Transcript SWPBS Coaching: Follow-up & Support Brandi Simonsen & George Sugai CT SERC OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut December 16,

SWPBS Coaching:
Follow-up & Support
Brandi Simonsen & George Sugai
CT SERC
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
December 16, 2008
www.pbis.org www.cber.org www.swis.org
[email protected]
[email protected]
• Workbook Overview
• Team Implementation
Checklist
• Coaching Problem Solving
PBS Systems Implementation Logic
PBS
Implementation
Blueprint
www.pbis.org
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
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
RtI: Good “IDEiA” Policy
Approach or framework for redesigning
& establishing teaching & learning
environments that are effective,
efficient, relevant, & durable for all
students, families & educators
• NOT program, curriculum, strategy,
intervention
• NOT limited to special education
• NOT new
Evaluation Criteria
Effective
• Desired Outcomes?
Efficient
• Doable?
Relevant
• Contextual & Cultural?
Durable
• Lasting?
Scalable
• Transportable?
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
Designing School-Wide Systems
for Student Success
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
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
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
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
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
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
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Respect
Property
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
Franzen, K., & Kamps, D. (2008).
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
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Allday &
Pakurar (2007)
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”
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
Family
Teaching
Matrix
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
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
-O
ct
3N
o
16 v
-N
o
30 v
-N
ov
7D
ec
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
e
17 b
-F
eb
25
-F
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
13 r
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
26
Percent of Intervals Engaged in Problem Behavior
100
90
10
0
BL
CI/
CO
CI/CO
+75%
CI/CO
+80%
80
80
90
School Days
CI/CO
+90%
70
Helena
60
50
40
30
20
10
100
0
90
70
Jade
60
50
40
30
20
10
0
100
80
Farrell
70
60
50
40
30
20
Began
meds.
Class B
Results
Check In/Out Pt Card
Name________________ Date ________
GOALS
9:30
10:30
11:30
1. RESPECT OTHERS 2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
2. MANAGE SELF
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
3. SOLVE
PROBLEMS
RESPONSIBLY
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
Rating Scale
2 = Great
1 = Ok
0 = Goal Not Met
8:30
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N
12:30
1:30
100
BL
CI/
CO
90
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
80
Helena
70
60
Peer
50
40
30
20
10
0
100
90
Jade
80
70
60
Peer
50
40
30
20
10
0
100
90
Farrell
80
70
Peer
60
50
40
30
20
School Days
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
pr
29
-A
p
10 r
-M
a
19 y
-M
ay
-F
25
17
-F
eb
eb
Began
meds.
8F
-O
ct
3N
ov
16
-N
ov
30
-N
ov
7D
ec
0
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
10
26
Percent of Intervals Engaged in Problem Behavior
Class B
Results
+
Compos
ite
Peers
100
BL
90
Study 2
Results
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
50
40
30
20
10
0
100
80
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
50
40
30
20
10
0
100
90
80
Oliv ia
70
60
50
40
30
20
10
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
e
b
8F
e
b
17
-F
e
b
25
-F
e
b
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
90
School Days
100
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
Peer
50
40
30
20
10
0
100
90
80
Peer
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
Peer
50
40
30
20
10
0
100
90
80
70
Peer
Oliv ia
60
50
40
30
20
10
School Days
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
eb
17
-F
e
25 b
-F
eb
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
Study 2
Results
+
Compo
site
Peer
BL
90
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
Practice Selection
• Function-based support
• Wraparound/PCP
Audit
•
Evidence-based
• Specialized individualised
~5%
supports
Identify existing
practices
tier
•1. Measurable
outcome
alignedby
with
•
need
& student
~15%
2.
Specify
outcome for each effort
SECONDARY PREVENTION
• Check in/out
•
Rules
for
data-based
decisions
3.
Evaluate
implementation
• Targeted social skills instruction
• Peer-based supports
accuracy &with
outcome
•
Integrated
related practices
• Social skills club
effectiveness
•
based
on outcomes, need,
4. student
Eliminate/integrate based on
PRIMARY PREVENTION
• Teach & encourage positive
outcomes
• Implementation
fidelity
SW expectations
• Proactive SW discipline
Establish decision
rules (RtI)
•5. Continuous
monitoring
• Effective instruction
• Parent engagement
•
~80% of Students
www.pbis.org
Horner, R., & Sugai, G. (2008). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
http://www.pbis.org/files/101007eviden
cebase4pbs.pdf.
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of
students attending
daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety
Committee
Improve safety
Predictable response
to threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office
referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
STEP 1 - Establish Team Membership
1. Representative of demographics of school and community
2. 1-2 individuals with behavior/classroom management competence
3. Administrator active member
4. Schedule for presenting to whole staff at least monthly
5. Schedule for team meetings at least monthly
6. Integration with other behavior related initiatives and programs
7. Appropriate priority relative to school and district goals
8. Rules and agreements established regarding voting, confidentiality and
privacy, conflict/problem solving, record-keeping, etc.
9. Schedule for annual self-assessments
1.
EBS Self-Assessment Survey
2.
Review Office Discipline Referrals
3.
Benchmarks of Quality
4.
School-wide Evaluation Tool
10. Coaching support (school and/or district/region)