SWPBS: Leadership Team Follow-up

Char Ryan & George Sugai MN Dept of Education University of Connecticut Center on Positive Behavioral Interventions & Supports Nov 8, 2007 www.pbis.org www.swis.org

Agenda

• Welcome & Advanced Organizer • Team Reports • Review of “Basics” • SWPBS Nonclassroom Settings • Managing Escalating Behavior • SWPBS Classroom Management • Action Planning

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)

2 Worries & Ineffective Responses to Problem Behavior •

Get Tough

(practices) •

Train-&-Hope

(systems)

2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual social skills & competence

School-based Prevention & Youth Development Programming

Coordinated Social Emotional & Academic Learning

Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts

Characteristics of Safe School

Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • • A few clearly understood & uniformly enforced, rules Social skills instruction good citizenship. , character education & • After school – extended day programs

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 student teacher-family relationships are important High rates of academic & social success important are • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterrents

Responsiveness to Intervention:

Achievement + Social Behavior

General 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

Basics: 4 PBS Elements

Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior

OUTCOMES DATA • Clear definitions • Efficient procedures • Easy input/output • Readable displays • Regular review PRACTICES

OUTCOMES • Data-based • Relevant/valued • Measurable OUTCOMES PRACTICES

OUTCOMES PRACTICES • Evidence-based • Outcome linked • Cultural/contextual adjustments • Integrated w/ similar initiatives • Doable PRACTICES

SYSTEMS • Training to fluency • Continuous evaluation • Team-based action planning • Regular relevant reinforcers for staff behavior • Integrated initiatives OUTCOMES PRACTICES

Response to Intervention

IMPLEMENTATION W/ FIDELITY DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTINUUM OF EVIDENCE BASED INTERVENTIONS CONTINUOUS PROGRESS MONITORING STUDENT PERFORMANCE

CONTINUUM of SWPBS • Tertiary Prevention

Function-based support

• • ~5% • Audit 1. Identify existing efforts by tier ~15% 2. Specify outcome • • • • •

Check in/out

3.

Evaluate for each effort implementation accuracy & outcome effectiveness 4. Eliminate/integrate based on • • • • • SWPBS outcomes 5. Establish decision rules (RtI) ~80% of Students

Major SWPBS Tasks

• Establish leadership team • Establish staff agreements • Build working knowledge & capacity of SW-PBS practices & systems • Develop individualized action plan for SW-PBS

Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

Team-led Process

Meetings

Family Capacity Priority & Status Specialized Support Data-based Decision Making Student Communications Teaching Representation Start with Team that “Works.”

3-4 Year Commitment Top 3 School Wide Initiatives Agreements & Supports Coaching & Facilitation Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation

Efficient Systems of Data Management Self-Assessment Team-based Decision Making Data-based Action Plan Evidence Based Practices Existing Discipline Data

Multiple Systems

SWIS

Team Managed Staff Acknowledgements Implementation Continuous Monitoring Staff Training & Support Effective Practices Administrator Participation

Team-based Decision Making & Planning Continuous Monitoring Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Evaluation Effective Visual Displays Regular Review

Office Referrals per Day per Month

Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun

Referrals by Location

50 40 30 20 10 0 Bath R Bus A Bus Caf Clas s Comm Gym Hall School Locations Libr Play G Spec Other

Referrals by Problem

50 40 30 20 10 0 Lang A chol A rson B omb Combs Defian Disrupt Dress A gg/fgt Theft Harass P rop D S kip Tardy Types of Problem Behavior Tobac V and W eap

Referrals per Location

Referrals by Location

50 40 30 20 10 0 Bath R Bus A Bus Caf Clas s Comm Gym Hall School Locations Libr Play G Spec Other

Referrals per Student

20 10 0 Students

Referrals by Time of Day

Referrals by Time of Day

30 25 20 15 10 5 0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 Tim e of Day 1:00 1:30 2:00 2:30 3:00 3:30

Office Discipline Referrals

• Definition – Kid-Teacher-Administrator interaction – Underestimation of actual behavior • Improving usefulness & value – Clear, mutually exclusive, exhaustive definitions – Distinction between office v. classroom managed – Continuum of behavior support – Positive school-wide foundations – W/in school comparisons

Classroom Setting Systems School-wide Positive Behavior Support Systems School-wide Systems

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment – Planned/unplanned – Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” – Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001