Main Messages• Problem behavior remains among the most
challenging barriers to effective education
• School-wide PBS (with all three tiers) is proving to be both practical and effective at building the positive social cultures that support educational gains.
• Addressing the behavior support needs of those students with the most intense needs is part of school-wide PBS.
• Wraparound is part of the support approach, and requires not just effective process, but administrative coordination.
The Challenge
•Lack of discipline is viewed as one of the most serious challenges facing public schools
National Education Goals Report (1995)
•Teachers report that “uncivil” behavior is increasing and is a threat to effective learning
Skiba and Peterson, (2000)
•There is a link between general level of disruptive behavior and more extreme acts of violence
Skiba and Peterson, (2000)
The Challenge•7.4% of students surveyed reported that
they had been threatened or injured by a weapon during the past year.
• 4% reported that they missed at least one day of school because they felt unsafe.
Center for Disease Control’s Center for Injury Prevention and Control (1997)
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.
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
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%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
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
ODR rates vary by level
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%
A few kids get many ODRs
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%
SWPBS schools are more preventive
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%
SWPBS schools are more preventive
(n = 201)
Michigan: Distribution of Elementary Reading Intervention Level
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
All Students Students with 6+ ODRs
Benchmark Strategic IntensiveReading Intervention Level (based on DIBELS)
24%
33%
43%
56%
24%
20%
(n = 4074)
Dr. Steve Goodman
Kent
Miora
Amanda
Jorge
Major Discipline Referrals per 100 Students by Cohort
0
0.2
0.4
0.6
0.8
1
1.2
1.4
Cohort 1 Cohort 2
Maj
or D
isci
plin
e Re
ferr
als
per
100
Stud
ents
04-05 05-06
n = 18
n = 8
Without PBS With PBS
Without PBS With PBS
0%10%20%30%40%50%60%70%80%90%
100%
2000 2001 2002 2003 2004 2005
Year
Perc
ent
of
stud
en
ts
School District
Participating School Example: Fourth Grade Reading MEAP Results
Began MiBLSi Implementation
Messages
•Problem behavior and academic success are linked.
•Problem behavior is a major concern for families, teachers and students
•Problem behavior patterns can change
What is School-wide Positive Behavior Support?
•School-wide PBS is:▫A systems approach for establishing the social
culture and behavioral supports needed for a school to be an effective learning environment for all students.
•Evidence-based features of SW-PBS▫Prevention▫Define and teach positive social expectations▫Acknowledge positive behavior▫Arrange consistent consequences for problem behavior▫On-going collection and use of data for decision-
making▫Continuum of intensive, individual intervention
supports. ▫Implementation of the systems that support effective
practices
School-wide PBSUniversal Systems of Support Secondary/ Tertiary Systems
• Define behavioral expectations
• Teach behavioral expectations
• Reward/acknowledge appropriate behavior
• Continuum of consequences for problem behavior
• Collection and use of data for decision-making
• Early intervention• Increased daily structure• Increased adult feedback• Functional Behavioral
Assessment• Person-centered planning• ___________________
• Family support• Medical support• Academic support• Social support• Behavioral support
Scott & Eber (2003) Functional Assessment and Wraparound as Systemic School Processes (Journal of Positive Behavior Interventions 5(3) 131-143)•“The principles of wraparound and FBA
are both present and linked at every level of PBS, providing consistent collaboration and analyses across settings, time, and individuals. While each process traditionally has been conceived of in narrow, and often divergent terms, the underlying concepts are closely related.” p. 142
Implementing Wraparound
•Establishing a school-wide positive social culture makes wraparound more effective
•Wraparound success starts with core administrative decisions▫Systems variables matter
ISBE Profile Assessment
•Define “interventions”▫Level of Intervention
School-wide Targeted Individual (targeted) Wrapround
▫Assess level of Effectiveness Very High; High; Medium; Low; Very Low;
NA
Administrative Decisions Matter•Effective practices succeed only in
supportive administrative contexts.
Consider the Administrative Role in Making Wraparound Available•Establish expectation/commitment•Available Specialists•Team composition Leah Benazzi
•Time for meetings/ Assessment•Resources for implementation•Data systems
▫Screening (at least twice per year)
▫Monitoring implementation (are interventions used?)
▫Monitoring impact
Summary• Wraparound is a process that works
• Wraparound combines the best of what we know about family involvement, mental health, educational intervention, and behavior support.
• Wraparound is more effective when implemented in context with school-wide PBS
• Wraparound depends are administrative decisions as much as on the clinical skills of interventionists