Transcript School-wide Positive Behavior Support

Implementing School-wide
Positive Behavior Support
Rob Horner and George Sugai
University of Oregon and University of Connecticut
OSEP TA Center on Positive Behavior Support
www.pbis.org
www.swis.org
www.pbssurveys.org
Goals and Process
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Review key activities in implementation of SWPBS
Use SWPBS tools to move individual
implementation forward
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Materials
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PowerPoint Slides
“Teaching School-wide Behavioral Expectations
Team Implementation Checklist/ Action Plan
Implementing SWPBS
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Build Commitment
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1. Administrator
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Stated commitment
Participation on team
for training
Participation at team
meetings
2. Faculty
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80% agree that social
behavior is one of top
three goals.
Three year emphasis
Implementing SWPBS
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3, 4 & 5. Establish PBS
Team
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Team membership
Coach
Administrator
Schedule of meetings
for year
Procedures for team
meetings defined
Working Smarter
Matrix developed
Invest in Sustainability Systems
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It is not adequate to invest in practices that
work, if those practices do not sustain
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Glenn Latham
Practices and Systems for School-wide
Behavior Support
 Practices
 Systems
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Define expectations
Teach expectations
Monitor expected
behavior
Acknowledge
expected behavior
Correct behavioral
errors (continuum of
consequences)
Use information for
decision-making
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Admin Leadership
Team-based
implementation
Defined commitment
Allocation of FTE
Budgeted support
Development of
decision-driven
information system
Formal policies
Efficient Systems of Support
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Combine rather than add initiatives
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Different systems for different challenges
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Never stop doing what works
Look for smallest change that produces largest
effect
The need for continuous self-assessment
Link behavioral and academic outcomes
No new resources required
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for school-wide
Efficient Systems of Support
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“The typical school operates 14 different
prevention activities concurrently, and the
typical activity is implemented with poor
quality.”
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Gottfredson, Gottfredson, Czeh, Cantor, Crosse &
Hantman, 2000
Integrating Competing Initiatives:
Given one or more new initiatives
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Always start with the outcomes
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Combine initiatives focused on the same
outcome.
Conduct component analysis of multiple
initiatives
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What do you already do?
What components are the same/similar?
What is the smallest change?
What measures apply to multiple initiatives.
Working Smarter
Initiative,
Project,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/
etc
Attendance
Committee
Character
Education
1. Eliminate all initiatives that do NOT have a defined
purpose and outcome measure.
Safety
Committee
2. Combine initiatives that have the same outcome
measure and same target group
School Spirit
Committee
3. Combine initiatives that have 75% of the same staff
Discipline
Committee
4. Eliminate initiatives that are not tied to School
Improvement Goals.
DARE
Committee
EBS Work
Group
Action Time: 7 Minutes
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Review the Sample Team Matrix. Identify at
least two recommendations you would have
for improving the efficiency of staff time in
this school.
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Given the guidelines for team organization
identify (a) the teams in your school, and (b)
the extent to which you believe your school
uses faculty/staff time efficiently.
Sample Team Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/
etc
Attendance
Committee
Increase
attendance
% of students
attending
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Student
behavior?
All students
Marlee, J.S.,
Ellen
??
Safety Committee
Improve
safety
All students
Has not met
??
School Spirit
Committee
School spirit
All students
Has not met
Discipline
Committee
Improve
behavior
All students
Ellen, Eric,
Marlee, Otis
Goal #3
DARE Committee
Decrease drug
use
All students
Don
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EBS Work Group
Implement 3tier model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Goal #2
Goal #3
Improve
discipline
Office
referrals,
Attendance,
Grades
Implementing SWPBS
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6 ,7 & 8. SelfAssessment
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Gather, summarize and
report ODR patterns
Collect EBS Survey or
TIC data and report to
staff
Collect TIC data
Data
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Action Plan
Action
Plan
Self-Assessment Patterns
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TIC
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Self-Assessment Survey
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* 40% Total/
* 0% Define/Teach
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* 30% In place/ 50% High Priority
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* 60% In Place/20% High Priority
or
* 20% In Place/20% High Priority
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* 20% In place/ 10% High Priority
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* 40% Total
* 0% Define and Teach
* 10% Commitment
* 20% Team
* 90% Define,
* 90% Teach
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Implementing SWPBS
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9 ,10 ,11, & 12.
Expectations
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Teaching Matrix
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3-5 Expectations
Specific Behaviors
Teaching Schedule
Teaching Plans
Reward system
Norwegian
Implementing SWPBS
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13,Recognition System
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An array of positive
events defined
Schedule for
recognizing appropriate
behavior (5:1); etc.
Reward materials
Budget
Implementing SWPBS
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14. Consequence
System
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Rule for what is sent to
office
Definitions of problem
behaviors
Schedule of
consequences (minor,
major)
Office Discipline
Referral form
Implementing SWPBS
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15, 16, 17: Classroom
Systems
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Team assessment
School-wide action
plan
Data reviewed at least
twice per year.
Implementing SWPBS
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18, 19: Data used for
decision-making
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Computer application
for summarizing and
reporting ODRs
Schedule for review by
teams, admin,
specialists
Schedule for review by
faculty
FTE allocated for data
management
Activity: Rate each cell as:
In place,
Information about our
implementation of
discipline practices
Information about
office discipline
referrals
Information about
students with more
significant problem
behaviors
Partial,
Not In place
Data are collected
Data are shared
Data are shared at
with Admin and/or least quarterly
team
with whole faculty
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
In Place
In Place
In Place
Partially In Place
Partially In Place
Partially In Place
Not In place
Not In place
Not In place
Implementing SWPBS
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20, 21, 22:Functionbased support
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Functional behavioral
assessment procedures
defined
Behavior Specialist
time defined
Action team process
defined
Data system in place
for monitoring targeted
and individual behavior
plans.
Summary