Transcript SWPB Action Planning for District Leadership George Sugai OSEP Center on PBIS University of Connecticut February 14, 2008 www.pbis.org [email protected].

SWPB Action Planning
for District Leadership
George Sugai
OSEP Center on PBIS
University of Connecticut
February 14, 2008
www.pbis.org
[email protected]
Agenda
• What does district level systems change
look like?
• What does SWPBS look like?
– Readiness & commitment
– Show SWIS
• What is required to ensure accurate &
sustainable implementation?
• What would district level coordination?
RATIONALE
Why SWPBS?
PBS = SWPBS = PBIS
“School-wide, Positive, Behavior,
Interventions, Supports”
= prevention framework, approach, or
process for organizing & implementing
effective behavioral interventions &
systems for all students
“141 Days!”
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.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
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)
Implementation
Levels
Student
Classroom
School
District
State
FEATURES
What does SWPBS look
like?
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
Designing School-Wide Systems
for Student Success
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
5-10%
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
Main Messages
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
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
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
SWPBS
Subsystems
Classroom
Non-classroom
Student
Family
School-wide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide
expected behavior
5. Continuum of procedures for encouraging expected
behavior
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Individual Student
• 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
Family
• Continuum of positive behavior support
for all families
• Frequent, regular positive contacts,
communications, & acknowledgements
• Formal & active participation &
involvement as equal partner
• Access to system of integrated school &
community resources
DW Planning
Features
What’s needed to
support school
implementation?
Need,
Agreements,
Adoption, &
Outcomes
Local
Demonstration
w/ Fidelity
1.
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
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
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Leadership Team
Active Coordination
FUNCTIONS
• Implementation support
• Data-based action plan
• Coordination
• Capacity building
• Policy & funding
• Communications
• Training capacity
• Exemplars
• Evaluation
MEMBERS
• Coordinator
• Representation
• Behavioral capacity
• Agency
• Parent/family
• Leadership
• Etc
CONTINUUM of
SWPBS
Tertiary Prevention
• Function-based
Audit
support
~5%
•
1. Identify existing efforts by tier
•
~15%
2. Specify outcome for each effort
•Secondary
•Prevention
3. Evaluate implementation accuracy
• Check in/out
& outcome effectiveness
•
•
4. Eliminate/integrate based on
•Primary Prevention
outcomes
•• SWPBS
5. Establish decision rules (RtI)
•
•
•
~80% of Students
Training
Training
• Continuous
• Embedded
• Team-coordinated
• Data-based
• Local expertise
• Action plan linked
• Etc….
Coaching
Coaching
• Continuous
• Local support
• Data-based
• Preventive
• Positive
• Competent
• Etc….
Evaluation
Evaluation
• Continuous
• Question-based
• Academic & social
• Efficient
• Team-coordinated
• Public
• Etc….
Funding
Visibility
• General fund
• 3 years of support
• Integrated
• Data-based
• Etc….
• Demos & research
• Multiple formats
• Multiple audiences
• Acknow. others
• Etc….
Political
Support
• Continuous
• Top 3 priorities
• Quarterly/annually
• Policy
• Participation
• Etc….
Local School Teams/Demonstrations
• Fidelity implementation
• >80% of staff
• >80% of students
• Administrator leadership
• Team-based
• Data driven
• Contextually relevant
• Teaching focused
• Integrated initiatives
• Etc…..
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices