Transcript School-Wide Positive Behavior Support: Follow-up #2 (Cohort 2) MN SW-PBIS Leadership Team George Sugai OSEP Center on PBIS University of Connecticut March 20-21, 2007 www.pbis.org www.swis.org [email protected].

School-Wide Positive
Behavior Support:
Follow-up #2 (Cohort 2)
MN SW-PBIS Leadership Team
George Sugai
OSEP Center on PBIS
University of Connecticut
March 20-21, 2007
www.pbis.org
www.swis.org
[email protected]
PURPOSE
Enhance capacity of
school teams to
provide the best
behavioral supports for
all students…...
Agenda
Tuesday/Wednesday
• Team Reports
• Emergency/Crisis Management
• Function-based Support: Secondary &
Tertiary Basics
• Brief activities & team action planning
MN PBS Leadership Team
TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS
practices & systems
• Develop individualized action plan for SWPBS
– Data: Discipline Data, EBS Self-Assessment Survey,
Team Implementation Checklist
– Presentation for school
• Organize for upcoming school year
2-5 Min. Team Reports
1. What you have accomplished
since Nov.
2. What things are in progress this
Spring.
3. Data!
4. Share hard & electronic copies.
Main Message
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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
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
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
Nonclassroom
Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
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
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
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”
RtI Logic
Modify &
specialize for
non-responders
Screen
universally &
frequently
j
Teach w/ best
curriculum &
instruction
Intervene early at
all levels
Use student
behavior as
progress indicator
Possible RtI Outcomes
Gresham, 2005
High
Risk
No
Risk
Responder
Non-Responder
False +
True +
Adequate response
Inadequate response
True –
False –
Adequate response
Inadequate response
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 assessment
SSBD, record review, gating
PROGRESS
MONITORING
Curriculum based assessment
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
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
Messages
• RtI logic is “good thing”
– Continuous progress monitoring
– Prescriptive problem solving & data-based
decision making
– Assessment-based intervention planning
– Consideration of all students
• However, still much work to be done
• SWPBS approach is good approximation
of RTI approach…but not perfect
Organizational Goals
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
CO PBS
Agreements
FCPS
Data-based
Action Plan
Evaluation
Implementation
REVIEW
“SW-PBS Monthly
Planning Guide”
(Sugai Draft May 2006)
Using Training Content to Review
“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?
SWIS
+ If many students are making same mistake,
consider changing system….not students
+ Start by teaching, monitoring & rewarding…before
increasing punishment
Do we need to tweak our
action plan?
• How often?
If problem,
• Who?
• Which
students/staff?
• What?
• Where?
• When?
• How much?
• What system?
• What
intervention?
• What outcome?
“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
(unrecorded) violations?
30. Procedures for responding to minor
(recorded, non-referable) violations?
31. Procedures for responding to major
(referable) violations?
32. Procedures for preventing major violations?
33. Quarterly review of effectiveness of SW
consequences for rule violations
“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?
PBIS Messages
• Measurable & justifiable outcomes
• On-going data-based decision
making
• Evidence-based practices
• Systems ensuring durable, high
fidelity of implementation