR & warning
• ODR & in-school suspension
• ODR & out-school suspension
• Expulsion hearing
![Page 22: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/22.jpg)
Get Tough Philosophy• Increase monitoring for future problem
behavior
• Clamp down on rule violators
• Re-re-re-review rules & sanctions
• Extend continuum of aversive consequences
• Improve consistency of use of punishments
• Establish “bottom line”
![Page 23: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/23.jpg)
Predictable reactive responses
When we experience aversive situation, we select interventions that produce immediate relief by
– Removing student
– Removing ourselves
– Modifying physical environment
– Assign responsibility for change to student &/or others
![Page 24: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/24.jpg)
System’s response…Get tougher
• Zero tolerance policies
• Security guards & metal detectors, & surveillance cameras
• Student uniforms
• Expulsion
• Exclusionary options (e.g., alternative programs)
![Page 25: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/25.jpg)
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
![Page 26: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/26.jpg)
Assumptions• Adolescents should know better…most do
• Adolescent will “get it” & change…many do
• Adolescents must take responsibility for own behavior….most know they should & do….appropriately & inappropriately
• Punishment teaches right way….not really
• Parents will take care of it…many try
• Adolescents will learn from natural consequences….most do
WHAT ABOUR NON-RESPONDERS?
![Page 27: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/27.jpg)
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
![Page 28: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/28.jpg)
Pay attention to function
• “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.”
![Page 29: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/29.jpg)
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
![Page 30: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/30.jpg)
So…How should we respond?
• 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)
• Positive, predictable school-wide climate
• High rates of academic & social success
• Formal social skills instruction
• Positive active supervision & reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-community effort
![Page 31: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/31.jpg)
SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)
![Page 32: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/32.jpg)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
p. 10-11
![Page 33: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/33.jpg)
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
p. 16
![Page 34: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/34.jpg)
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
p. 24-32
![Page 35: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/35.jpg)
Classroom
SWPBSSubsystems
Non-classroomFamily
Student
School-w
ide
p. 12-14
![Page 36: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/36.jpg)
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
p. 33 A
![Page 37: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/37.jpg)
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
p. 69
![Page 38: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/38.jpg)
• 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
Classroomp. 78
![Page 39: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/39.jpg)
• 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 Student
![Page 40: School-Wide PBIS: Middle/High Getting Started George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August](https://reader035.vdocuments.us/reader035/viewer/2022062517/56649f275503460f94c3fcbc/html5/thumbnails/40.jpg)
• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Family