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Keeping the Keeping the MomentumMomentum
Cynthia M. Anderson, PhDCynthia M. Anderson, PhD
University of OregonUniversity of Oregon
OrganizerOrganizer
Why SWPBS?Why SWPBS? Characteristics of all effective Characteristics of all effective
practicespractices SWPBS as an endurance eventSWPBS as an endurance event
Why Focus on the Whole Why Focus on the Whole School?School?
What we need is stiffer What we need is stiffer consequences!consequences!
Common Response: Get Common Response: Get Tough!Tough!
Re-re-re-re review Re-re-re-re review rulesrules
CounselingCounseling ““aversive” aversive”
consequencesconsequences
Why Focus on the Whole Why Focus on the Whole School?School?
Most kids are doing okay; why Most kids are doing okay; why should I worry about school climate?should I worry about school climate?
Kids should know how to behave Kids should know how to behave I am worried about my class; the I am worried about my class; the
rest of the school can take care of rest of the school can take care of itself! itself!
““Darlya”Darlya”Assessments indicate that Darlya performs in average to above average range in all academic areas. However, her teacher has noticed that Darlya’s frequent talking to peers during instruction, and asking and answering questions without raising her hand has become an annoying problem to other students and to the teacher.
What would you do?
““Charlotte”Charlotte”Charlotte dresses in black every day, rarely interacts with teachers or other students, and writes and distributes poems about witchcraft. When approached or confronted by teachers, she pulls hood of her sweatshirt or coat over her head and walks away. Mystified by Charlotte’ behavior, teachers usually shake their heads and let her walk away. Recently, Charlotte carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
What would you do?
Fortunately, we have a Fortunately, we have a science that guides us to…science that guides us to…
Assess these situationsAssess these situations Develop behavior intervention Develop behavior intervention
plans based on our assessmentplans based on our assessment Monitor student progress & make Monitor student progress & make
enhancementsenhancementsAll in ways that can be culturally All in ways that can be culturally & contextually appropriate& contextually appropriate
Crone & Horner, 2003Crone & Horner, 2003
But….Context Matters!
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Darlya is in this
school!
5,100 referrals = 5,100 referrals =
76,500 76,500 min @15 minmin @15 min = =
1,275 hrs1,275 hrs = =
159 days159 days @ 8 hrs @ 8 hrs
Messages: Messages:
1. Successful student behavior 1. Successful student behavior support requires SCHOOL CLIMATE support requires SCHOOL CLIMATE that isthat is
Focused on teachingFocused on teaching ConsistentConsistent SustainableSustainable Focused on maximizing successFocused on maximizing success
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to four corners.
Charlotte is in this
school!
Messages:Messages:
2. Prevention is the best intervention2. Prevention is the best intervention Decrease development of new problem Decrease development of new problem
behaviorsbehaviors Prevent existing behaviors from worseningPrevent existing behaviors from worsening Redesign learning environments to Redesign learning environments to
eliminate things that trigger and maintain eliminate things that trigger and maintain problem behaviorproblem behavior
Teach, monitor, and acknowledge pro-Teach, monitor, and acknowledge pro-social behaviorsocial behavior
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Elements of PBS
Not limited to anyparticular group of
students…it’sfor all students
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behavior
Not new…its based onlong history of
behavioral practices &effective instructionaldesign & strategies
Key Components of Key Components of SWPBSSWPBS
1. Consistent approach to school discipline2. Clear set of positive expectations &
behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging
expected behavior5. Continuum of procedures for discouraging
inappropriate behavior6. Procedures for on-going monitoring &
evaluation
What Does SWPBS Look What Does SWPBS Look Like?Like?
Team- & data-based school-wide implementation
3-4 year commitment for systems change Small number of positively stated expectations
and rules that are visible, defined, taught, & encouraged
>80% of students & adults can state expectations & give examples in context
>80% of students receive at least weekly acknowledgement
>80% of students received 0 or 1 major disciplinary referral per year
<10% received >2 major disciplinary referrals
Systems for Student Success
Individual Interventions•Individual Students•Assessment-based•High Intensity
Individual Interventions•Individual Students•Function-based
Targeted Interventions•Some students •Directed assistance•More frequent monitoring
Targeted Interventions•Some students (at-risk)•Some routines and areas•Efficient & effective
Universal Interventions•All students•Evidence-based curricula•Formative evaluation
Universal Interventions•All students•All routines and areas•Periodic monitoring
Academic Systems Social Behavioral Systems
OrganizerOrganizer
Why SWPBS?Why SWPBS? Characteristics of all effective Characteristics of all effective
practicespractices SWPBS as an endurance eventSWPBS as an endurance event
Effective PracticesEffective Practices
Evidence-basedEvidence-based Produce “significant” outcomesProduce “significant” outcomes Effects maintain over timeEffects maintain over time Potential to be SustainablePotential to be Sustainable
Sustainability Is….Sustainability Is….
Continuing to do what we do?Continuous
Improvement!
Efforts will Sustain IF it Efforts will Sustain IF it is:is:
Easier to do each yearEasier to do each year Available for everyoneAvailable for everyone Effective for ALL studentsEffective for ALL students AdaptiveAdaptive Public accountabilityPublic accountability
OrganizerOrganizer
Why SWPBS?Why SWPBS? Characteristics of all effective Characteristics of all effective
practicespractices SWPBS as an endurance eventSWPBS as an endurance event
SWPBS Gets Easier With SWPBS Gets Easier With TimeTime HandbookHandbook
Describes core featuresDescribes core features Expectations and teaching matrix (rules for Expectations and teaching matrix (rules for
settings)settings) Teaching plans and teaching scheduleTeaching plans and teaching schedule Acknowledgement systemAcknowledgement system Continuum of consequences for problem behaviorContinuum of consequences for problem behavior
SWPBS Teams—Leadership TeamSWPBS Teams—Leadership Team Regular meeting schedule and processRegular meeting schedule and process Regular schedule for annual planning and trainingRegular schedule for annual planning and training
Annual Calendar of ActivitiesAnnual Calendar of Activities On-going coaching support for teachersOn-going coaching support for teachers On-going district support for coachesOn-going district support for coaches
Meetings
InitiativeInitiative, Project, , Project, CommittCommitt
eeee
PurposePurpose OutcomOutcomee
Target Target GroupGroup
Staff Staff InvolveInvolve
dd
SIP/SIP/SID/SID/
etcetc
Attendance Attendance CommitteeCommittee
Character Character EducationEducation
Safety Safety CommitteeCommittee
School Spirit School Spirit CommitteeCommittee
Discipline Discipline CommitteeCommittee
DARE DARE CommitteeCommittee
EBS Work EBS Work GroupGroup
Working Smarter
1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure.
2. Combine initiatives that have the same outcome measure and same target group
3. Combine initiatives that have 75% of the same staff
4. Eliminate initiatives that are not tied to School Improvement Goals.
InitiativeInitiative, ,
CommittCommitteeee
PurposePurpose OutcomOutcomee
Target Target GroupGroup
Staff Staff InvolvedInvolved
SIP/SIP/SID/SID/
etcetc
Attendance Attendance CommitteeCommittee
Increase Increase attendancattendancee
% of % of students students attendingattending
All All studentsstudents
Eric, Ellen, Eric, Ellen, MarleeMarlee
Goal #2Goal #2
Character Character EducationEducation
Improve Improve charactercharacter
Student Student behavior?behavior?
All All studentsstudents
Marlee, Marlee, J.S., EllenJ.S., Ellen
????
Safety Safety CommitteeCommittee
Improve Improve safetysafety
All All studentsstudents
Has not Has not metmet
????
School Spirit School Spirit CommitteeCommittee
School School spiritspirit
All All studentsstudents
Has not Has not metmet
Discipline Discipline CommitteeCommittee
Improve Improve behaviorbehavior
Improve Improve disciplinediscipline
All All studentsstudents
Ellen, Eric, Ellen, Eric, Marlee, Marlee, OtisOtis
Goal #3Goal #3
DARE DARE CommitteeCommittee
Decrease Decrease drug usedrug use
All All studentsstudents
DonDon ????
SWPBS Work SWPBS Work GroupGroup
ImplemenImplement 3-tier t 3-tier modelmodel
Office Office referrals,referrals,
AttendancAttendance, Gradese, Grades
All All studentsstudents
Eric, Ellen, Eric, Ellen, Marlee, Marlee, Otis, Otis, EmmaEmma
Goal #2Goal #2
Goal #3Goal #3
Sample Team Matrix
Make SW-PBS Make SW-PBS AvailableAvailable to allto all
New studentsNew students Students who enter mid-yearStudents who enter mid-year FamiliesFamilies New adults joining faculty/staffNew adults joining faculty/staff New administratorsNew administrators Substitute teachersSubstitute teachers Bus DriversBus Drivers Playground, Cafeteria, Custodial staff.Playground, Cafeteria, Custodial staff. ______________________________________________________________________ Different materials for different audiencesDifferent materials for different audiences
Efforts will Sustain IF it Efforts will Sustain IF it is:is:
Easier to do each yearEasier to do each year Available for everyoneAvailable for everyone Effective for ALL studentsEffective for ALL students
Intensive Intervention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
Targeted InterventionsSpecialized Group
Systems for Students with At-Risk BehaviorUniversal Intervention
School-/Classroom-Wide Systems for
All Students,Staff, & Settings
~80% of Students
~15%
~5%
School-Wide Positive Behavior
Support
Classroom Systems for Student Success
Individual Interventions•Individual Students•Assessment-based•High Intensity
Individual Interventions•Individual Students•Function-based
Targeted Interventions•Some students •Directed assistance•More frequent monitoring
Targeted Interventions•Some students (at-risk)•Some routines and areas•Efficient & effective
Universal Interventions•All students•Evidence-based curricula•Formative evaluation
Universal Interventions•All students•All routines and areas•Periodic monitoring
Academic Systems Social Behavioral Systems
Make SWPBS Make SWPBS AdaptiveAdaptive to to changechange Collection and use of data for decision-makingCollection and use of data for decision-making
Are we implementing SWPBS?Are we implementing SWPBS? Team Checklist; EBS Survey; SET; Benchmarks of QualityTeam Checklist; EBS Survey; SET; Benchmarks of Quality
Are students benefiting behaviorally?Are students benefiting behaviorally? SWIS (ODR, Suspensions, Referrals to SPED)SWIS (ODR, Suspensions, Referrals to SPED) Observations in schoolObservations in school Opinions of othersOpinions of others
Do students perceive the school as safe?Do students perceive the school as safe? School Safety Survey; Iowa Youth SurveySchool Safety Survey; Iowa Youth Survey
Are students benefiting academically?Are students benefiting academically? Standardized testsStandardized tests CBMCBM
SatisfactionSatisfaction
Make SW-PBS efforts Make SW-PBS efforts PublicPublic
Newsletter to familiesNewsletter to families Regular reports to faculty/staffRegular reports to faculty/staff Formal system for reporting to Formal system for reporting to
school board or districtschool board or district Information to community at largeInformation to community at large
WebsitesWebsites
AdministrativeSupport
Team-basedAction Planning
Collection and use of data for
Decision-making
Sustained Use of SW-PBS
Policies
MissionSIPJob- Description
Handbook
ExpectationsLesson PlansSchedule
BSP toolsConsequence
Letters toFamilies
DistrictInvestment
CoachTrainersBeh SpecData System
FamilyCollaboration
Cultural CoreLink to commHome link
Budget
PlanningStud TrainTeam DevelReward Sys
Visibility
NewsletterNewspaperPostersEtc
Horner & Sugai, 2005
ActionsActions
1. Complete Self-Assessment1. Complete Self-Assessment What do we have in place?What do we have in place? What would be the one addition that What would be the one addition that
would make the biggest difference?would make the biggest difference?
2. Identify Sustainability Factors2. Identify Sustainability FactorsWhat do we need from State, Alliance, What do we need from State, Alliance, District, AEA, School?District, AEA, School?
School-Un.
School-T/I.
District-U.
District-T/I.