Transcript SWPBS: Year 2 Follow Up George Sugai OSEP Center on PBIS University of Connecticut October 18, 2007 www.pbis.org [email protected].

SWPBS: Year 2 Follow Up
George Sugai
OSEP Center on PBIS
University of Connecticut
October 18, 2007
www.pbis.org
[email protected]
Norwell, MA
Agenda
• Welcome
• Team Reports
• Booster & Review Topics
• Team Action Planning
Big Goals of SWPBS
• Improve general classroom & school climate
& community relations
• Decrease dependence on reactive
disciplinary practices
• Maximize impact of instruction to affect
academic achievement
• Improve behavioral supports for students with
emotional & behavioral challenges
• Improve efficiency of behavior related
initiatives
SWPBS & Achievement
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency &Capacity
Investing in Outcomes, Data, Practices, &Systems
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
YEAR 2+ OUTCOME
OBJECTIVES
• Full implementation of
– Primary Intervention Tier, including SW,
nonclassroom & classroom settings
– Discipline data collection & decision making
procedures, including monthly & quarterly data
summaries
• Integration of behavior initiatives
• Team for developing behavior capacity
at Secondary/Tertiary Intervention Tiers
Development “Map”
• 2+ years of team training (3x/year)
• Annual “booster” events
• Coaching/facilitator support @ school &
district levels
• Regular self-assessment & evaluation data
• Development of district leadership team
• State/region & Center on PBIS for
coordination & TA
Role of “Coaching”
• Liaison between school teams &
PBS leadership team
• Local facilitation of process
• Local resource for data-based
decision making
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
RtI: Defining Features
IMPLEMENTATION
W/ FIDELITY
DATA-BASED
CONTINUUM OF
DECISION MAKING
EVIDENCE& PROBLEM
BASED
SOLVING
INTERVENTIONS
CONTINUOUS
PROGRESS
MONITORING
STUDENT
PERFORMANCE
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
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
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
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)
2 Worries & Ineffective
Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
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
+ 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?
• Who?
• What?
• Where?
• When?
• How much?
If problem,
• Which
students/staff?
• What system?
• What
intervention?
• What outcome?
OUTCOMES
OUTCOMES
• Data-based
• Relevant/valued
• Measurable
PRACTICES
OUTCOMES
PRACTICES
• Evidence-based
• Outcome linked
• Cultural/contextual
adjustments
• Integrated w/ similar
initiatives
• Doable
PRACTICES
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
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
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
SYSTEMS
OUTCOMES
• Training to fluency
• Continuous evaluation
• Team-based action
planning
• Regular relevant
reinforcers for staff
behavior
• Integrated initiatives
PRACTICES
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
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
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
CONTINUUM SWPBS
Tertiary Prevention
• Function-based support
•
ACTIVITY
•
~5%
•
1. Identify existing efforts
•
by tier
~15%
2. Specify
Secondary
Prevention outcome for each effort
• Check in/out
3. Evaluate implementation accuracy
•
•
& outcome effectiveness
•
•
4. Eliminate/integrate based on
Primary Prevention
outcomes
• SWPBS
•
5. Establish
•
•
•
~80% of Students
RtI rules
SW Outcomes - Examples
• Annual calendar for
– Teaching/boosters for SW expectations
– Team meetings
– Reviewing your data
• >80% of staff actively/daily
acknowledging kids who display
SW expectations
• 80% of your students give
behavior examples of SW
expectation for specific setting
• Data system
– Triangle
– Modified action plan based on your
SET reports
• Representative team membership
• Staff members actively supervising
across all school settings
• Integrated behavior initiatives
• >80% of students receive at least
one positive acknowledgement
daily
SETTING
FRMS Total Office Discipline Referrals
Sustained Impact
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Comput
er Lab
Assembly
Bus
Respect
Ourselves
Be on
task.
Give
your
best
effort.
Be
prepare
d.
Walk.
Have a plan.
Eat all
your
food.
Select
healthy
foods.
Study,
read,
comput
e.
Sit in one
spot.
Watch for
your stop.
Respect
Others
Be kind.
Hands/f
eet to
self.
Help/sha
re with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whispe
r.
Return
books.
Listen/watc
h.
Use
appropriate
applause.
Use a quiet
voice.
Stay in
your seat.
Respect
Property
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
carefull
y.
Pick up.
Treat
chairs
appropriate
ly.
Wipe your
feet.
Sit
appropriat
ely.
3000
Total ODRs
2500
2000
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
[email protected]
[email protected]
www.pbis.org