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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.edu
Kutash, 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.edu
Duchnowski, 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.
Tertiary Prevention:
CONTINUUM OF Specialized
SCHOOL-WIDE Individualized
INSTRUCTIONAL & Systems for Students
POSITIVE BEHAVIOR ~5% with High-Risk Behavior
SUPPORT
Secondary Prevention:
~15%
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of Students
Supporting Social Competence &
Basics: 4 Academic Achievement
PBS
Elements OUTCOMES
Supporting
Supporting Decision
Staff Behavior Making
PRACTICES
Supporting
Student Behavior
OUTCOMES
DATA
• Clear definitions
• Efficient procedures PRACTICES
• Easy input/output
• Readable displays
• Regular review
OUTCOMES
OUTCOMES
• Data-based
PRACTICES
• Relevant/valued
• Measurable
OUTCOMES
PRACTICES
• Evidence-based
• Outcome linked PRACTICES
• Cultural/contextual
adjustments
• Integrated w/ similar
initiatives
• Doable
SYSTEMS OUTCOMES
• Training to fluency
• Continuous evaluation
• Team-based action PRACTICES
planning
• Regular relevant
reinforcers for staff
behavior
• Integrated initiatives
It’s not just about behavior!
STUDENT
ACHIEVEMENT
Good Teaching Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Designing School-Wide Systems
for Student Success
Academic Systems Behavioral Systems
Intensive, Individual Interventions Intensive, Individual Interventions
•Individual Students 1-5% 1-5% •Individual Students
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures
Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
Universal Interventions 80-90% Universal Interventions
80-90%
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive
On Horizon:
Response to Intervention
Worry #2:
“Train & Hope”
WAIT for REACT to
New Problem
Problem Behavior
Expect, But
Select &
HOPE for
ADD
Implementation
Practice
Hire EXPERT
to Train
Practice
Team
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started” Agreements
Data-based
Action Plan
Evaluation Implementation
3-4 Year
Commitment
Top 3 School- 3-Tiered
Wide Prevention
Initiatives Logic
Agreements &
Supports
Coaching & Administrative
Facilitation Participation
Dedicated
Resources
& Time
Working Smarter
Initiative, Purpose Outcome Target Staff SIP/SID/e
Project, Group Involved tc
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Sample Teaming Matrix
Initiative, Purpose Outcome Target Staff SIP/SID
Committee Group Involved
Attendance Increase Increase % of All students Eric, Ellen, Goal #2
Committee attendance students attending Marlee
daily
Character Improve Improve character All students Marlee, J.S., Goal #3
Education character Ellen
Safety Improve safety Predictable response Dangerous Has not met Goal #3
Committee to threat/crisis students
School Spirit Enhance school Improve morale All students Has not met
Committee spirit
Discipline Improve behavior Decrease office Bullies, Ellen, Eric, Goal #3
Committee referrals antisocial Marlee, Otis
students,
repeat
offenders
DARE Prevent drug use High/at-risk Don
Committee drug users
EBS Work Group Implement 3-tier Decrease office All students Eric, Ellen, Goal #2
model referrals, increase Marlee, Otis, Goal #3
attendance, enhance Emma
academic
engagement, improve
grades
CONTINUUM of SWPBS
Tertiary Prevention
• Function-based support
•
•
Audit
~5%•
• 1. Identify existing efforts by tier
~15% 2. Specify
Secondary Prevention outcome for each effort
• Check in/out
• 3. Evaluate implementation accuracy
•
•
& outcome effectiveness
•
4. Eliminate/integrate based on
outcomes
Primary Prevention
• SWPBS
• 5. Establish decision rules (RtI)
•
•
•
~80% of Students
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
Efficient Existing
Systems of Data Discipline
Management Data
Data-based
Team-based Action Plan
Multiple
Decision
Systems
Making Evidence-
Based
Practices
Office Re fe rrals pe r Day pe r M onth
A v e R e f e rra ls p e r D a y Last Year and This Year
20
15
10
5
0
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Referrals by Location
N u m b e r o f O f fic e R e f e rra ls
50
40
30
20
10
0 Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Problem
Behavior
Re fe rrals pe r Prob Be hav ior
50
N u m b e r o f R e fe rra ls
40
30
20
10
0 Lang Ac hol Ars on Bomb Combs Defian Di s rupt Dres s Agg/fgt Theft Haras s Prop D Sk i p Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Location
Referrals by Location
N u m b e r o f O ffic e R e fe rra ls
50
40
30
20
10
0 Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other
School Locations
N u m b e r o f R e fe rra ls p e r S tu d e n t
10
20
0
Students
Referrals per Student
Referrals by Time of Day
Re fe rrals by Time of Day
30
N u m b e r o f R e fe rra ls
25
20
15
10
5
0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30
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
+ If many students are making same mistake,
Do we need to tweak our
consider changing system….not students
+ Start by teaching, monitoring & rewarding…before
action plan?
increasing punishment
• How often? If problem,
• Who? • Which
• What? students/staff?
• Where? • What system?
• When? • What
intervention?
• How much?
• What outcome?
Team Managed
Staff Effective
Acknowledgements Practices
Implementation
Continuous Administrator
Monitoring Participation
Staff Training
& Support
Relevant &
Measurable
Indicators
Team-based Efficient
Decision Making & Input, Storage, &
Planning Retrieval
Evaluation
Continuous Effective
Monitoring Visual Displays
Regular
Review
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
School-wide 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
Classroom
Setting 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
Nonclassroom
Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student
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
Few positive SW expectations defined,
taught, & encouraged
Expectations & behavioral skills are taught
& recognized in natural context
TEACHING SETTING
MATRIX Library/
All
Hallways Playgrounds Cafeteria Computer Assembly Bus
Settings
Lab
Be on task. Eat all your
Give your food. Study,
Respect Sit in one Watch for
best effort. Walk. Have a plan. Select read,
Ourselves spot. your stop.
Be healthy compute.
prepared. foods.
Be kind.
Use normal Play safe.
Hands/feet Listen/watch. Use a quiet
Expectations
voice Include Practice Whisper.
Respect to self. Use voice.
volume. others. good table Return
Others Help/share appropriate Stay in your
Walk to Share manners books.
with applause. seat.
right. equipment.
others.
Replace
Pick up Use Push in
trays & Wipe your
Recycle. litter. equipment chairs. Pick up.
Respect utensils. feet.
Clean up Maintain properly. Treat Treat chairs
Property Clean up Sit
after self. physical Put litter in books appropriately.
eating appropriately.
space. garbage can. carefully.
area.
Kuleana: Be Responsible
Walkways Plan ahead
Walk directly to destination
Ho’ihi: Be Respectful
Walk quietly when classes are in session
Laulima: Be Cooperative
Keep movement flowing
Share equipment and play space
Malama: Be Safe
Walk at all times
King Kaumualii on Kauai
Playground / Recess / P.E.
Kuleana: Be Responsible
Take care of equipment/facilities
Plan appropriate times for drinks/restroom visits
Ho’ihi: Be Respectful
Be a good sport
Laulima: Be Cooperative
Follow rules/ procedures
Malama: Be Safe
Avoid rough, dangerous play
Use equipment properly
King Kaumualii on Kauai
Kuleana: Be Responsible
Have lunch card ready
Be orderly in all lines
Ho’ihi: Be Respectful
Use proper table manners
Cafeteria Eat your own food
Laulima: Be Cooperative
Wait patiently/ quietly
Malama: Be Safe
Walk at all times
Wash hands
Chew food well; don’t rush
King Kaumualii on Kauai
Field Trips
Kuleana: Be Responsible
Turn in paperwork/$ on time
Wear appropriate footwear/clothing
Bring home lunch
Ho’ihi: Be Respectful
Care for the field trip site
Listen to speakers
Laulima: Be Cooperative
Stay with your chaperone/group
Malama: Be Safe
Use the buddy system
Follow school/bus rules
King Kaumualii on Kauai
Teaching Academics &
Behaviors
ADJUST for DEFINE
Efficiency Simply
MONITOR &
ACKNOWLEDGE
MODEL
Continuously
PRACTICE
In Setting
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
What really matters
• Golden Plunger
is positive social
acknowledgement
• G.O.O.S.E.
& interaction!!
• First-in-Line
• Patriot’s Parking Pass
• Business Partner Discount
Tertiary Prevention:
CONTINUUM OF Specialized
SCHOOL-WIDE Individualized
INSTRUCTIONAL & Systems for Students
POSITIVE BEHAVIOR ~5% with High-Risk Behavior
SUPPORT
Secondary Prevention:
~15%
Specialized Group
Systems for Students
APPLYING TRIANGLE
Primary Prevention:
with TO
LOGICAt-Risk Behavior
BEHAVIOR
School-/Classroom-ADULT
Wide Systems for
All Students,
Staff, & Settings
~80% of Students
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff
behavior
• Individualized intervention for
nonresponders
– Administrative responsibility
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
Pre
3000
2500
Total ODRs
2000
Post
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Elementary School
Suspension Rate
Elementary School
Middle School
Office Referrals
531
600
500 346
400
300
200
100
0
2004-05 2005-06
Middle School
Suspension 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. Benefit
Springfield 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. Benefit
Springfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
Major Office Discipline Referrals (05-06)
Mean Proportion of Students
0-1 '2-5 '6+
100%
3% 10% 11%
90% 8%
16% 18%
80%
70%
60%
89% 74% 71%
50%
40%
30%
20%
10%
0%
K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)
Major Office Discipline Referrals (05-06)
Percentage of ODRs by Student Group
'0-1 '2-5 '6+
100%
32% 48% 45%
90%
80%
70%
60%
50%
40%
30% 43% 37% 40%
20%
10% 25% 15% 15%
0%
K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)
Bethel School District ODR's by Grade Level
900
800
700
600
Number of ODR's
2001-02
500
2002-03
2003-04
400
2004-05
300
200
100
0
K 1 2 3 4 5 6 7 8 9 10 11 12
Grade Level
Elem With School-wide PBS
4J School District
20
Eugene, Oregon
Change from 97-98 to 01-02
15
10
5
Change in the
percentage of
0
students meeting
-5
1 2 3 4 5 6 7 8 9 10 11 12 13
the state standard
Schools in reading at grade
3 from 97-98 to 01-
02 for schools
Elem Without School-wide PBS
using PBIS all four
6 years and those
Change from 97-98 to 01-02
4 that did not.
2
0
-2
-4
-6
1 2 3 4 5 6
Schools
Mean ODRs per 100 students per school day
Illinois and Hawaii Elementary Schools 2003-04 (No Minors)
Schools using SW-PBS report a 25% lower rate of ODRs
1
Mean ODR/100/Day
0.8
0.6 .85
0.4 .64
0.2
0
N = 87 N = 53
Met SET 80/80 Did Not Meet SET
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Standard
t test (df 119) p < .0001
meeting ISAT Reading Standard
Mean Percentage of 3rd graders
70% 62.19%
60%
50% 46.60%
40%
30%
20%
10%
0%
PBIS NOT in place N = 69 PBIS IN place N = 52
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
Proportion of Students Meeting
0.8
Reading Standards
0.6
0.4
0.2
N =23 N=8
N=8
N = 23
0
Not Meeting SET Meeting SET
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1 05%
20%
11%
Mean Proportion of
0.8
22%
Students
0.6 6+ ODR
84% 58%
2-5 ODR
0.4
0-1 ODR
0.2
0
Met SET (N = 23) Not Met SET (N =12)
North Illinois Schools (Elem, Middle)
Triangle Summary 03-04
1
04%
14%
08%
Mean Proportion of
0.8
17%
Students
0.6
6+ ODR
88% 69%
0.4 2-5 ODR
0-1 ODR
0.2
0
Met SET N = 28 Not Met SET N = 11
SETTING
Library/
All
Hallways Playgrounds Cafeteria Comput Assembly Bus
Settings
er Lab
Be on
task.
Eat all
Give
your Study,
your
Respect food. read, Sit in one Watch for
best Walk. Have a plan.
Ourselves Select comput spot. your stop.
effort.
healthy e.
Be
foods.
prepare
d.
Be kind.
Use
Hands/f Play safe. Listen/watc
normal Practice Whispe Use a quiet
eet to Include h.
Respect voice good r. voice.
self. others. Use
Others volume. table Return Stay in
Help/sha Share appropriate
Walk to manners books. your seat.
re with equipment. applause.
right.
others.
Use Replace Push in
Pick up Pick up. Wipe your
Recycle. equipment trays & chairs.
litter. Treat feet.
Respect Clean properly. utensils. Treat
Maintain chairs Sit
Property up after Put litter in Clean up books
physical appropriate appropriat
self. garbage eating carefull
space. ly. ely.
can. area. y.
George.sugai@uconn.edu
Robh@uoregon.edu
www.pbis.org
www.cber.org
