Transcript CT SWPBS: Coaching George Sugai Brandi Simonsen OSEP Center on PBIS University of Connecticut March 28, 2007 [email protected] www.PBIS.org www.SWIS.org.

CT SWPBS: Coaching
George Sugai
Brandi Simonsen
OSEP Center on PBIS
University of Connecticut
March 28, 2007
[email protected]
www.PBIS.org
www.SWIS.org
Purpose
• Support coaching & team
implementation
• Develop SWPBS skill & content fluency
• Increase CT coaching capacity
• Discuss coaching experiences:
accomplishments, lessons learned, &
challenges
Agenda
• Coaching Reports
• Team status review
• Working smarter & selecting evidence
based practices
• Getting ready for April team training
•www.pbismaryland.org
Problem Statement
“We give schools strategies &
systems for developing more
positive, effective, & caring school
& classroom climates, but
implementation is not accurate,
consistent, or durable. Schools &
teams need more than training.”
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Active Leadership Team Coordination
Training
Coaching
Evaluation
Local School Teams & Demonstrations
2-Min. Coaching Reports
• Organize into groups of 3-4 coaches
• Select recorder to note content below
• Each coach report (AS COACH): (a) 1-2
accomplishment & (b) 1-2 challenges
• Pick 1-2 challenges & discuss possible
solutions
• Report 1 main accomplishment & 1
challenge/solution to larger group (recorder
select spokesperson)
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
3-Tiered
Prevention Logic
~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
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 adult-student
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
“SW-PBS Monthly
Planning Guide”
(Sugai Draft May 2006)
What should SWPBS teams/schools look
like in 1-2 years?
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”
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.
Monthly Activity Schedule
Month: _________ SWPBS Team Activities to Support…..
All Students/Staff (“Green”)


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
Monthly

Weekly
Daily

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.
State definition of SWPBS?
2.
State purpose of SWPBS team?
3.
State SW positive expectations?
4.
Actively supervise in non-classroom
settings?
5.
Agree to support SWPBS action plan?
6.
Have more positive than negative daily
interactions with students?
7.
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 &/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
LEADERSHIP TEAM
Establish
measurable
outcome
Enhanced PBS
Implementation
Logic
Build Data
System
Collect, analyze, &
prioritize data
Select
evidence-based
practice
Monitor
implementation &
progress
Ensure efficient,
accurate, & durable
implementation
Implement
SCHOOL-WIDE
“DATA”
17. Measurable behavioral definitions for
rule violations?
18. Discipline referral or behavior incident
recording form that is efficient &
relevant?
19. Clear steps for processing, storing,
summarizing, analyzing, & reporting
data?
20. Schedule for monthly review of
school-wide data?
“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?
Are “Rewards” Dangerous?
“…our research team has conducted a series of
reviews and analysis of (the reward) literature; our
conclusion is that there is no inherent negative
property of reward. Our analyses indicate that the
argument against the use of rewards is an
overgeneralization based on a narrow set of
circumstances.”
– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
“RULE VIOLATIONS”
28. Leveled definitions of problem behavior?
29. Procedures for responding to minor
violations?
30. Procedures for responding to major nonreferrable violations?
31. Procedures for responding to major officereferrable 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 w/ 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?
Monthly Activity Schedule
Month: _________ SWPBS Team Activities to Support…..
All Students/Staff (“Green”)


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
Monthly

Weekly
Daily

Before Team Training
1. Review Coaching Implementation Checklist
2. Verify coaching role with Coordinator
3. Review coaching role with Principal
4. Review status of team: principal, grade level
representatives, special educator, counselor, parent,
classified staff members (Committee Review)
5. Ask team to bring discipline data, behavior incident
reports, ODR forms, school discipline policy,
procedures for teaching SW behavior expectations,
procedures for encouraging SW expectations, etc.
6. Review tools: Team Implementation Checklist, EBS
Self-Assessment Survey, Committee Review, Action
Planning
During Team Training
1. Remind team of coaching role
2. Let team lead process
3. Document agreements
4. Keep team on task & reinforce progress
5. Remind team of big ideas (“refrigerator
magnets”) from presentations
6. Remind team to include all staff
7. Prompt outcomes: Team Implementation
Checklist, Team Action Plan, Committee
Review, EBS Self-assessment Survey
After Team Training
1.
2.
3.
4.
5.
6.
7.
Acknowledge/reinforce principal & team for progress at training
Prompt team to
–
Meet & review PBS purpose & action plan with staff
–
Collect school data
–
Meet w/in 1 month
–
Complete Team Implementation Checklist 1 month later
Contact team leader 2x in first month & ask
–
What is planned
–
if assistance needed
Set schedule to attend team meeting 1x month
Monitor & assist in development & completion of team action plan
Review/complete Coaches Implementation Checklist
Document team & coaching accomplishments, speed bumps,
challenges, solutions