Transcript SWPBS: Leadership Team Follow-up Char Ryan & George Sugai MN Dept of Education University of Connecticut Center on Positive Behavioral Interventions & Supports Nov 7, 2007 www.pbis.org.

SWPBS:
Leadership Team Follow-up
Char Ryan & George Sugai
MN Dept of Education University of Connecticut
Center on Positive Behavioral Interventions &
Supports
Nov 7, 2007
www.pbis.org
Response: Work Smarter
• Do less…better
• Do it once
• Invest in clear outcomes
• Invest in a sure thing
• Be strategic about problem
solving
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
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
Responsiveness to
Intervention:
Achievement
+
Social Behavior
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
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
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Sample 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
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
DATA-BASED
CONTINUUM OF
DECISION MAKING
EVIDENCE& PROBLEM
BASED
SOLVING
INTERVENTIONS
CONTINUOUS
PROGRESS
MONITORING
STUDENT
PERFORMANCE
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)
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
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
What does SWPBS
look like?
School-wide Systems
>80% STAFF agree
directly
teaching
>80%
STAFF&can
1. Common
purpose
&state
approach to discipline
encouraging
SWsocial
positive
2. Clear
set
of positive
expectations & behaviors
skills is
important
expectations
&
give
>80% STUDENTS can
behavioral
state SW
positive
3. Procedures
for example
teaching
expected
behavior
>80%
STAFF can
& give
>80% STAFF canexpectations
accurately
describe
4.report
Continuum
of
procedures
for encouraging
behavioral
example
# major
office
>80% STAFFwhat
haveis administrator v.
expected behavior
referrals/day
in last
managed rule
more
positive
than
>80%teacher
STUDENTS
~80%
STUDENTS
month
violation
negative
interactions
report
theyrule
have
been
have
0 to
1 major
5. Continuum
of
procedures
for
discouraging
with
students
acknowledged
by staff
violation
inappropriate
behavior
person for display
6. Procedures for
on-going
monitoring &
behavioral
expectation
in last 24 hours
evaluation
Classroom
TEACHER
has at least
Setting Systems
one positive contact
• Classroom-wide
expectations
taught
withpositive
each student
daily
•
•
•
•
•
•
& encouraged
TEACHERroutines
provides & cues taught &
Teaching classroom
encouraged more positive than
negative
Ratio of 6-8 positive
to 1 negative adultacknowledgements
student interaction
Active supervision
>80% STUDENTS can
Redirections
for minor,
describe
typical infrequent behavior
errors classroom routine
Frequent precorrections for chronic errors
Effective academic instruction & curriculum
Nonclassroom
STAFFSystems
has at least 4
Setting
positive for each
negative contact with
students
• Positive expectations & routines
taught &STAFF
encouraged
has continuous
• Active supervision by all staff
positive interactions w/
variety of students
>80% STUDENTS can
– Scan,
move, interact
describe what SW
expectation looks like
in specific setting
• Precorrections & reminders
• Positive reinforcement
Individual Student
Systems
TEAM to monitor
• Behavioral competence at school & district
status of sever problem
levels
behaviors
• Function-based behavior support planning
STAFF candecision
describe making
• Team- & data-based
how to obtain intensive
• Comprehensive
person-centered
planning &
behavor
supports
wraparound processes
DISTRICT
supports
• Targeted
social
skills & self-management
available to schools
instruction
• Individualized instructional & curricular
accommodations
“SW-PBS Monthly
Planning Guide”
(Sugai Draft May 2006)
Purpose
• Give SWPBS leadership teams
extra organizational tool for
reviewing & planning their current &
future implementation activities
• Use self-assessment to guide
teams in their action planning
• “Ending & Beginning School Year”
Monthly Activity Schedule
Month: _________ SWPBS Team Activities to Support…..
All Students/Staff (“Green”)

Monthly

Conduct SWPBS leadership team meeting to review
data and progress on action plan activities, and plan
new activities, as needed.
Report to staff on status of SWPBS.
Students w/PBS Needs (“Yellow/Red”)

Report to staff on status of students on secondary and
tertiary behavioral intervention plans.

Review progress of students on secondary and
tertiary intervention plans
Nominate/review new students who might need
individualized PBS
Send parents progress report

Weekly
Daily

Guidelines
•
•
•
•
•
•
Work as school-wide leadership team.
Begin by reviewing current behavioral data
Link all activities to measurable action plan
outcomes & objectives.
Use “effectiveness, efficiency, & relevance”
to judge whether activity can be
implemented w/ accuracy & sustained.
Use, review, & update this planning guide
at monthly team meetings.
Plan activities 12 months out.
Planning Guide Self-Assessment
Highlights essential SWPBS
practices & systems for years 1-2
implementation
F = fully in place (e.g., >80%)
P = partially in place
N = not in place/don’t know
“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?
www.swis.org
“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
(nonrecordable) violations?
30. Procedures for responding to minor (nonoffice referable, recordable) violations?
31. Procedures for responding to major (officereferable) 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?
Monthly Activity Schedule
Month: _________ SWPBS Team Activities to Support…..
All Students/Staff (“Green”)

Monthly

Conduct SWPBS leadership team meeting to review
data and progress on action plan activities, and plan
new activities, as needed.
Report to staff on status of SWPBS.
Students w/PBS Needs (“Yellow/Red”)

Report to staff on status of students on secondary and
tertiary behavioral intervention plans.

Review progress of students on secondary and
tertiary intervention plans
Nominate/review new students who might need
individualized PBS
Send parents progress report

Weekly
Daily
