Transcript School-Wide PBIS: Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 11, 2008 www.pbis.org www.cber.org www.swis.org [email protected].

School-Wide PBIS:
Action Planning
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
August 11, 2008
www.pbis.org www.cber.org www.swis.org
[email protected]
PURPOSE
Enhance capacity of
school teams to
provide the best
behavioral supports for
all students and
maximize academic &
social achievement.
MAIN YR 1-2 OUTCOME OBJECTIVES
• Leadership team
• Staff agreements
• Working knowledge of SW-PBS
practices & systems
• Yr 1 SW-PBS individualized action
plan
– Proposal, Agreements, Team, Data
Today: Content Orientation
Tomorrow: Team Action Plan
What does SWPBIS look like?
(Appendix C)
• >80% of students (& staff) can tell you what is expected
& give contextually relevant positive behavioral example
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for
addressing problem behavior.
• All school settings are positively & actively supervised
• Data- & team-based action planning & implementation
are operating.
• Administrators are active participants.
• Full continuum of behavior support is formally available
to all students
Organization
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
p. 10-11
Supporting
Student Behavior
p. 12-14
SWPBS
Subsystems
Classroom
p. 78
Family
Non-classroom
p. 69
Student
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
p. 16
~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
p. 19
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Special Education
~5%
•
1. Identify
•
Audit
existing practices by tier
~15%
2. Specify outcome for each
SECONDARY PREVENTION
• Check in/out
3. Evaluate
implementation
• Targeted social
skills instruction
• Peer-based supports
accuracy & outcome
• Social skills club
effectiveness
•
effort
4. Eliminate/integrate based on
PRIMARY PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
Main Messages
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
p. 24-26
Evaluation
Implementation
Getting Started
p. 35 Establish Team
p. 41 Behavior Purpose Statement
p. 43 SW Behavioral Expectations
p. 46 & 53 Teaching SW & CW Behavioral
Expectations
p. 56 Encouraging Behavioral Expectations
p. 59 Discouraging Violations of Behavioral
Expectations
p. 63 Data Monitoring
Action Planning: Guidelines
•
•
•
•
•
•
•
Agree upon decision making procedures
Align with school/district goals.
Focus on measurable outcomes.
Base & adjust decisions on data & local
contexts.
Give priority to evidence-based programs.
Invest in building sustainable
implementation supports (>80%)
Consider effectiveness, efficiency,
relevance & sustainability in decision
making
p. 30-31
Year 1 Action Planning Priorities (3:30)
1.
Present PBIS
proposal to staff
(>80% agreement)

Improve school climate

Support academic
achievement


Establish leadership/
coordination team
Secure Principal
participation
agreement
2. Review data
 Discipline

3.
PBS Self-Assessment (C)
Develop proposed
SWPBIS action plan

Behavior purpose
statement

SW Expectations &
Teaching Matrix

Continuum of
acknowledgements

Schedule for year