Transcript SWPBS: Leadership Team Follow-up Jon Dyson, Lavonne Nkomo, George Sugai Center on Disabilities University of Connecticut Center on Positive Behavioral Interventions & Supports Nov 15, 2007 www.pbis.org www.swis.org.

SWPBS:
Leadership Team Follow-up
Jon Dyson, Lavonne Nkomo, George Sugai
Center on Disabilities
University of Connecticut
Center on Positive Behavioral Interventions & Supports
Nov 15, 2007
www.pbis.org
www.swis.org
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)
SWPBS is about….
Improving
classroom &
school climate
Integrating
academic &
behavior
initiatives
Improving
support for
students w/
EBD
Decreasing
reactive
management
Maximizing
academic
achievement
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, character education &
good citizenship.
• 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 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 deterrents
It’s not just about behavior!
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Basics: 4
PBS
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
OUTCOMES
DATA
• Clear definitions
• Efficient procedures
• Easy input/output
• Readable displays
• Regular review
PRACTICES
OUTCOMES
OUTCOMES
• Data-based
• Relevant/valued
• Measurable
PRACTICES
OUTCOMES
PRACTICES
• Evidence-based
• Outcome linked
• Cultural/contextual
adjustments
• Integrated w/ similar
initiatives
• Doable
PRACTICES
SYSTEMS
OUTCOMES
• Training to fluency
• Continuous evaluation
• Team-based action
planning
• Regular relevant
reinforcers for staff
behavior
• Integrated initiatives
PRACTICES
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
DATA-BASED
CONTINUUM OF
DECISION MAKING
EVIDENCE& PROBLEM
BASED
SOLVING
INTERVENTIONS
CONTINUOUS
PROGRESS
MONITORING
STUDENT
PERFORMANCE
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
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
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team-led Process
Behavioral
Capacity
Priority &
Status
Representation
Team
Data-based
Decision
Making
Administrator
Communications
Start with
Team that
“Works.”
Top 3 SchoolWide
Initiatives
Coaching &
Facilitation
3-4 Year
Commitment
Agreements &
Supports
Dedicated
Resources
& Time
3-Tiered
Prevention
Logic
Administrative
Participation
Self-Assessment
Efficient
Systems of Data
Management
Team-based
Decision
Making
SWIS
Data-based
Action Plan
EvidenceBased
Practices
Existing
Discipline
Data
Multiple
Systems
Team Managed
Staff
Acknowledgements
Effective
Practices
Implementation
Continuous
Monitoring
Administrator
Participation
Staff Training
& Support
Team-based
Decision Making &
Planning
Relevant &
Measurable
Indicators
Efficient
Input, Storage, &
Retrieval
Evaluation
Continuous
Monitoring
Effective
Visual Displays
Regular
Review
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
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
CONTINUUM of SWPBS
Tertiary Prevention
• Function-based support
•
Audit
•
~5%•
1. Identify existing efforts
•
by tier
~15%
2.Prevention
Specify outcome for each effort
Secondary
• Check in/out
3. Evaluate implementation accuracy
•
•
& outcome effectiveness
•
•
4. Eliminate/integrate based on
Primary Prevention
outcomes
• SWPBS
•
5. Establish
•
•
•
~80% of Students
decision rules (RtI)