Transcript School-Wide Positive Behavior Support: Getting Started – Day 3 George Sugai SERC & OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February.

School-Wide Positive
Behavior Support:
Getting Started – Day 3
George Sugai
SERC & OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
February 4, 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
www.cber.org + library + training materials
Appendices
Ch 1 – Overview
Ch 2 – Getting Started
Ch 3 – Nonclassroom Settings
Ch 4 – Classroom Settings
SW-PBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable for
all students
(Zins & Ponti, 1990)
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
YEAR 1 OUTCOME OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge &
foundations of SW-PBS practices &
systems
• Develop & being implementation of
individualized action plan for SWPBS
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
SCHOOL-WIDE
1.
1. Leadership team
2.
Behavior purpose statement
3.
Set of positive expectations & behaviors
4.
Procedures for teaching SW & classroomwide expected behavior
CLASSROOM
1. All school-wide
5.
Continuum of procedures for encouraging
expected behavior
6.
Continuum of procedures for discouraging
rule violations
7.
Procedures for on-going data-based
monitoring & evaluation
EVIDENCEBASED
INTERVENTION
PRACTICES
2. Maximum structure & predictability in routines
& environment
3. Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4. Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5. Continuum of strategies to acknowledge
displays of appropriate behavior.
6. Continuum of strategies for responding to
inappropriate behavior.
INDIVIDUAL STUDENT
1.
Behavioral competence at school & district
levels
2.
Function-based behavior support planning
3.
Team- & data-based decision making
4.
Comprehensive person-centered planning &
wraparound processes
5.
6.
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
FAMILY ENGAGEMENT
NONCLASSROOM
1.
2.
Positive expectations & routines
taught & encouraged
Active supervision by all staff
(Scan, move, interact)
3.
Precorrections & reminders
4.
Positive reinforcement
1.
Continuum of positive behavior support for all
families
2.
Frequent, regular positive contacts,
communications, & acknowledgements
3.
Formal & active participation & involvement
as equal partner
4.
Access to system of integrated school &
community resources
Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitation support at school,
district, & regional/state levels
• Regular self-assessment & evaluation data
• Development of local/district leadership
teams
• Establishment of local specialized behavior
competence
• Integration with related behavior initiatives
Role of “Coaching”
• Liaison between school teams &
PBS leadership team
• Local facilitation of process
• Local resource for data-based
decision making
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~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
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
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
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
~80% of Students
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Special Education
~5%
•
1. Identify
•
Audit
existing practices by tier
~15%
2. Specify outcome for each
SECONDARY PREVENTION
• Check in/out
3. Evaluate
implementation
• Targeted social
skills instruction
• Peer-based supports
accuracy & outcome
• Social skills club
effectiveness
•
effort
4. Eliminate/integrate based on
PRIMARY PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
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
10. Coaching support (school and/or district/region)
STEP 2 – Develop Behavior Purpose Statement
1. Positively stated
2. 2-3 sentences in length
3. Supportive of academic achievement
4. Contextually/culturally appropriate (e.g., age, level,
language)
5. Comprehensive in scope (school-wide – ALL students,
staff, and settings)
6. Agreement by >80% faculty and staff
7. Communicated to stakeholders (e.g., families,
community members, district administrators)
8. Included in school publications (e.g., handbook, posters,
newsletters)
STEP 3 – Identify Positive SW Expectations
1. Linked to social culture of school (e.g., community, mascot).
2. Considerate of social skills and rules that already exists.
3. 3-5 in number
4. 1-3 words per expectation
5. Positively stated
6. Supportive of academic achievement
7. Comprehensive in scope (school-wide – ALL students, staff, and
settings)
8. Mutually exclusive (minimal overlap)
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Agreement by >80% faculty and staff
11. Communicated to stakeholders (e.g., families, community members,
district administrators)
12. Included in school publications (e.g., handbook, posters, newsletters)
STEP 4 – Develop Lesson Plan for Teaching
SW Positive Expectations
1.
Considerate of main school settings and contexts (e.g., classroom, common areas, hallways,
cafeteria, bus)
2.
Considerate of lessons that already exists.
3.
Specification of 2-3 positive observable behavior examples for each expectation and each
setting/context.
4.
Teach social behavior like academic skills.
5.
Involvement by staff, students, families in development
6.
Contextually/culturally appropriate (e.g., age, level, language)
7.
Schedule for initial instruction in natural and typical contexts
8.
Schedule for regular review, practice, and follow-up instruction
9.
Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings
10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts
and settings
11. Procedures for providing instruction to new faculty, staff, students
12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers
& staff)
13. Agreement by >80% faculty and staff
14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
15. Procedures in place for identifying and supporting students whose behaviors do not respond to
teaching school-wide behavior expectations
16. Included in school publications (e.g., handbooks)
STEP 5 – Develop Lesson Plans for Teaching
Positive CW Expectations
1. School-wide action plan for classroom management practices and procedures based on
results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or
administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior
expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not
responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and
routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural
contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 6 – Develop Continuum of Procedures for
Encouraging SW Expectations
1. School-wide action plan for classroom management practices and procedures based on
results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or
administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior
expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not
responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and
routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural
contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 7 – Develop Continuum of Procedures for
Discouraging Behavior Rule Violations
1. Specification of Definitions for Violations of School-wide
Behavior Expectations
a. Contextually appropriate labels/names
b. Definitions represent continuum of severity (e.g., minor, major, illegal)
c. Definitions comprehensive in scope (school-wide)
d. Definitions in measurable terms
e. Mutually exclusive (minimal overlap)
2. Specification of Procedures for Processing Violations of
School-wide Behavior Expectations
a. Agreement regarding office staff versus teacher/staff responsibilities
b. Office discipline form for tracking discipline events
c. Agreement regarding options for continuum of consequences
d. Data decision rules for intervention and support selection
STEP 7 – Develop Continuum of Procedures for
Discouraging Behavior Rule Violations – cont.
3.
Implementation of Procedures
a. Use by all staff (e.g., office, security, supervisors, bus drivers)
b. Schedule for teaching to students and staff members
c. Schedule for regular review of use and effectiveness
d. Procedures for providing orientation to new faculty, staff, students
e. Procedures for informing others (e.g. families, community, district administrators,
substitute teachers & staff)
f. Agreement by >80% faculty and staff
g. Included in school publications (e.g., handbooks)
h. Means for keeping track of number of acknowledgements versus number of
disciplinary or corrective actions for violations of behavior expectations.
i. Schedule and procedures for regular review and enhancement of acknowledgements.
j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff
k. Included in school publications (e.g., handbook, posters, newsletters)
l. Procedures in place for identifying and supporting students whose behaviors do not
respond to school-wide continuum of consequences for violations of behavior
expectations
STEP 8 – Develop Procedures for Data-Based
Decision-Making & Monitoring
1. General data collection procedures
a.
Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance
rolls, behavior incident reports).
b.
Data collection procedures regularly checked for accuracy of use
c.
Data collection limited to information that answers important student, classroom, and school questions
d.
Structures and routines for staff members to receive weekly/monthly data reports about the status of schoolwide discipline
e.
Decision rules for guiding data analysis and actions
f.
Schedule for daily, weekly, monthly, quarterly feedback to students and staff
g.
Data system managed by 2-3 staff members
h.
No more than 1% of time each day for managing data system.
i.
Efficient, timely, and graphic displays of data
2. Office discipline referral procedures
a.
Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity
(see Step 7).
b.
A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident
report)
c.
School-wide procedures for processing or responding to violations of behavior expectations.
d.
Efficient and user-friendly procedures for inputting and storing information
e.
Efficient and user-friendly procedures for summarizing and analyzing information.
f.
Efficient and user-friendly procedures for producing visual displays of the data.
g.
Procedures for presenting data to staff on routine basis.
h.
Procedures for making decisions and developing actions based on the data.
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff
behavior
• Individualized intervention for
nonresponders
– Administrative responsibility
“GOLDEN PLUNGER”
• Involve custodian
• Procedure
– Custodian selects one classroom/
hallway each week that is clean &
orderly
– Sticks gold-painted plunger with
banner on wall
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
“1 FREE PERIOD”
• Contributing to a safe,
caring, effective school
environment
• Procedures
–
–
–
Given by Principal
Principal takes over class for one hour
Used at any time
“DINGER”
• Reminding staff to have
positive interaction
• Procedures
– Ring timer on regular, intermittent
schedule
– Engage in quick positive interaction
STEP 8 – Develop Procedures for Data-Based
Decision-Making & Monitoring
1. General data collection procedures
a.
Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance
rolls, behavior incident reports).
b.
Data collection procedures regularly checked for accuracy of use
c.
Data collection limited to information that answers important student, classroom, and school questions
d.
Structures and routines for staff members to receive weekly/monthly data reports about the status of schoolwide discipline
e.
Decision rules for guiding data analysis and actions
f.
Schedule for daily, weekly, monthly, quarterly feedback to students and staff
g.
Data system managed by 2-3 staff members
h.
No more than 1% of time each day for managing data system.
i.
Efficient, timely, and graphic displays of data
2. Office discipline referral procedures
a.
Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity
(see Step 7).
b.
A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident
report)
c.
School-wide procedures for processing or responding to violations of behavior expectations.
d.
Efficient and user-friendly procedures for inputting and storing information
e.
Efficient and user-friendly procedures for summarizing and analyzing information.
f.
Efficient and user-friendly procedures for producing visual displays of the data.
g.
Procedures for presenting data to staff on routine basis.
h.
Procedures for making decisions and developing actions based on the data.
What does SWPBS look like?
• >80% of students can tell you what is expected of
them & give behavioral example because they have
been taught, actively supervised, practiced, &
acknowledged.
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for
addressing problem behavior.
• Data- & team-based action planning &
implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available to all
students
www.pbis.org
Horner, R., & Sugai, G. (2008). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
http://www.pbis.org/files/101007eviden
cebase4pbs.pdf.
Action Planning: Guidelines
•
•
•
•
•
•
•
Agree upon decision making procedures
Align with school/district goals.
Focus on measurable outcomes.
Base & adjust decisions on data & local
contexts.
Give priority to evidence-based programs.
Invest in building sustainable
implementation supports (>80%)
Consider effectiveness, & efficiency,
relevance, in decision making (1, 3, 5 rule)