Positive Behavioral Supports Utah s Behavioral Initiative Utah State Office of Education Utah Personnel Development Center Utah State Personnel Development Grant UBI=Utah Behavioral Initiative Research Based / Empirically Validated Prevention Intervention Professional Development IN GOD WE TRUST All Others MUST Show Data! Some Definitions/Clarifications PBS- Positive Behavior Support UBI- Utah Behavior Inititive The former is a national movement/philosophy in thinking about how to work with student behavior in schools, the Holy Trinity or 3 main founders being Doug Cheney, George Sugai, and Rob Horner The latter is the state agency responsible for helping the PBS movement happen in schools They have their Feminine Trinity, Hollie Pettersson, Carol Anderson, and Julie Mootz, with Dan Morgan helping with evaluation of the whole program. 1
Schools Are Important & Good! Regular, predictable, positive learning and teaching environments Positive adult & peer models Regular positive reinforcement Academic/social behavior development and success PBIS is Not specific practice or curriculum it s general approach to preventing problem behavior Not limited to any particular group of students it s for all students Not new its based on long history of behavioral practices & effective instructional design & strategies 4 Basic Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior SYSTEMS DATA Supporting Decision Making PRACTICES Supporting Student Behavior 2
4 Components of PBIS PBIS Positive Behavior Intervention and Support Tiered Behavioral Instruction and Intervention Proactive, Preventative, Efficient Establish Expectations All Areas All Staff and Students Explicity Teach Expectations All Areas All Staff and Students Reinforce Expectations All Areas All Staff and Students Correct Behavioral Errors All Areas All Staff and Students Utah s Behavior Initiative UBI is Utah s state sponsored training platform for implementation of PBIS in schools: www.updc.org/ubi 3
UBI Project State Organization Utah State Office of Education Utah Personnel Development Utah State Personnel Center Development Improvement Grant Carol Anderson Dawn Kay-Stevenson Chris Timothy (Severe) Peggy Milligan Hollie Pettersson Julie Mootz Dan Morgan Mark Riding Terri Mitchell (EC) Amber Roderick-Landward UBI Links Heidi Mathie, Coordinator Chezlie Jedrziewski, Assistant Christian Sabey, Assistant UBI State Team UBI Advisory District Coach UBI District Team UBI School Team Training Technical Assistance Logistics Public Relations UBI District Partners 4
District Agreement Commitment to PBIS in schools Identification of essential team members Quarterly meetings Allocating district coach time Complete and use District Self Assessment Create District Action Plan Establish visibility in the district Coordination of district initiatives Systematic evaluation of UBI efforts School Agreement Identification of team members Provide subs for training dates Attend summer training and behavior institutes Observe model implementation sites Systematic Evaluation (internal and external) Yearly action plan Meet twice a month Report monthly data summaries and meeting notes online Expected Outcomes for UBI Schools Increase consistent use of positive teaching and reinforcement strategies for behavior among teachers and other school staff. Reduce discipline referrals, suspensions and expulsions while increasing positive student and staff interactions and academic performance (behavioral excesses and deficits). Increase data based decision-making about behaviors and academic skills to be consistently taught and reinforced across all settings and with all individuals. 5
Behavior is Behavior Academic and Social Academic skill learning is stunted when children s emotional needs are not met (Adelman & Taylor, 1997). Children s academic achievement in the 8 th grade could be better predicted by their social abilities at 3 rd grade, rather than their academic achievement at 3 rd grade (Caprara, Barbanelli, Pastorelli, Bandura & Zimbardo, 2000). Academic skill and social competence are complimentary skills, particularly in the long run (Malecki & Elliott, 2002). Behavior is Behavior Social skills instruction and character education programs lead to improvements in on-task behavior, academic engagement, and academic achievement test scores (Elliott, 1999). Much inappropriate behavior is occasioned by task demands that are beyond the capabilities and skills of students (Kauffman, Mostert, Trent, & Hallahan, 2003). Of commonly used school-based interventions, focused academic interventions and behavioral instruction show the highest effect in preventing school dropout or nonattendance (Lehr, Hansen, Sinclair, & Christenson, 2003) and adolescent drug and alcohol use (Wilson, Gottfredson, & Najakia, 2001). Behavior is Behavior Academic and Social Academic skill learning is stunted when children s emotional needs are not met (Adelman & Taylor, 1997). Children s academic achievement in the 8 th grade could be better predicted by their social abilities at 3 rd grade, rather than their academic achievement at 3 rd grade (Caprara, Barbanelli, Pastorelli, Bandura & Zimbardo, 2000). Academic skill and social competence are complimentary skills, particularly in the long run (Malecki & Elliott, 2002). 6
Behavior is Behavior If academic opportunities to respond increase, problem behavior decreases. However, observational data suggests that teachers in classrooms for EBD students rarely provide adequate opportunities to respond (Sutherland, Wehby, 2001). Thirty-five percent of children with reading disabilities drop out of school, a rate twice that of their classmates; fifty percent of juvenile delinquents manifest some kind of learning disability, primarily in the area of reading (Get Ready to Read, 2002). Academic skill-deficits greatly exacerbate antisocial behavior (Walker, Ramsey, & Graham, 2003). UBI and Prevention Model 1-8% Intensive Individualized Interventions Wrap Around Services 5-10% Targeted Little Something Extra Frequent Monitoring 80-90% Whole School Appropriate and Motivating Curriculum School-wide Behavioral Supports Tier 1 Year 1 Focuses on schoolwide PBIS 7
School-Wide Systems Non Classroom Setting Systems Classroom Systems Individual Student Support Systems Enviornments 100% 7% 20% 90% 13% 80% 70% 60% 40% % of population 50% 40% 80% 30% 40% 20% 10% 0% Healthy Enviornment Unhealthy Host Enviornment Level of Health Chronic Need Secondary Prevention Universal/Primary Prevention What does the average school stand to gain from PBS? On average 50-60% reduction in discipline referrals Improved academic outcomes on core testing Cultural change and community that is safe and orderly. www.pbis.org 8
UBI UBI is a project that is obsessed with performance and obsessed with results! Results = Outcome Data In God we trust, all others must show data! UBI Social Behavior Data Academy Park ODR 450 422 Current Year ODR down 25%, as of 3/28/2005 400 350 300 273 250 200 150 119 100 50 0 2001-02 2002-03 2003-04 Years UBI Social Behavioral Data Junior High Office Referrals 200 150 181 Junior High Suspensions Number of 100 Referrals 50 109 300 0 2002-2003 2003-2004 250 253 Year 200 Number of suspensions 150 100 184 120 Junior High Tardies 50 Intervention 2001-2002 0 2000-2001 2001-2002 2002-2003 Year 12000 11015 10261 10000 8000 6518 # of 6000 Tardies 4000 2000 4063 7078 7100 0 1 2 3 Grade Level 2001-2002 2002-2003 9
UBI Social Behavioral Data Junior High Referrals 400 Number 300 of 200 Referrals 100 0 351 208 110 81 Discipline Tardies Type or Referral 2002 2003 Example of Tier 1, 2 and 3 What have we learned thus far? If the administrator is supportive but not actively involved = Dismal Results Some schools sign up for every opportunity in the state = Mixed Results If the team includes the bright shiny teachers from the school = Excellent Results If guidance personnel are actively involved in the process = Phenomenal Results If the district support personnel / district behavioral expert is actively involved (attends trainings and supports team) = Optimal Results 10
Tier 1 Team of at least 5 no more than 12 Administrator Facilitator Specialized Training Data Collection SCHOOL WIDE and BEHAVIOR IS BEHAVIOR Mission/Motto Short and key words Rules/Expectations Taught looks and sounds like Procedures Application of Expectations in nonclassroom settings Behavioral Recognition Adults and children School-wide celebration Principal s 200 Club Whole School Application of Positive Behavioral Support Operating in all UBI schools (some have renamed it, some have modified it, all have maintained the key features) UNION MIDDLE SCHOOL School Motto School-Wide Behavioral Expectations 11
HALLWAY BEHAVIOR Student, Parent and Staff Survey HALLWAY BEHAVIOR Hall Pass Vests We hate them! Can t they be a different color? NO!! Don t make me wear one Hallway Behavioral Expectations Taught students Lesson Plan for teachers (easy) 7 th Grade taught twice Taught all students (released to practice) Reinforce with Principal s 200 Club How it Works How did we teach the students? Video Lesson in PAWS How did we teach the teachers and staff? Modeling Invite to view One on one Parents? QuickTime and a H.263 decompressor are needed to see this picture. 12
Lesson Plan Examples The Topic/Rule: Be Respectful, Be Responsible in the Cafeteria/Clean up after yourself What do we expect the student to do? 1. Keep all food to self 2. Pick up all trash, wrappers, etc. from table and floor 3. Carefully dump leftover food & trash in garbage can How will we teach the expected behavior? Rationale (tell why following the rule is important): A clean cafeteria is a more pleasant and healthy place for everyone to eat. Taking care of our environment is an important skill for future community settings. List examples/non-examples of expected behaviors (2-3 of each): Positive example: 1. Mary looks around her sitting area as she s getting ready to leave the cafeteria and picks up food & wrappers on the table & floor before turning in her tray. Negative example: 1. Mary is talking to her friends and doesn t see the milk carton she knocked on the floor. Provide opportunities to practice and build fluency: 1. Conduct practice opportunities with tickets for the cleanest table 2. Remind students of future practice opportunities during next lunch period. PRINCIPAL S 200 CLUB Very Successful 2-3 per week One name from row is drawn for grand prize Everyone helping Including Classified Teachers helping Using the cards Reinforces everything 13
UNION MIDDLE SCHOOL Examples of Tier 2 Interventions Think time (interclass timeout) Check-in/check-out program (BEP) Social skills groups Structured recess Social Skills School Staff 1. Listening 2. Resolving Disagreements 3. Getting an Adult s Attention 4. Following Instructions 5. Reporting Behavior 6. Resisting Peer Pressure Parents/Community Members 1. Listening 2. Following Instructions 3. Resisting Peer Pressure 4. Resolving a Disagreement 5. Expressing Yourself 6. Accepting NO 14
Oquirrh Hills Elementary Tier 2 Data January Referral Data 8% 25% 8% Verbal Aggresion Not Being Safe Aggression Throwing Objects Noncompliance 8% 51% Level 1 15
Level 2 Level 3 Is it working? What do the data tell us? Referrals from the playground are down 93% for February, and March. Teachers report loving the leveled recess and wondering how we did it without this system 16
Tier 3 Interventions Involve an individualized plan for that student Can involve a functional behavioral assessment Jerri and Jan s speciality Contracts, token systems, sticker charts When the other systems are not reaching a kid As Tier 1 or first year schools, you will not do anything specifically to address Tier 2 or 3 other than what you ve normally done. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive 17