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Preparing for End & Beginning SWPBS Year: Evaluation &
Action Planning
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
April 29 2010
www.pbis.org www.cber.org www.swis.org
Agenda
Review
SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
Host Environment Features
SWPBS is
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
4.__
____
___
3.___________
1._______Supporting
Staff Behavior
SupportingStudent Behavior
2.____________
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
SYST
EMSPRACTICES
DATA
OUTCOMES
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
RtI
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%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based
• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based
• Intense, durable procedures
Targeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Targeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Universal Interventions• All students
• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Continuum of Support for
ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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
Action Planning: End/Start
End/Start of School Year
SYSTEMS Guidelines
PRACTICES Guidelines
Other questions
Action Planning: 2010-2011
SWPBS Team Monthly Planning Guide
Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
Kids Benefit
Effective Practices & Systems