Transcript Implementing School-Wide Positive Behavior Support (SWPBS): Coaching & Training OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut 26 August 2014 www.pbis.org www.cber.org.

Implementing School-Wide
Positive Behavior Support
(SWPBS): Coaching & Training
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
26 August 2014
www.pbis.org www.cber.org www.swis.org
[email protected]
www.pbis.org
www.cber.org
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
Supporting Important Culturally
Equitable Academic & Social
Behavior Competence
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision Making
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
How do school personnel &
students benefit?
OUTCOMES
What
implementation
supports does
Ministry
provide?
What do teams
do?
PRACTICES
What training, coaching, &
evaluation do we do?
What did we learn about teams? (DATA)
• What did teams learn?
• What do teams need?
What did we learn about coaching & training?
(PRACTICES
• What did we do well?
• What do we need to do differently?
What happens next? (PRACTICES & SYSTEMS)
• What will George do?
• What should leadership do?
• What do I need to do?
GOAL (Big Outcome)
Common
Language
POSITIVE SCHOOL-WIDE CLIMATE FOR ALL
(StudentsFamily, School, Community)
Common
Experience
Common
Vision/Values
Quality
Leadership
Basic SWPBS Implementation Framework
Regional/State
Leadership
• SWPBS practices, data,
systems
• Policy, funding,
leadership, priority,
agreement
Internal Coaching Support
School
Behavior Team
• 2 yr. action plan
• Data plan
• Leadership
• Team meeting schedule
District
Behavior Team
External Coaching Support
• SWPBS
• CWPBS
• Small group
• Individual student
Student
Benefit
• Academic
• Expectations &
routines
• Social skills
• Self-management
School Staff
Team Support
Effective Organizations
“Organizations are groups of individuals whose
collective behaviors are directed toward a common
goal & maintained by a common outcome”
(Skinner, 1953, Science of Human Behavior)
Common
vision &
objectives
Common
language
Common
experiences
& routines
Quality
leadership
& coaching
TODAY’S OUTCOME OBJECTIVES
Can you describe to you colleagues…..
Rationale for SWPBS
Readiness requirements for staff & team
Membership of School Leadership Team
SWPBS features
Implementation of Tier 1 core features SW & CW
Implementation action planning
Leadership team
Procedures for
on-going databased monitoring
& evaluation
Behavior purpose
statement
School-Wide PBS
(Tier 1)
Continuum of
procedures for
discouraging rule
violations
Continuum of procedures
for encouraging expected
behavior
Set of positive
expectations &
behaviors
Procedures for teaching
SW & classroom-wide
expected behavior
Implementation Drivers
Funding
Visibility &
Dissemina on
Poli cal
Support
Policy &
Systems
Alignment
Personnel
Selec on
LEADERSHIP TEAM
Coordina on, Readiness, Priority
Professional
Development
Coaching &
Technical
Assistance
Evalua on &
Performance
Feedback
Local Implementa on Demonstra ons
Content
Exper se
State/Country
Team
District
School
General
Implementation
Process
Students
Agreements
Staff
Principal,
Superintendent
Data-based
Action Plan
“Plan”
= Coaching
Evaluation
“Check”
Implementation
“Do”
All Staff, Students,
Administrators
Coaching
Bridge between
Set of
training &
responsibilities,
implementation
actions,
……not
activities
administrative
…..not person
accountability
Positive &
supportive
resource &
facilitation
….not nagging
Coaching or Facilitation
System capacity to organize
personnel & resources to enhance…..
Implementation
approach
Progress
through
implementation
stages
Implementation
fidelity
Student
outcomes
Guidance for
team startup
Communications
network
Technical
assistance
Prompting &
reminding
Resource
access
Positive
reinforcement
Data-based
decision
making
Problem
solving
Leadership team
Procedures for
on-going databased monitoring
& evaluation
Behavior purpose
statement
School-Wide PBS
(Tier 1)
Continuum of
procedures for
discouraging rule
violations
Continuum of procedures
for encouraging expected
behavior
Set of positive
expectations &
behaviors
Procedures for teaching
SW & classroom-wide
expected behavior
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
Go to “SWPBS Team
Workbook” p. 44
10. Coaching support (school and/or district/region)
Establishing Readiness
Establishing School Leadership Team Membership
Go to Workbook p. 45
Basic Meeting Structure
Operations
Verified
Need
Planning
Purpose &
Outcomes
Content
Before
See Appendices
Decisions &
Outcomes
During
Summary of
Outcomes &
Agreements
Follow-up
& Evaluation
After
Training Capacity
Content knowledge, skills, practices & examples
Individual presentation & training skills
Coaching, leadership, & evaluation
Working relations w/ school, district, & regional leadership
Direct implementation experiences
Evidence & documentation
Phases of Learning
Acquisition
Fluency
Maintenance
Generalization
Adaptability
Quotable
Fixsen
“Policy is allocation
of limited resources
for unlimited
needs, &
opportunity, not
guarantee, for
good action”
“Training does not
predict action”
“Manualized
treatments have
created overly rigid
& rapid
applications”
Stages of Implementation
•
•
•
•
•
•
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2–4
Years
IMPLEMENTATION
PHASES
Horner, McIntosh & Sugai
Need,
Selection,
Agreements,
Adoption,
Outcomes
Local
Demonstration
w/ Fidelity
Sustained
Capacity,
Durable
Outcomes,
Replication,
Elaboration
Systems
Adoption,
Scaling,
Continuous
Regeneration
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
EXPLORATION &
ADOPTION
INSTALLATION
• We think we know what we need, so we
ordered 3 month free trial (evidence-based)
• Let’s make sure we’re ready to implement
(capacity infrastructure)
INITIAL
IMPLEMENTATION
• Let’s give it a try & evaluate (demonstration)
FULL
IMPLEMENTATION
• That worked, let’s do it for real (investment)
SUSTAINABILITY &
CONTINUOUS
REGENERATION
• Let’s make it our way of doing business
(institutionalized use)
Meetings
Preparing
• Purpose &
outcome
• Key members
• Contact
• Agenda
• Materials
• Precorrect
Conduct
After
• Outcomes
• Organizer
• Roles &
responsibilities
• Rules &
agreements
• Review
frequently
• Action planning
• Acknowledgem
ents
• Review
• Next meeting
• Follow-up
• Acknowledgem
ents
• Tasks &
responsibilities
• Impact &
outcomes
• Next meeting
Agreements & Routines
Solving problems & resolving conflicts
Achieving agreements & making decisions
Specifying measureable outcomes
Setting/modifying agenda & minutes
Establishing roles/responsibilities
Providing opportunities for participation &
contributions
Go to Workbook p. 45
Conducting Team Meetings
(10 min.)
• Review “Conducting Leadership Team
Meetings” (Ch 2)
Attention
• Complete
for
yesterday’s action
1
Minute
planning meeting
Please
• Report 1 agreement from your team
New Spokesperson
discussions (30 sec.)