Transcript Specialized Group

Preparing for End & Beginning
SWPBS Year: Evaluation &
Action Planning
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
April 29 2010
www.pbis.org
www.cber.org
www.swis.org
Agenda
Topics
• Review of Big Ideas
• Self-assessment of Progress Indicators
• Planning for End/Beginning of School Year
Outcomes
• List of accomplishments for 2009-2010
• Action Plan
• End this year
• Begin next year
• 2010-2011
SWPBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable,
salable, & logical for all students
(Zins & Ponti, 1990)
Host Environment Features
Effective
• Achieve desired outcome?
Efficient
• Doable by real implementer?
Relevant
• Contextual & cultural?
Durable
• Lasting?
Scalable
• Transportable?
Logical
• Conceptually Sound?
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Integrated
Elements
Supporting Social Competence &
Academic Achievement
2.____________
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
3.___________
Supporting
Student Behavior
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Intensive
Anger man.
Prob Sol.
Continuum of
Support for
ALL
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
What does SWPBS look like?
• >80% 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
• Function based behavior support is foundation for
addressing problem behavior.
• Data- & team-based action planning &
implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available to all
students
School
Budgets
Community
Resources &
Supports
Building &
Grounds
Student &
Family Risk
Status
Job Security
2010-2011
Challenges
Teaching
Resources
High Stakes
Testing
Focus on
doing
Attend to
context
Err on
positive
side
Do less
better
Basics
Do what
works
Link to
important
outcomes
Practice
Model
End/Start of School Year
SYSTEMS Guidelines
1. Work as team
2. Involve students, staff, parents, & community
3. Review expected outcomes
4. Make decisions based on data
5. Revise/set new expected outcomes
6. Integrate initiatives
7. Develop plan for end/start of year
PRACTICES Guidelines
Other questions
What worked this year?
What do we want last day/week to look like?
What do we want first day/week to look like?
What do we want to report at last faculty meeting?
What do we want to report to parents?
How should we summarize/report annual data?
How should we celebrate our accomplishments?
What do we want accomplish this time next year?
SWPBS Team Monthly Planning Guide
1. Work as team
2. Review existing/current data
3. Link all activities to measurable outcomes
4. Evaluate activity effectiveness, efficiency, & relevance
5. Use action plan/guide at monthly team meetings
6. Plan activities 12 months out
Effective Social & Academic
School Culture
Effective
Practices &
Systems
Common
Language
Kids
Benefit
Common
Experience
Common
Vision/Values