Transcript SWPBS: Leadership Team 2005-2006 Cohort Follow-up George Sugai Brandi Simonsen University of Connecticut Center on Positive Behavioral Interventions & Supports April 4, 2007 www.pbis.org.

SWPBS:
Leadership Team
2005-2006 Cohort
Follow-up
George Sugai
Brandi Simonsen
University of Connecticut
Center on Positive Behavioral Interventions &
Supports
April 4, 2007
www.pbis.org
nd
2
Annual New England
PBS Conference
Nov 15, 2007 Near
Boston
Contact: Bob Putnam
May Institute
[email protected]
Toks Fashola:
Big Ideas – “Cultural Capital”
Context Specific Behavior Competence
• Success for everybody facilitated through
expectations, practices, & supports
• Self-regulation/self-management,
contextualized behavior expectations for
success must be taught & rewarded
• Scaffolding instruction is explicit, specific, &
exemplified, especially reading by 1st grade
• Teacher behavior (say/do) affects student
learning/behavior
BIG PICTURE:
SWPBS effort is about….
• Improving general classroom & school
climate & community relations
• Decreasing dependence on reactive
disciplinary practices
• Maximizing impact of instruction to affect
academic achievement
• Improving behavioral supports for students
with emotional & behavioral challenges
• Improving efficiency of behavior related
initiatives
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)
TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge & capacity of SWPBS practices & systems
• Develop individualized action plan for SWPBS
– Data: Discipline Data, EBS Self-Assessment Survey, Team
Implementation Checklist, SET, etc.
– Presentation for school
• Organize for upcoming school year
Review of Best Practices &
Systems:
Where have we been?
Where are we going?
Features of Successful
Organizations
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~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
Prevention Logic for All
(Walker et al., 1996)
• Decrease development of new problem
behaviors
• Prevent worsening of existing problem
behaviors
• Redesign learning/teaching environments
to eliminate triggers & maintainers of
problem behaviors
• Teach, monitor, & acknowledge prosocial
behavior
What is RtI?
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
RtI: Good “IDEA” Policy
• Approach to increase efficiency, accountability, &
impact
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
–
–
–
–
–
Problem solving process
Diagnostic-prescriptive teaching
Curriculum based assessment
Precision teaching
Applied behavior analysis
• Demonstrations
– Systemic early literacy
– School-wide positive behavior support
Sounds simple, but
IMPLICATIONS
Special
Educator
Functioning
Curricular &
Instructional
Decisions
General
Educator
Functioning
Measurement
Requirements
Implementation
Fidelity
RtI Applications
EARLY READING/LITERACY
SOCIAL BEHAVIOR
TEAM
General educator, special
educator, reading specialist, Title
1, school psychologist, etc.
General educator, special educator,
behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL
SCREENING
Curriculum based measurement
SSBD, record review, gating
PROGRESS
MONITORING
Curriculum based measurement
ODR, suspensions, behavior
incidents, precision teaching
EFFECTIVE
INTERVENTIONS
5-specific reading skills: phonemic
awareness, phonics, fluency,
vocabulary, comprehension
Direct social skills instruction, positive
reinforcement, token economy, active
supervision, behavioral contracting,
group contingency management,
function-based support, selfmanagement
DECISION
MAKING RULES
Core, strategic, intensive
Primary, secondary, tertiary tiers
http://rtckids.fmhi.usf.edu
Kutash, K., Duchnowski, A. J., & Lynn, N.
(2006). School-based mental health: An
empirical guide for decision makers. Tampa,
FL: University of South Florida. Louis De la
Parte Florida Mental Health Institute,
Department of Child & Family Studies,
Research & Training Center for Children’s
Mental Health.
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral 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
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 Message
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
Evaluation
Implementation
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
School-wide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation
Nonclassroom
Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
Setting Systems
• 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
Systems
• 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
“SW-PBS Monthly
Planning Guide”
(Sugai Draft May 2006)
Purpose
• Give SWPBS leadership teams
extra organizational tool for
reviewing & planning their current &
future implementation activities
• Use self-assessment to guide
teams in their action planning
• “Ending & Beginning School Year”
Monthly Activity Schedule
Month: _________ SWPBS Team Activities to Support…..
All Students/Staff (“Green”)

Monthly

Conduct SWPBS leadership team meeting to review
data and progress on action plan activities, and plan
new activities, as needed.
Report to staff on status of SWPBS.
Students w/PBS Needs (“Yellow/Red”)

Report to staff on status of students on secondary and
tertiary behavioral intervention plans.

Review progress of students on secondary and
tertiary intervention plans
Nominate/review new students who might need
individualized PBS
Send parents progress report

Weekly
Daily

Guidelines
•
•
•
•
•
•
Work as school-wide leadership team.
Begin by reviewing current behavioral data
Link all activities to measurable action plan
outcomes & objectives.
Use “effectiveness, efficiency, & relevance”
to judge whether activity can be
implemented w/ accuracy & sustained.
Use, review, & update this planning guide
at monthly team meetings.
Plan activities 12 months out.
Planning Guide Self-Assessment
Highlights essential SWPBS
practices & systems for years 1-2
implementation
F = fully in place (e.g., >80%)
P = partially in place
N = not in place/don’t know
“STAFF”
1.
2.
3.
4.
5.
6.
7.
State definition of SWPBS?
State purpose of SWPBS team?
State SW positive expectations?
Actively supervise in non-classroom
settings?
Agree to support SWPBS action plan?
Have more positive than negative daily
interactions with students?
Have opportunities to be recognized for
their SWPBS efforts?
“STUDENTS”
8.
State SW positive expectations & give
contextually appropriate behavior
examples?
9.
Received daily positive academic and/or
social acknowledgement?
10. Have 0-1 major office discipline referrals for
year?
11. Have secondary/tertiary behavior
intervention plans if >5 major office
referrals?
“TEAM”
12. Representative membership?
13. At least monthly meetings?
14. Active administrator participation?
15. Active & current action plan?
16. Designated coaching/facilitation
support
“DATA”
17. Measurable behavioral definitions for rule
violations?
18. Discipline referral or behavior incident
recording form that is efficient and
relevant?
19. Clear steps for processing, storing,
summarizing, analyzing, and reporting
data?
20. Schedule for monthly review of school-wide
data?
“SW POSITIVE
EXPECTATIONS”
21. Agreed to 3-5 positively stated SW
expectations?
22. Complete (behaviors, context,
examples) lesson plan or matrix for
teaching expectations?
23. Schedule for teaching expectations in
context to all students?
24. Schedule for practice/review/boosters
of SW expectations?
“ENCOURAGING/ ACKNOWLEDGING
EXPECTATIONS”
25. Continuum or array of positive
consequences?
26. At least daily opportunities to be
acknowledged?
27. At least weekly
feedback/acknowledgement?
“RULE VIOLATIONS”
28. Leveled definitions of problem behavior?
29. Procedures for responding to minor
(nonrecordable) violations?
30. Procedures for responding to minor (nonoffice referable, recordable) violations?
31. Procedures for responding to major (officereferable) violations?
32. Procedures for preventing major violations?
33. Quarterly review of effectiveness of SW
consequences for rule violations
Lessons Learned: White House
Conference on School Safety
• Students, staff, & community must have means of
communicating that is immediate, safe, & reliable
• Positive, respectful, predictable, & trusting studentteacher-family relationships are important
• High rates of academic & social success are
important
• Positive, respectful, predictable, & trusting school
environment/climate is important for all students
• Metal detectors, surveillance cameras, & security
guards are insufficient deterents
Lessons Learned: White House
Conference on School Safety
Early Correlates/Indicators
• Significant change in academic &/or
social behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic &/or
social failures
• Negative/threatening written &/or verbal
messages
“NONCLASSROOM SETTINGS”
34. Active supervision by all staff
across all settings?
35. Daily positive student
acknowledgements?
“CLASSROOM SETTINGS”
36. Agreement about classroom & nonclassroom
managed problem behaviors?
37. Linkage between SW & classroom positive
expected behaviors?
38. High rates of academic success for all students?
39. Typical classrooms routines directly taught &
regularly acknowledged?
40. Higher rates of positive than negative social
interactions between teacher & students?
41. Students with PBS support needs receiving
individualized academic & social assistance?
“STUDENTS W/ PROBLEM
BEHAVIORS”
42. Regular meeting schedule for behavior
support team?
43. Behavioral expertise/competence on team?
44. Function-based approach?
45. District/community support?
46. SW procedures for secondary
prevention/intervention strategies?
47. SW procedures for tertiary
prevention/intervention strategies?
Behavior Support Elements
*Response class
*Routine analysis
*Hypothesis statement
*Alternative behaviors
*Function
*Competing behavior analysis
Problem
Behavior
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
Functional
Assessment
*Evidence-based interventions
*Implementation support
Intervention
& Support
Plan
• Team-based
*Data plan
*Continuous improvement
*Sustainability plan
Fidelity of
Implementation
• Behavior competence
Impact on
Behavior &
Lifestyle
Keeping Fresh
•
•
•
•
•
Review data regularly & make data-based decisions
Give priority to measurable outcomes
Invest in & give priority to evidence based practices
Actively engage district leaders
Regularly celebrate accomplishments & self-recruit
attention/reinforcement
– Disseminate successes & lessons learned
• Reinforce professional standards & learning
communities
• Invest in working smarter
– Effectiveness, efficiency, & durability
– Do less to maintain…eliminate ineffective
FRMS Total Office Discipline Referrals
Sustained Impact
3000
Total ODRs
2500
2000
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Comput
er Lab
Assembly
Bus
Respect
Ourselves
Be on
task.
Give
your
best
effort.
Be
prepare
d.
Walk.
Have a plan.
Eat all
your
food.
Select
healthy
foods.
Study,
read,
comput
e.
Sit in one
spot.
Watch for
your stop.
Respect
Others
Be kind.
Hands/f
eet to
self.
Help/sha
re with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whispe
r.
Return
books.
Listen/watc
h.
Use
appropriate
applause.
Use a quiet
voice.
Stay in
your seat.
Respect
Property
Recycle.
Clean
up after
self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage
can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefull
y.
Pick up.
Treat
chairs
appropriate
ly.
Wipe your
feet.
Sit
appropriat
ely.
CONTACT INFO
[email protected]
[email protected]
www.pbis.org