SWPBSWorkbook1

School‐widePositiveBehaviorSupport

GettingStartedWorkbook1

CenteronPositiveBehavioralInterventionsandSupports

UniversityofOregon&Connecticut

Ver.October22,2008

1ThisdocumentissupportedinpartbytheOSEPCenteronPositiveBehavioralInterventionsandSupports(http://pbis.org).TheCenterissupportedbyagrantfromtheOfficeofSpecialEducationPrograms,USDepartmentofEducation(H326S98003).OpinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyreflectthepositionoftheUSDepartmentofEducation,andsuchendorsementsshouldnotbeinferred.

SWPBSWorkbook2

School‐WidePositiveBehaviorSupport

OSEPCenteronPositiveBehavioralInterventionsandSupports2

UniversityofOregon&Connecticut

www.pbis.org

TheOSEPCenteronPositiveBehavioralInterventionsandSupportsisgratefultothestudents,educators,administrators,families,supportproviders,researchers,andteachertrainerswhohaveworkedtirelesslytoimproveeducationaloutcomesforallstudentsandwhohavecontributedtoourunderstandingofthecriticalpracticesandsystemsofpositivebehaviorsupport.

Thesetrainingmaterialshavebeendevelopedtoassistschoolsintheireffortstoimproveschoolclimateandschool‐widepositivebehaviorsupportforallstudents.Photocopying,use,and/orsaleofthesematerialsareforbiddenwithoutexpressedwrittenpermissionbytheOSEPCenteronPositiveBehavioralInterventionsandSupports.Toobtainapersonalcopyofthesematerials,contacttheCenteratwww.pbis.org.

2TheCenterissupportedbyagrantfromtheOfficeofSpecialEducationPrograms,USDepartmentofEducation(H326S980003).OpinionsexpressedhereinarethoseoftheauthorsanddonotnecessarilyreflectthepositionoftheUSDepartmentofEducation,andsuchendorsementsshouldnotbeinferred.

SWPBSWorkbook3

HowShouldIUsethisWorkbook?

WhatisthePurposeofthisWorkbook?

ToprovideimplementersofaSchool‐widePositiveBehaviorSupport(SWPBS)approachwithuser‐friendlysupplementtoformativetrainingandimplementation.

WhoShouldUsethisWorkbook?

• Trainers,Coaches,Facilitators–tosupporttheireffortstoimplementSWPBSattheschoollevel

• CoordinatorsandAdministrators–toprovideanoverviewofthecontentandprocessofSWPBStoothers

• SchoolandDistrictImplementationLeadershipTeams–tosupportandguidetheirdevelopment,implementation,andmonitoringofSWPBSimplementation

HowisthisWorkbookOrganized?

Eachchaptergenerallyhasthefollowingorganizationalfeatures:

• Organizingintroduction(green)thatprovidesrationale,definitions,“bigideas,”etc.

• Implementationguidelines(blue)thatareusedtosupporttraining,self‐assessment,andactionplanning.

• Genericactivityworksheets(yellow)thatguidecontextualizedimplementationandproductdevelopment.

• Genericactionplanning(red)thatstructurescommitmentstofollow‐upactivitiesandtasks.

TheTableofContentsservesasasummaryandroadmaptotheorganizationofthecontentandprocessofSWPBS.Generally,thechaptersequenceapproximatesthetypicalorderinwhichSWPBStrainers,coordinators,andcoachesguideSchoolLeadershipTeamsthroughthepracticesandprocessesofSWPBS.

Appendicesinclude(a)toolsandinstruments,(b)supportingstand‐aloneinformationandactivities,and(c)materialsreferencedinworkbooksections.

SWPBSWorkbook4

TableofContents

Page Chapter

5 AppendicesDescription

7 1–OverviewofSchool‐WidePositiveBehaviorSupport

• WhatisSWPBS?• Whynot“gettough”withproblembehavior?• WhatprinciplesguideimplementeruseofSWPBS?• WhatoperationalelementsdefineSWPBS?• Whatevidence‐basedbehavioralinterventionsareincludedin

SWPBS?• Whatistheschool‐widecontinuumofbehaviorsupport?

o Responsiveness‐to‐interventiono Practicesandsystemsbypreventiontiero DevelopingaSWcontinuumofPBS

• WhatistheSWPBSteam‐basedimplementationprocess?o Basicactionplanning

40 2–GettingStartedwithSchool‐WidePositiveBehaviorSupport

• Primarypreventiontier• Step1–Establishteammembership

Conductingleadershipteammeetingsworksheet• Step2–Developbriefstatementofbehaviorpurpose• Step3–Identifypositiveschool‐widebehaviorexpectations• Step4–Developproceduresforteachingschool‐wide

expectations• Step5–Developproceduresforteachingclassroom‐wide

behaviorexpectations• Step6–Developcontinuumofproceduresforencouragingand

strengtheningstudentuseofschool‐widebehaviorexpectations• Step7–Developcontinuumofproceduresfordiscouraging

studentbehaviorviolationsofschool‐widebehaviorexpectations

• Step8–Developdata‐basedproceduresformonitoringimplementationofSWPBS(primarytier)

74 3–SWPBSPracticesandSystemsinNon‐ClassroomSettings

83 4–ClassroomManagementPracticesandSystems

SWPBSWorkbook5

Appendices

Appendix Description

A School‐WidePBSImplementationExample

Anexampleofoneschool’simplementationofSWPBSisprovided:leadershipteam,behaviorpurposestatement,school‐wideandclassroom‐widebehavioralexpectations,teachingmatrices,encouragementprocedures,behaviorexpectationviolationprocedures,andprogressmonitoringanddatasystems

B Committee/Group/TeamSelf‐AssessmentandActionPlanning

Thisstandaloneactivitygivesleadershipteamsastructureforidentifyingwhatbehavioralinitiatives,programs,andinterventionsareinplace,andevaluatinghowSWPBSfitswiththeseefforts.Thespecificgoalistodevelopaneffective,efficient,andrelevantcontinuumofpositivebehaviorsupportpracticesandprocessesforallstudents

C EffectiveBehaviorSupportSelf‐AssessmentSurvey

Thisself‐assessmentisusedbyleadershipteamstodeterminestaffperceptionsaboutthestatusofthesocialandbehavioralclimateoftheschool.Perceptionsaboutsupportsforschool‐wide,classroom,nonclassroom,andindividualstudentsareassessed.Allschoolstaffareusuallyincluded.

D TeamImplementationChecklist(TIC)

Leadershipteamsandcoachesusethisself‐assessmenttomonitortheirinitialandon‐goingSWPBSimplementation.Assuch,leadershipteamsself‐managetheirimplementationefforts.

E SWPBSTeamMonthlyPlanningGuide

Thisorganizationaltoolisusedbyleadershipteams,coaches,coordinatorsteamstosupplementtheirreviewandactionplanningefforts,especiallyatthebeginningandendoftheschoolyear.EmphasisisonfirstyearimplementationofprimaryinterventiontierofSWPBS. ThepurposeofthisguideistogiveSWPBSleadershipteamsasupplementalorganizationaltoolforreviewingandplanningtheirimplementationactivities.Aself‐assessmentisprovidedtoguideteamsintheiractionplanning

F DetentionandSuspension:FrequentlyAskedQuestions

ThisFAQhasbeendevelopedtoprovideageneralsummaryoftheimplementationconsiderationsandfeaturesofdetentionandsuspensionconsequences.Aquestion/answerformatisused.

G FunctionalAssessmentandBehaviorSupportPlan

Twoself‐assessmentchecklistsareprovidedtoenablereviewofthecomponentsandprocessesofcompletinga

SWPBSWorkbook6

Checklists functionalbehavioralassessmentanddevelopingabehavioralinterventionplan.

H FunctionalAssessmentChecklistsforTeachersandStaff

TheFACTSisaninstrumentusedtoguidethecompletionofafunctionalbehavioralassessmentandfacilitatethedevelopmentofabehaviorinterventionplan.

I EmergencyPreventionandResponse

Thisprimerprovidesgeneralguidelinesandconsiderationsforbeingprepared,preventing,andrespondingtocrisesandemergencysituations.

J TeachingSocialSkills Abasicandgenerallessonplanandexamplesforteachingsocialbehaviorareprovided.

K SWPBSandRtI Abriefoverviewofthesimilaranddifferentfeaturesofschool‐widepositivebehaviorsupportandresponsivenesstointervention.

L SelectedReferences Thesereferencesprovideadditionalandsupportinginformationforthecontentsofthisworkbook.

SWPBSWorkbook7

CHAPTER1

OverviewofSchool‐WidePositiveBehaviorSupports

SWPBSWorkbook8

SWPBSMessage:Successfulindividualstudentbehaviorsupportislinkedtohostenvironmentsorschoolclimatesthatareeffective,efficient,relevant,

&durableforallstudents

(Zins&Ponti,1990)

WhatisSWPBS?

School‐WidePositiveBehaviorSupports(SWPBS)providesanorganizationalapproachorframeworkforimprovingthesocialbehaviorclimateoftheschoolsandsupportingorenhancingtheimpactofacademicinstructiononachievementandincreasingproactive(positive/preventive)management.

SWPBSWorkbook9

SWPBSiscomprisedofevidence‐basedbehavioralinterventionsandpracticesthatcanbeimplementedbyrealuserstoeffectivelyaddressandsupportthesociallyandeducationallyimportantbehavioralneedsofstudentsandtheirfamilies.

SWPBShasitsconceptualfoundationsin

• BehavioralTheory‐Behaviorislearned,lawful,andmanipulable

• AppliedBehaviorAnalysis‐Behavioraltheoryisappliedtosociallyimportantobservablebehaviorsinthecontextoftheappliedsettingsinwhichtheyareobserved

• PositiveBehaviorSupport–Behavioralsupportsareconsideredinthelargercontextofimprovementofqualityoflife

SWPBSWorkbook10

Why“NotGetTough”withProblemBehavior?

Whenstudentsdisplayproblembehaviorthatisunresponsivetoourtypicalconsequencesorinterventions,weoftengetsternor“tough”toseeifthestudent’sbehaviorwilleventuallyimprove.Formanystudentsthislevelofconsequenceworksbecausethestudenthasstrongalternativewaysofrespondingthataccesssuccesswithouthavingtousetheproblembehavior.

Theproblembehaviorofsomestudentscontinuestobeunresponsive,andweget“tougher”togetthestudent’sattention,makeaclearstatementorpointaboutthebehavior,andminimizethelikelihoodoffutureoccurrences.Afewstudentsrespondtothislevelofconsequencebuttheimprovementisoftennotlonglasting.

So,theproblembehaviorofafewstudentscontinuestobeobserved,andweresorttofurtherintensifyingtheaversivenessofourresponsestoforceahalttotheproblembehavior.

SWPBSWorkbook11

Seebelowforexampleof“GetTough”Sequence

“GETTOUGH” BEHAVIORRESPONSE

Initialproblembehavior

Giveninitial“aversive”consequence,e.g.,

• Say“no.”• Remove“privilege• Sendto“thinkseat”

Behaviorofmanystudentsimprove;however,forsometheirproblembehaviorcontinues

Furtheroccurrencesof

problembehavior

Giveadditionalandmore“aversive”consequence,e.g.,

• Scream“NO!”louder• Movecloserandpoint

finger• Completeofficediscipline

referral• Threatenandestablish

bottomline• Sendtoin‐schooldetention

Behaviorofafewmorestudentsimprove;however,forafewindividualstudents,theirbehaviorcontinues

Continuedoccurrencesand

increasingintensityofproblembehavior

Increaseintensity,frequency,anddurationof“aversive”consequences,e.g.,

• Establishandenforcezerotolerancepolicies

• Increasemonitoringandsecurity

• Physicallyassistorintervene

• Giveoutofschoolsuspension

Behaviorescalatesinintensity,frequency,anddurationtolevelsthatseverelyinterferewithteachingandlearning

SWPBSWorkbook12

Whydowegettougherwhenstudent’sbehaviordoesnotimprove?Becausewe…

1. Assumethestudentisinherentlybad,andstubbornbehaviorsrequiremuchmoreintensiveconsequences.

2. Assumethestudentmust“learn”totakeresponsibilityfortheirownbehavior,andprovethattheydeservetobepartoftheclassroomorgroup.

3. Assumeaversiveconsequences“teach”thestudenttobehavebetter.

4. Thebehaviorofsomestudentsdoesimprove….albeitshort‐lived;so,wegettemporaryrelief.

5. Learn“tougher”consequencesremovethestudentwithirritatingbehaviorwhichbringsreliefintheimmediateenvironment,andthestudent’sbehaviorwillbebetter“tomorrow.”

6. Experienceaninitialimprovementinproblembehavior,whenthestudentresponds.

So,what’swrongwithagettoughapproach?Theresearchisclearthatiftheonlythingwedoisgettoughandtougherwhenstudentsdisplayproblembehavior,

1. Environmentsofcontrolarefostered

2. Antisocialbehavioristriggeredandreinforced

3. Sharedaccountabilityisshiftedawayfromschoolandtothestudent,family,and/orcommunity

4. Child/youth‐adultrelationshipsaredevaluedandputatrisk

5. Linkbetweenacademicachievementandsocialbehaviorprogrammingisweakened

So,whatshouldwedo?Thescienceonhumanbehaviorhastaughtusthatstudents….

1. Arenotbornwithbad(orgood)behavior

2. Donotlearnthroughthesoleuseof“aversive”consequences

3. Learnbetterwaysofbehavingbybeingtaughtsocialskillsdirectlyandreceivingpositivefeedbackaboutwhattheyaredoingcorrectlyorappropriately.

SWPBSWorkbook13

Inaddition,resultsfromresearchonthepreventionofyouthviolenceconsistentlyindicatesthatpreventingthedevelopmentandoccurrenceofviolentandbehaviorisassociatedwiththefollowing:

YouthViolencePrevention SampleSources

• Positive,predictableschool‐wideclimate

• Highratesofacademic&socialsuccess

• Formalsocialskillsinstruction

• Positiveactivesupervision&reinforcement

• Positiveadultrolemodels

• Multi‐component,multi‐yearschool‐family‐communityeffort

• SurgeonGeneral’sReportonYouthViolence(2001)

• CoordinatedSocialEmotional&Learning(Greenbergetal.,2003)

• CenterforStudy&PreventionofViolence(2006)

• WhiteHouseConferenceonSchoolViolence(2006)

SWPBSWorkbook14

WhatPrinciplesGuideImplementerUseofSWPBS?

ImplementersofSWPBSusethefollowingprinciplestoguidetheirdecisionsandactions:

1. Usedatatoguidedecisionmaking

2. Establishschooldisciplineasinstrumentforacademicandbehaviorsuccess

3. Makedecisionsthatarelinkedtoimportantandmeasurableoutcomes

4. Utilizeresearch‐validatedpractices,interventions,andstrategies

5. Emphasizeaninstructionalapproachtobehaviormanagement

6. Emphasizeprevention

7. Integrateinitiatives,programs,interventionsthathavecommonoutcomes

8. Adaptproducts,activities,actions,etc.toalignwithculturalandcontextualcharacteristicsoflocalenvironment(e.g.,family,neighborhood,community)

9. Buildandsustainacontinuumofbehaviorsupport

10. Considerandimplementschool‐widepracticesandsystemsforallstudents,allstaff,andallsettings

11. Evaluatecontinuously

12. Coordinateeffortswithaschool‐wideleadershipteam

SWPBSWorkbook15

WhatOperationalElementsDefineSWPBS?

Effective,efficient,andrelevantschool‐widedisciplineisbasedonabalanceoffourkeyandinteractiveelements:

SWPBSWorkbook16

DATA:Whatdowecurrentlyseeandknow?

Data‐baseddecisionmakingguidesselectionandmodificationofcurriculaandpractices,evaluationofprogress,andenhancementofsystems.

OUTCOMES:Whatdowewanttosee?

Clearlyspecifiedoutcomesarerelatedtoacademicachievementandsocialcompetence

PRACTICES:Whatpracticecouldeffectively,efficiently,andrelevantlyachievewhatwewanttosee?

Evidenced‐basedpracticeshaveahighprobabilityofoutcomeachievementforstudents.

SYSTEMS:Whatneedstobeinplacetosupport(a)practiceadoptionthatisinformedand(b)fullimplementationthatiscontextualized,accurate,and

sustainable?

Systemssupportadultadoption,highfidelityimplementation,andsustaineduseofeffectivepractices.

SWPBSWorkbook17

WhatEvidence‐basedBehavioralInterventionsareIncludedinSWPBS?

SWPBSemphasizesselectionandimplementationofthemostappropriate,effective,efficient,andrelevantpracticesandinterventionsthatmatchtheneeds,resources,andcompetenceofusers.ThesepracticesandinterventionsareorganizedinfiveSWPBSsubsystems:

SUBSYSTEMS PRACTICES,PROCESSES,ANDSYSTESFOR……

School‐wide Allstudentsandstaffmembers,acrossallsettings

Classroom Settingsinwhichdeliveryofinstructionisemphasized

NonclassroomSettingsandcontextsinwhichtheemphasisisonsupervisionandmonitoring,notinstruction(e.g.,sportingevents,assemblies,lunchrooms,hallways,buses,fieldtrips,etc.).

StudentIndividualstudentswhosebehaviorsarenotresponsivetoschool‐wideorprimarytierprevention(secondary/tertiarytiers)

FamilyEngagingandsupportingfamilyparticipationintheactivitiesandaccesstoresourcesoftheschool.

SWPBSWorkbook18

BehavioralInterventionsandPractices

Scho

ol‐W

ide

1. Commonpurpose&approachtodiscipline

2. Clearsetofpositiveexpectations&behaviors

3. Proceduresforteachingexpectedbehavior

4. Continuumofproceduresforencouragingexpectedbehavior

5. Continuumofproceduresfordiscouraginginappropriatebehavior

6. Proceduresforon‐goingmonitoring&evaluation

Classroo

m‐W

ide

1. Allschool‐wideabove.

2. Maximiumstructure&predictability(e.g.,routines,environment)

3. Positivelystatedexpectationsposted,taught,reviewed,prompted,&supervised

4. Maximumengagementthroughhighratesofopportunitiestorespond,deliveryofevidence‐basedinstructionalcurriculum&practices

5. Continuumofstrategiestoacknowledgedisplaysofappropriatebehavior,includingcontingent&specificpraise,groupcontingencies,behaviorcontracts,tokeneconomies

6. Continuumofstrategiesforrespondingtoinappropriatebehavior,includingspecific,contingent,briefcorrectionsforacademicandsocialbehaviorerrors,differentialreinforcementofotherbehavior,plannedignoring,responsecost,andtimeout.

Non

‐Classroom

Settings

1. Positiveexpectations&routinestaught&encouraged/acknowledged

2. Activesupervisionbyallstaff,emphasizingscanning,moving,&interacting

3. Precorrections,prompts,&reminders

4. Positivereinforcement

SWPBSWorkbook19

Individu

alStude

nt 1. Behavioralcompetenceatschool&districtlevels

2. Function‐basedbehaviorsupportplanning

3. Team‐&data‐baseddecisionmaking

4. Comprehensiveperson‐centeredplanning&wraparoundprocesses

5. Targetedsocialskills&self‐managementinstruction

6. Individualizedinstructional&curricularaccommodations

Family

Engagemen

t

1. Continuumofpositivebehaviorsupportforallfamilies

2. Frequent,regular,&positivecontacts,communications,&acknowledgements

3. Formal&activeparticipation&involvementasequalpartners

4. Accesstosystemofintegratedschool&communityresources

SWPBSWorkbook20

WhatisthePBSSchool‐wideContinuumofBehaviorSupport?3

Arelativelysmallproportionofstudents(1‐15%)havelearninghistoriesthatcausegeneralschool‐wideinterventionstobeineffective(i.e.,notresponsive),andthesestudentsrequireadditionalspecializedandindividualizedinterventions.Thus,school‐widedisciplinesystemsshouldnotbeabandonedbecausethebehaviorsofthesestudentsareunresponsive.Instead,schoolsshouldthinkofschool‐widedisciplinesystemsasbeingimportantfoundationsfor(a)supportingthemajorityofstudents,(b)preventingthedevelopmentofchronicproblembehaviorforstudentswithhighriskbackgroundsandlearninghistories,and(c)identifying(screening)andprovidingmorespecializedandindividualizedbehaviorsupportsforstudentswithhighintensity,difficult‐to‐changeproblembehaviors.

3Alsoreferredtoas“RtI”orResponsiveness‐to‐Intervention

SWPBSWorkbook21

Thethreetieredpreventionlogicorganizespracticesandsystemsalongacontinuumofincreasingintensityand/orcomplexity.Studentbehaviorresponsivenesstointerventionisusedtomatchinterventionintensity.Althoughthecontinuumisdynamicandblended,thethreetiersaregenerallydescribedasfollows:

PreventionTier

DescriptionGeneralResponse

Criteria

Primary(Universal)

Practicesandsystemsforallstudentsandstaffimplementedacrossallsettings.

Behaviorsof70‐90%ofstudents

Secondary(Targeted)

Moreintensiveandspecializedpracticesandsystemsforstudentswhosebehaviorshavebeendocumentedasnotresponsiveattheprimarytier,andgenerallyprovidedinacommonorstandardizedmannerinsmallstudentgroupings.

Behaviorsof10‐30%ofstudents

Tertiary(Intensive)

Mostintensiveandspecializedpracticesandsystemsforstudentswhosebehaviorshavebeendocumentedasnotresponsiveattheprimaryorsecondarytiers,andgenerallyarehighlyindividualizedtothespecificneedsandstrengthsofanindividualstudent.

Behaviorsof1‐10%ofstudents

SWPBSWorkbook22

SWPBSWorkbook23

Thefollowingfigureillustratesthisimportantconcept:

Thefollowingfigureillustratesthean“applied”continuumofsupportinwhichsequencingandintegrationofpracticesandsupportsvariesbysetting(e.g.,elementaryv.middlev.highschool;alternativeprogramming;ruralv.urban)andindividualstudentstrengthsandneeds:

SWPBSWorkbook24

HowdoesSWPBSRelatetoResponsivenesstoIntervention?

“Responsiveness‐to‐Intervention”(RtI)hasbeendescribedasanapproachforestablishingandredesigningteachingandlearningenvironmentssothattheyareeffective,efficient,relevant,anddurableforallstudents,families,andeducators.Specifically,RTIisshapedbysixdefiningcharacteristics4:

4Brown‐Chidsey&Steege,2005;Christ,Burns,&Ysseldyke,2005;Fuchs&Deschler,2007;Fuchs&Fuchs,2007;Fuchs,Mock,Morgan,&Young,2003;Gresham,2005;Greshametal.,2005;Kame’enui,2007;NationalAssociationofStateDirectorsofSpecialEducation,2006;Severson,Walker,Hope‐Doolittle,Kratochwill,&Gresham,2007;Sugai,2007

SWPBSWorkbook25

RtIFeature Description

1. Universalscreening

Learnerperformanceandprogressshouldbereviewedonaregularbasisandinasystematicmannertoidentifystudentswhoare(a)makingadequateprogress,(b)atsomeriskoffailureifnotprovidedextraassistance,or(c)athighriskoffailureifnotprovidedspecializedsupports.

2. Data‐baseddecisionmakingandproblemsolving

Informationthatdirectlyreflectsstudentlearningbasedonmeasurableandrelevantlearningcriteriaandoutcomesshouldbeusedtoguidedecisionsregardinginstructionaleffectiveness,studentresponsiveness,andinterventionadaptationsandmodifications

3. Continuousprogressmonitoring

Studentprogressshouldbeassessedonafrequentandregularbasistoidentifyadequateorinadequategrowthtrendsandsupporttimelyinstructionaldecisions.

4. Studentperformance

Priorityshouldbegiventousingactualstudentperformanceontheinstructionalcurriculumtoguidedecisionsregardingteachingeffectivenessandlearningprogress

5. Continuumofevidence‐basedinterventions

Anintegratedandsequencedcurriculumshouldbeavailablesuchthata(a)corecurriculumisprovidedforallstudents,(b)modificationofthiscoreisarrangedforstudentswhoareidentifiedasnonresponsive,and(c)specializedandintensivecurriculumisdevelopedforstudentswhoseperformanceisdeemednonresponsivetothemodifiedcore.Elementsofthiscontinuummusthaveempiricalevidencetosupportefficacy(interventionislinkedtooutcome),effectiveness(intervention

SWPBSWorkbook26

outcomesareachievableandreplicableinappliedsettings),relevant(interventioncanbeimplementedbynaturalimplementersandwithhighfidelity),anddurable(interventionimplementationissustainableandstudentoutcomesaredurable).

6. Implementationfidelity

Team‐basedstructuresandproceduresareinplacetoensureandcoordinateappropriateadoptionandaccurateandsustainedimplementationofthefullcontinuumofinterventionpractices.

SWPBSWorkbook27

PracticesandSystemsbyPreventionTierandSWPBSWorkingElements

PreventionTier

Primary Secondary Tertiary

Data

• Officedisciplinereferrals(ODR)

• EBSSelf‐Assessment

• SET• Benchmarksof

Quality• SchoolSafety

Survey• Academic

performance• Curriculumbased

measurement

• Officedisciplinaryreferrals

• Pointsearnedtokeneconomy

• Academiccompetence

• Curriculumbasedmeasurement

• FACTS

• FACTS• FBA• Academic

competence• Curriculumbased

measurement

SWPB

SWorking

Elemen

ts

Outcomes • ~80%ofstudents

with0‐1majorODR• ~1/500

students/day

• ~15%ofstudentswith2‐5majorODR

• Individualizedacademicandbehaviorobjectives

• ~5%ofstudentswith>6majorODR

SWPBSWorkbook28

Practices

• Teachandencouragesmallnumberofschool‐widebehavioralexpectationsandbehaviors

• Continuumofconsequencesforviolationsofbehaviorexpectations

• Activesupervision• Effectiveclassroom

management

• Universalscreening• Groupsocialskills

instruction• Dailyperformance

feedback• Self‐management

instruction• Atleasthourly

positivereinforcement

• Familyengagement

• Function‐basedIndividualizedbehaviorsupportplan

• Targetedsocialskillsinstruction

• Academicaccommodationsandsupports

• Familyparticipation

System

s

• SWleadershipteam• Formativedata‐

andteam‐baseddecisionmakingandactionplanning

• Highpriority• Active

administratorinvolvement

• Behavioralcompetence

• Weeklyprogramreview

• Teambasedcoordinationanddecisionmaking

• Directlinktoschool‐wideprimarytierpreventionsystem

• Specializedbehavioralcompetence

• Team‐basedcoordinationanddecisionmaking

• Dailyprogramreview

SWPBSWorkbook29

DevelopingaSchool‐wideContinuumofPositiveBehaviorSupport

ThedevelopmentofaSWcontinuumofrequiresacarefulconsiderationoflocalcontext(featuresanddata),desiredoutcomes(data,priorityneeds,etc.),evidence‐basedpractices,andsystemscapacitiesandsupports.

Toenhanceefficiencyandrelevance,thefollowingstepsforselectingpracticeswithinaschool‐widecontinuumofpositivebehaviorsupportsshouldbeconsidered:

StepsforSelectingPracticeswithinaSchool‐WideContinuumofPositiveBehaviorSupport

Step1:Identifywhatpractices(e.g.,interventions,programs,strategies)areavailableateachpreventiontier.(SeePracticesEvaluationChart)

Step2:Evaluateeachpracticeagainstthefollowingevaluationcriteria• Evidence‐based–Doesexperimentalresearchevidenceexisttosupportthe

selectionanduseofapracticetoachievedesiredoutcome?• OutcomeData–Arerelevantdatacollectedtomeasureeffectiveness?• Non‐ResponderDecisionRule–Aredata‐basedrulesavailableandusedto

modifyinterventionforstudentswhodonotrespondtopractice?• ImplementationFidelity–Aredatacollectedtoassessandimproveaccuracyof

practiceimplementation?• Effectiveness–Havedatademonstratedthatpracticeiseffectiveinachieving

desiredoutcomes?

Step3:Basedontheaboveresults,decidewhetherto(a)eliminateordiscontinue,(b)integratewithotherpractices,(c)modifyandcontinueorintegrate,or(d)sustainasis.

Step4:Basedontheaboveresults,donewordifferentpracticesneedtobeconsideredandadoptedtocompletethecontinuum?• Identifyoutcomethatneedstobeachieved.• Evaluatepracticesthathaveexperimentalevidenceoftheireffectivenessand

arelikelytoproducedesiredoutcome.• InsertnewpracticeintoPracticesEvaluationChart

Step5:Completedisplayofcontinuumofbehaviorsupportpractices(seefollowingContinuumofSchool‐wideBehaviorSupporttrianglecontinuum)

SWPBSWorkbook30

SWPBSWorkbook31

PracticesEvaluationChart

Evaluation

Practices Evidence‐Based?

OutcomeData

Collected?

Non‐ResponderDecisionRule?

Implem.Fidelity

Assessed?Effective? Decision

Y?N5 Y?N Y?N Y?N Y?N EIMS6

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMSPrim

ary

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMSSecond

ary

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Y?N Y?N Y?N Y?N Y?N EIMS

Preven

tion

Tier

Tertiary

Y?N Y?N Y?N Y?N Y?N EIMS

5Yes?No6Eliminate,Modify,Integrate,Sustain

SWPBSWorkbook32

ContinuumofSchool‐widePositiveBehaviorSupport

Directions:Insertevaluatedandselectedpracticesandstrategiesintothistabletoestablishacontinuumofschool‐widepositivebehaviorsupports.

•

•

•

•

•

•

Tertiary

•

•

•

•

•

•

•

Second

ary

•

•

•

•

•

•

•

Prim

ary

•

SWPBSWorkbook33

Example:ContinuumofSchool‐widePositiveBehaviorSupport

• Function‐basedsupport

• Wraparound/person‐centeredplanning

• Specialeducation

• Crisisprevention&intervention

•

•

Tertiary

•

• Checkin/out

• Targetedsocialskillstraining

• Peer‐basedtutoring

• Socialskillsclub

• Behavioralcontracting

•

Second

ary

•

• Teaching&encouragingpositiveschool‐widebehavioralexpectations

• Proactiveschool‐widediscipline

• Effectiveacademicinstruction/curriculum

• Parentengagement

• Activesupervision

•

Prim

ary

•

SWPBSWorkbook34

WhatistheSWPBSTeam‐BasedImplementationProcess?

SWPBSimplementationprocessorapproachispremisedonthefindingthatsporadicone‐timeoroccasionalhighintensitytrainingeventsareineffectiveandinefficientatachievingsystemororganization‐wideimplementationofaninterventionorpracticethatissustainableandaccurate.Typicalschoolinserviceorprofessionaldevelopmenteventsaremorelikelytobe“train‐and‐hope”(StokesandBaer,1977)events:

SWPBSWorkbook35

Incontrast,theSWPBSapproachadoptsacontinuousmulti‐component,multi‐yearorganizationalapproach.Thefeaturesofthegeneralteambasedimplementationprocessaresummarizedinthefollowing:

SWPBSWorkbook36

WhenengagedinthegeneralSWPBSimplementationsteps,considerthefollowingguidelines:

Guidelines

YesNo? 1. Adequaterepresentation

YesNo? 2. Activeadministratormembershipandinvolvement

YesNo? 3. Efficientmeansforcommunicationswithinteamandwithfacultyasawhole

YesNo? 4. Capacityforon‐goingdata‐baseddecisionmaking

YesNo? 5. Priorityandstatusamongcommitteesandinitiatives

Form

Tea

m

YesNo? 6. Behavioralcapacityonteam

YesNo? 1. Commitmentto3‐4yearsofpriorityimplementation

YesNo? 2. Useof3‐tieredpreventionlogicandcontinuum

YesNo? 3. Administratorparticipationandmembership

YesNo? 4. On‐goingcoachingandfacilitationsupports

YesNo?5. Dedicatedresourcesandtime

6. Agreementaboutoperatingproceduresforroles,agenda,meetingtimes,actionplanning,etc.

EstablishAgree

men

ts

YesNo? 7. Topthreeschool‐wideinitiativesbasedonneed

YesNo? 1. Regularself‐assessment

YesNo? 2. Reviewanduseofexistingdisciplinedata

YesNo? 3. Multiplesubsystemsofevidence‐basedbehavioralinterventions

YesNo? 4. Team‐baseddecisionmakingandactionplanning

Data‐ba

sedActionPlan

YesNo? 5. Efficientsystemofdatainput,storage,andsummarization

SWPBSWorkbook37

YesNo? 1. Emphasisonevidencebasedpracticesandinterventions

YesNo? 2. Activeadministratorparticipation

YesNo? 3. Continuousstaffinvolvementinplanning

YesNo? 4. Efficientandeffectivesupportforstafftrainingandimplementation

YesNo? 5. Continuousmonitoringoffidelityofimplementationandprogress

YesNo? 6. Regularandeffectivestaffacknowledgementsforparticipationandaccomplishments

Develop

Procedu

resan

dSu

pportsfo

rIm

plem

entation

ActionPlan

withFide

lityan

dDurab

ility

YesNo? 7. Teamcoordinatedandmanagedimplementation

YesNo? 1. Team‐anddata‐baseddecisionmakingandplanning

YesNo? 2. Relevantandmeasurableoutcomeindicators

YesNo? 3. Efficientinput,storage,andretrievalofdata

YesNo? 4. Effective,efficient,andinformativevisualdisplays

YesNo? 5. Regulardatareview

Continuo

usEvaluationFide

lityof

Implem

entation

and

Outcome

Prog

ress

YesNo? 6. Continuousmonitoringoffidelityofimplementationandprogress

SWPBSWorkbook38

BasicActionPlanning

Actionplanningisaprocessoforganizingandusingresourcestoenableindividualstoengageinactivitiesdesignedtoachievespecificandimportantoutcomes.Theprocessisguidedbythefollowingprinciples:

ProcessPrinciples

1. Alignwithdistrictgoals.

2. Focusonmeasurableoutcomes.

3. Baseandadjustdecisionsondataandlocalcharacteristics.

4. Giveprioritytoevidence‐basedprograms.

5. Investinbuildingsustainableimplementationsupports.

6. Considereffectiveness,efficiency,relevance,andefficacyindecisionmaking

Theactionplanningprocesscanbefacilitatedbyconsideringthefollowingquestions:

FacilitatingQuestions

Question Notes

1. Whatneed(problem,issue,concern,etc.)arewetryingtoaddress?

2. Whatevidencedowehavetoconfirm,understand,characterize,etc.theneed?

SWPBSWorkbook39

3. Whatfactorsseemtobecontributingtotheneed?

4. Howhighofapriorityisaddressingthisneed?

5. Whatwouldthesolution(data,strategy,policy,etc.)lookliketoaddresstheneed?

6. Whatexistingactivitiesalsoareaddressingthisneed?

7. Whatwouldweseeifwehavebeensuccessfulinaddressingthisneedin3months,1year,2years,etc.?

8. Whatwoulda1‐3yearactionplanlookliketoaddressthisneed?

9. Whatfactors($,roadblocks,agreements,capacity,leadership,etc.)needtobeconsideredtosupportandmaximizethesuccessfulimplementationofthisactionplan?

SWPBSWorkbook40

Thefollowingflowcharthasbeendesignedtoimprovedecisionsrelatedtoselectionanduseofinstructionalandbehavioralinterventions.

SWPBSWorkbook41

GenericActionPlanningWorksheet–Example#1

ActionPlanOutcome(measurable,achievable,priority):

DueDate:

Activity Persons Due Outcome Notes

1.

SWPBSWorkbook42

GENERALPLANNINGWORKSHEET–Example#2

PlanningQuestions Planning

1. Whatdidweproposetoaccomplish?

2. Whathavewedonesofar?Data?

3. Howmuchhaveweaccomplished?Arewesatisfied?

4. Whatdoweneedtoaccomplishnext?

What Who When

1.

2.

3.

4.

5.

6.

7.

8.

5. Whatdoweneedtodonext?

9.

SWPBSWorkbook43

ActionsNeededfor

UsingSWPBSBasicInformationandConcepts

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook44

CHAPTER2

GettingStartedwithSchool‐WidePositiveBehaviorSupports

SWPBSWorkbook45

GETTINGSTARTEDWITHSWPBS:

PRIMARYPREVENTIONTIER

Inthefollowingsections,planningstepsforgettingstartedwiththeimplementationofSWPBSaredescribed.ExamplesofoutcomesforeachstepareprovidedintheAppendices.

Guidelines

YesNo?7 STEP1‐EstablishLeadershipTeamMembership

YesNo? STEP2‐DevelopBriefStatementofBehaviorPurpose

YesNo? STEP3‐IdentifyPositiveSchool‐wideBehavioralExpectations

YesNo? STEP4‐DevelopProceduresforTeachingSchool‐wideBehaviorExpectations

YesNo? STEP5‐DevelopProceduresforTeachingClassroom‐wideBehavioralExpectations

YesNo? STEP6‐DevelopContinuumofProceduresforEncouragingandStrengtheningStudentUseofSchool‐wideBehaviorExpectations

YesNo? STEP7‐DevelopContinuumofProceduresforDiscouragingStudentBehaviorViolationsofSchool‐wideBehaviorExpectations

YesNo? STEP8‐DevelopData‐basedProceduresforMonitoringImplementationofSWPBS(PrimaryTier)

Descriptionsforeachstep(pink)include

• Guidelines(blue)forimprovingthecompletionofeachstep

• Sampleworksheets(yellow)forcompletingeachstep

• Actionplanning(red)formstoorganizeandmanage“nextactivities”

7Uncertain,unknown,moreinformationneeded

SWPBSWorkbook46

STEP1‐EstablishTeamMembership

Whenestablishingaschool‐widePBSleadershipteam,considerthefollowingguidelines:

Guidelines

YesNo?8 1. Representativeofdemographicsofschoolandcommunity

YesNo? 2. 1‐2individualswithbehavior/classroommanagementcompetence

YesNo? 3. Administratoractivemember

YesNo? 4. Scheduleforpresentingtowholestaffatleastmonthly

YesNo? 5. Scheduleforteammeetingsatleastmonthly

YesNo? 6. Integrationwithotherbehaviorrelatedinitiativesandprograms

YesNo? 7. Appropriatepriorityrelativetoschoolanddistrictgoals

YesNo? 8. Rulesandagreementsestablishedregardingvoting,confidentialityandprivacy,conflict/problemsolving,record‐keeping,etc.

YesNo? 9. Scheduleforannualself‐assessments

• EBSSelf‐AssessmentSurvey

• ReviewOfficeDisciplineReferrals

• BenchmarksofQuality

• School‐wideEvaluationTool

YesNo? 10. Coachingsupport(schooland/ordistrict/region)

8?=uncertain,unknown,moreinformationneeded

SWPBSWorkbook47

TeamProfileandAgreements

School

Name:___________________________Level:El,Md/Jr,Sr,other_________

City:_____________________________State:________________________

District:__________________________

TeamMemberNamebyRole

Principal:_______________________Teacher:______________________

Teacher:_______________________Teacher:______________________

Teacher:_______________________Teacher:______________________

Counselor:_____________________Parent:_______________________

Classified:______________________Classified9:_____________________

SpecialEducator:________________Student10:_______________________

Other:_________________________Other:________________________

Other:_________________________Other:________________________

Coaching

Name:________________________Email:________________________

ContactTelephone:______________

AgreementsforGettingStarted

Datesfornexttwoteammeetings:______________________________

Datefornextpresentationtowholestaff:______________

DateforcompletionofEBSSelf‐AssessmentSurvey:________________

Dateforcollectionandsummarizationofofficedisciplinedata:______________

Dateforcompletion/reviewofactionplan:______________

9Representativesfromnon‐classroomsettings(e.g.,officestaff,cafeteriaandhallwaysupervisor,busdriver,schoolresourceofficer,custodian,communitymember)10Studentsarerecommendedparticularlyforsecondarylevelschoolteams.

SWPBSWorkbook48

ConductingLeadershipMeetingsWorksheet

Howdidwedo?

Preparing

HMLna11 Reviewagreements/tasksfrompreviousminutes

HMLna Identify/review/developagendaitems

HMLna Invite/remind/prepareparticipants

HMLna Prepare/reviewmaterials

HMLna Check/confirmlogistics(e.g.,room,location,time)

HMLna Other:

Beginning

HMLna Acknowledge/introduceparticipants

HMLna Reviewpurpose

HMLna Review/assignroles

HMLna Review/modifyagendaitems(e.g.,discussion,decision,information)

HMLna Assign#ofminutesforeachagendaitem

HMLna Set/reviewmeetingrules/routines(Routinesbelow)

HMLna Other:

Conducting

HMLna Followagendaitems

HMLna Staywithintimelines

HMLna Follow/reviewrules/routines

HMLna Restate/review/remindofpurpose/outcomes

11H=high,M=medium,L=low,na=notapplicable

SWPBSWorkbook49

HMLna Other:

Concluding

HMLna Reviewpurpose

HMLna Review/summarizeagreements/products/assignments

HMLna Review/evaluateextenttowhichagendaitemsaddressed

HMLna Reviewnewagendaitems

HMLna Reviewcompliancewithrules/routines

HMLna Acknowledge/reinforceparticipation/actions/outcomes

HMLna Indicatenextmeetingdate/time/place

HMLna Other:

Following‐Up

HMLna Distributeminutes

HMLna Completeagreements/products/assignments

HMLna Contact/remindparticipants

HMLna Preparefornextagenda

HMLna Other:

OtherNotes/Observations

SWPBSWorkbook50

RoutinesforConductingEffectiveandEfficientMeetings

1. Howaredecisionsmade?

2. Howareproblems/conflicts/disagreementsresolvedandprocessed?

3. Howareroles/responsibilities(e.g.,leadership,facilitation,recordingminutes,reporting)assignedandconducted?

4. Howisparticipationencouragedandreinforced?

SWPBSWorkbook51

ActionsNeededfor

EstablishingTeamMembershipandAgreements

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook52

STEP2‐DevelopBriefStatementofBehaviorPurpose

Eachschoolhasorshoulddevelopabriefstatementofpurposerelativetothedevelopmentandsupportofthesocialandbehavioralclimateoftheschool.

Whenreviewingordevelopingthispurposestatement,considerthefollowingguidelines:

Guidelines

YesNo? 1. Positivelystated

YesNo? 2. 2‐3sentencesinlength

YesNo? 3. Supportiveofacademicachievement

YesNo? 4. Contextually/culturallyappropriate(e.g.,age,level,language)

YesNo? 5. Comprehensiveinscope(school‐wide–ALLstudents,staff,andsettings)

YesNo? 6. Agreementby>80%facultyandstaff

YesNo? 7. Communicatedtostakeholders(e.g.,families,communitymembers,districtadministrators)

YesNo? 8. Includedinschoolpublications(e.g.,handbook,posters,newsletters)

School‐wideBehaviorPurposeStatement

SWPBSWorkbook53

ActionsNeededfor

DevelopingBriefStatementofBehaviorPurpose

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook54

STEP3‐IdentifyPositiveSchool‐wideBehaviorExpectations

Whenidentifying3‐5positiveschool‐widebehaviorexpectations(a.k.a.,rules,charactertraits,values),considerthefollowingguidelines:

Guidelines

YesNo? 1. Linkedtosocialcultureofschool(e.g.,community,mascot).

YesNo? 2. Considerateofsocialskillsandrulesthatalreadyexists.

YesNo? 3. 3‐5innumber

YesNo? 4. 1‐3wordsperexpectation

YesNo? 5. Positivelystated

YesNo? 6. Supportiveofacademicachievement

YesNo? 7. Comprehensiveinscope(school‐wide–ALLstudents,staff,andsettings)

YesNo? 8. Mutuallyexclusive(minimaloverlap)

YesNo? 9. Contextually/culturallyappropriate(e.g.,age,level,language)

YesNo? 10. Agreementby>80%facultyandstaff

YesNo? 11. Communicatedtostakeholders(e.g.,families,communitymembers,districtadministrators)

YesNo? 12. Includedinschoolpublications(e.g.,handbook,posters,newsletters)

SWPBSWorkbook55

School‐wideBehaviorExpectations

1.

2.

3.

4.

5.

SWPBSWorkbook56

ActionsNeededfor

IdentifyingPositiveSchoolWideBehaviorExpectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook57

STEP4‐DevelopProceduresforTeachingSchool‐wideBehaviorExpectations

TeachSocialBehaviorLikeAcademicSkills

Afrequentmisruleisthatsocialbehaviorislearnedandencouragedthroughtheuseofaversiveconsequences(especially,forerrors).However,thesetypesofconsequencesdolittletopromotedesiredsocialskills,excepttosignalthatanerrorhasoccurred.

“Abehaviorisabehavior”regardlessofwhetheritisanacademicorasocialskill.Assuch,whetherteachinganacademicskillorconcept,asocialskill,oracharactertrait,thebasicinstructionalprocessisthesame.Thefollowingfigureillustratesthosebasicinstructionalsteps,beginningwith“definetheskill.”

Likeacademicskillsthathavebeenlearnedinitially,socialskillsmustbepracticedregularlyandacknowledged/reinforcedfrequentlyformastery,sustaineduse,andgeneralizedapplicationstoberealized.Ifastudenthasafirmlylearnedproblembehavior,thenformallyandcontinuallyprompting,practicing,andreinforcingthedesiredalternativebecomesespeciallyimportantandnecessary.

SWPBSWorkbook58

SWPBSWorkbook59

SWPBSWorkbook60

Thefollowingworksheetprovidesataskanalysisofthemainstepsinvolvedindevelopingateachingmatrixforschool‐widebehaviorexpectations:

DateCompleted

ImplementationWorksheet

DevelopandlistontheTeachingMatrix3‐5positivelystatedrulesorexpectationsthatsupporttheschool’smission/purpose.Theserulesshouldusecommonandfewwords(e.g.,RespectOthers,RespectYourself,RespectProperty),andshouldapplytoallstudentsandstaffmembers.

IdentifyandlistontheTeachingMatrixallschoolsettingorclassroomcontextsinwhichrulesareexpected

Foreachruleorexpectation,provideatleasttwopositivelystated,observablebehavioralindicatorsorexamples(e.g.,Walkwithhandsandfeettoself,returnlunchtraytokitchen)foreachsetting

Developastandardlessonplanforteachingeachexpectation(e.g.,CoolTool).

Developascheduleforpresentingeachlessonplan.

Developaprocedureforprompting,precorrecting,andencouragingappropriatedisplaysofexpectations.

Developaprocedureforproactivelycorrectingerrorsindisplaysofexpectations.

Developsystemfordeterminingtheextenttowhichstudents(a)haveacquiredtheruleorexpectationand(b)areusingtheexpectationinnaturalschoolsettingsorclassroomcontexts.

SWPBSWorkbook61

Whendevelopinglessonplansforteachingschool‐widebehaviorexpectations,considerthefollowingguidelines:

Guidelines

YesNo? 1. Considerateofmainschoolsettingsandcontexts(e.g.,classroom,commonareas,hallways,cafeteria,bus)

YesNo? 2. Considerateoflessonsthatalreadyexists.

YesNo? 3. Specificationof2‐3positiveobservablebehaviorexamplesforeachexpectationandeachsetting/context.

YesNo? 4. Teachsocialbehaviorlikeacademicskills.

YesNo? 5. Involvementbystaff,students,familiesindevelopment

YesNo? 6. Contextually/culturallyappropriate(e.g.,age,level,language)

YesNo? 7. Scheduleforinitialinstructioninnaturalandtypicalcontexts

YesNo? 8. Scheduleforregularreview,practice,andfollow‐upinstruction

YesNo? 9. Prompts,reminders,orprecorrectionsfordisplayofbehaviorsinnaturalcontextsandsettings

YesNo? 10. Feedback(correctionsandpositiveacknowledgements)fordisplaysofbehaviorsinnaturalcontextsandsettings

YesNo? 11. Proceduresforprovidinginstructiontonewfaculty,staff,students

YesNo? 12. Proceduresforinformingothers(e.g.families,community,districtadministrators,substituteteachers&staff)

YesNo? 13. Agreementby>80%facultyandstaff

YesNo? 14. Scheduleforcontinuousevaluationofeffectiveness,efficiency,andrelevanceofteaching

YesNo? 15. Proceduresinplaceforidentifyingandsupportingstudentswhosebehaviorsdonotrespondtoteachingschool‐widebehaviorexpectations

YesNo? 16. Includedinschoolpublications(e.g.,handbooks)

SWPBSWorkbook62

School‐WideTeachingMatrix

School‐WideBehaviorExpectationsTypicalSettings/Contexts 1. 2. 3. 4. 5.

SWPBSWorkbook63

ActionsNeededfor

DevelopingPlanforTeachingSchool‐wideBehaviorExpectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook64

STEP5‐DevelopProceduresforTeachingClassroom‐wideBehaviorExpectations

Whendevelopinglessonplanforteachingclassroom‐widebehaviorexpectations,theschoolleadershipteam’sgoalistoincreaseconsistencybetweenschool‐wideandclassroom‐wideexpectationsandprocedures.However,individualteachersshouldfitexamples,activities,etc.tothecontextoftheirindividualclassrooms,students,androutines.Considerthefollowingguidelines:

Guidelines

YesNo? 1. School‐wideactionplanforclassroommanagementpracticesandproceduresbasedonresultsfromClassroomSelf‐Assessment

YesNo? 2. Definitionsandprocessesforrespondingtoclassroomversusoffice‐managed(minor)oradministrator‐managed(major)violationsofbehaviorexpectations.

YesNo? 3. Teachingmatrix,procedures,andschedulesdevelopedforteachingschool‐widebehaviorexpectationsintypicalclassroomcontextsandroutines.

YesNo? 4. Datasysteminplacetomonitorofficedisciplinereferralthatcomefromclassrooms

YesNo? 5. Proceduresinplaceforobtainingbehaviorsupportforstudentswhosebehaviorsarenotresponsivetoclassroom‐widemanagement

YesNo?6. Prompts(remindersandprecorrections)fordisplayofbehaviorsinnatural

contextsandroutines

YesNo?7. Feedback(correctionsandpositiveacknowledgements)fordisplaysof

behaviorsinnaturalcontextsandroutines

YesNo? 8. Involvementbystaff,students,andfamiliesindevelopment

YesNo? 9. Contextually/culturallyappropriate(e.g.,age,level,language)

YesNo? 10. Scheduleforinitialinstruction

YesNo? 11. Scheduleforregularreview,practice,follow‐upinstruction

YesNo? 12. Agreementby>80%facultyandstaffu

YesNo? 13. Scheduleforcontinuousevaluationofeffectiveness,efficiency,andrelevanceofteaching

SWPBSWorkbook65

YesNo? 14. Includedinschoolpublications(e.g.,handbooks)

Classroom‐WideTeachingMatrix

Classroom‐WideBehaviorExpectationsTypicalContexts/Routines 1. 2. 3. 4. 5.

SWPBSWorkbook66

ActionsNeededfor

DevelopingPlanforTeachingClassroom‐wideBehaviorExpectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook67

STEP6‐DevelopContinuumofProceduresforEncouragingandStrengtheningStudentUseofSchool‐wideBehaviorExpectations

Whendevelopingcontinuumofproceduresforencouragingandstrengtheningstudentuseofschool‐widebehaviorexpectations,considerthefollowingguidelines:

Guidelines

YesNo? 1. Easyandquickformofacknowledgement(e.g.,object,event)forallstaffmemberstouse.

YesNo? 2. Considerateofstrategies/processesthatalreadyexists.

YesNo? 3. Contextuallyappropriatenameforacknowledgements

YesNo? 4. Culturally,developmentally,contextuallyappropriate/relevantformofacknowledgement

YesNo? 5. Back‐orfollow‐upacknowledgements

YesNo? 6. Schedulefordaily,weekly,monthly,quarterlyfeedbacktostudentsandstaff

YesNo? 7. Usebyallstaff(e.g.,office,security,supervisors,busdrivers)

YesNo? 8. Scheduleforinitialintroductionofacknowledgements.

YesNo? 9. Scheduleforregularboostersorre‐implementationofacknowledgements

YesNo? 10. Proceduresforprovidingorientationtonewfaculty,staff,students

YesNo? 11. Proceduresforinformingothers(e.g.families,community,districtadministrators,substituteteachers&staff)

YesNo? 12. Proceduresinplaceforidentifyingandsupportingstudentswhosebehaviorsdonotrespondtoschool‐wideacknowledgements

YesNo? 13. Agreementby>80%facultyandstaff

YesNo? 14. Includedinschoolpublications(e.g.,handbooks)

YesNo? 15. Instructionsandpracticeonhowtopairacknowledgementswithpositivesocialacknowledgements

YesNo? 16. Meansforkeepingtrackofnumberofacknowledgementsversusnumberofdisciplinaryorcorrectiveactionsforviolationsofbehaviorexpectations.

YesNo? 17. Scheduleandproceduresforregularreviewandenhancementofacknowledgements.

SWPBSWorkbook68

AcknowledgementsWorksheet

TypeofAcknowledgementConsideration

What

When

ByWhom

HowOften

HowMany

Where

SWPBSWorkbook69

ActionsNeededfor

DevelopingContinuumofProceduresforEncouragingandStrengtheningStudentUseofSchool‐wideBehaviorExpectations

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook70

STEP7‐DevelopContinuumofProceduresforDiscouragingStudentBehaviorViolationsofSchool‐wideBehaviorExpectations

Whendevelopingproceduresfordiscouragingviolationsofschool‐widebehaviorexpectations,considerthefollowingguidelines:

Guidelines

1.SpecificationofDefinitionsforViolationsofSchool‐wideBehaviorExpectations

YesNo? a. Contextuallyappropriatelabels/names

YesNo? b. Definitionsrepresentcontinuumofseverity(e.g.,minor,major,illegal)

YesNo? c. Definitionscomprehensiveinscope(school‐wide)

YesNo? d. Definitionsinmeasurableterms

YesNo? e. Mutuallyexclusive(minimaloverlap)

2.SpecificationofProceduresforProcessingViolationsofSchool‐wideBehaviorExpectations

YesNo? a. Agreementregardingofficestaffversusteacher/staffresponsibilities

YesNo? b. Officedisciplineformfortrackingdisciplineeventsthatspecifiesthefollowing:

• Whoviolatedrule(name,grade)

• Whoobservedandrespondedtotheviolationofbehaviorexpectations

• When(day,time)theviolationofbehaviorexpectationoccurred

• Wheretheviolationofbehaviorexpectationoccurred

• Whoelsewasinvolvedintheproblemsituation

• Whatwasthepossiblemotivationorpurposeoftheproblembehavior

• Whatschool‐widebehaviorexpectationwasviolated

YesNo? c. Agreementregardingoptionsforcontinuumofconsequences

YesNo? d. Datadecisionrulesforinterventionandsupportselection

SWPBSWorkbook71

3.ImplementationofProcedures

YesNo? a. Usebyallstaff(e.g.,office,security,supervisors,busdrivers)

YesNo? b. Scheduleforteachingtostudentsandstaffmembers

YesNo? c. Scheduleforregularreviewofuseandeffectiveness

YesNo? d. Proceduresforprovidingorientationtonewfaculty,staff,students

YesNo? e. Proceduresforinformingothers(e.g.families,community,districtadministrators,substituteteachers&staff)

YesNo? f. Agreementby>80%facultyandstaff

YesNo? g. Includedinschoolpublications(e.g.,handbooks)

YesNo? h. Meansforkeepingtrackofnumberofacknowledgementsversusnumberofdisciplinaryorcorrectiveactionsforviolationsofbehaviorexpectations.

YesNo? i. Scheduleandproceduresforregularreviewandenhancementofacknowledgements.

YesNo? j. Schedulefordaily,weekly,monthly,quarterlyfeedbacktostudentsandstaff

YesNo? k. Includedinschoolpublications(e.g.,handbook,posters,newsletters)

YesNo? l. Proceduresinplaceforidentifyingandsupportingstudentswhosebehaviorsdonotrespondtoschool‐widecontinuumofconsequencesforviolationsofbehaviorexpectations.

• Pre‐referralinterventionorbehaviorsupportteam

• Data‐decisionruleforinitiatingpositivebehaviorsupport(e.g.,3officedisciplinereferralsformajorruleviolatinginfraction)

• Precorrectioninterventiontopreventfutureoccurrencesofproblembehavior

• Formalproceduresforteaching,practicing,andreinforcingpositivelyprosocialbehaviorstoreplaceproblembehavior

• Adultmentor/advocate

SWPBSWorkbook72

BehaviorExpectationViolations

Level

I. II. III. IV.

Name/Label

Definition

Examples

Procedures

SWPBSWorkbook73

ActionsNeededfor

DevelopingContinuumofProceduresforDiscouragingStudentBehaviorViolationsofSchool‐wideRules

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook74

STEP8‐DevelopData‐basedProceduresforMonitoringImplementationofSWPBS

Establishmentofadatasystemisprecededbydeterminationofwhatquestionsyouwanttoanswer.Toguidethisprocess,fourstepsshouldbeconsidered:

StepsforSelectingPracticeswithinaSchool‐WideContinuumofPositiveBehaviorSupport

Step1:Developevaluationquestions.

Whatdoyouwanttoknow?

Step2:Identifyindicatorsormeasuresforansweringeachquestion.

Whatinformationcanbecollected?

Step3:Developmethodsandschedulesforcollectingandanalyzingindicators.

Howandwhenshouldthisinformationbegathered?

Step4:Makedecisionsandactionplanfromanalysisofindicators.

Howwasthequestionansweredandwhatshouldbedonenext?

Toensuretheeffective,efficient,relevant,andsustainedimplementationofaschool‐widedisciplinesystem,schoolstaffmembersmustreceiveinformationthatisaccurate,timely,andeasilyavailabletoguidedecisionmaking.Ingeneral,arecordkeepinganddecisionmakingsystemmusthave(a)structuresandroutinesfordatacollection,(b)mechanismsfordataentry,storage,andmanipulation,and(c)proceduresandroutinesforreviewandanalysisofdata.Ingeneral,recordkeepinganddatadecisionmakingsystemsmustbeeffective,efficient,andrelevant.Areadilyavailablesourceofinformationaboutthedisciplinaryclimateofaschoolistheofficedisciplinesystem.

Afteraspecificquestionhasbeenansweredandaspecificoutcomeisdetermined,apracticeorinterventionmustbeselectedtoachievethatoutcome.Ingeneral,anevidence‐basedpracticeshouldbeidentified.However,ifanevidence‐basedpracticeisnotidentified,apromisingpracticecanbecarefullyconsidered.Seedecisionmakingflowchartdescribedpreviouslyonpage30

SWPBSWorkbook75

SWPBSWorkbook76

DataandEvaluationWorksheet

EvaluationQuestionWhoneedstheinformation?

Whendotheyneedthe

information?

DataIndicators&Sources

DataCollectionMethods&Schedule

1.

2.

3.

4.

5.

6.

SWPBSWorkbook77

Guidelines

1. Generaldatacollectionprocedures

YesNo? a. Datacollectionproceduresthatareintegratedintotypicalroutines(e.g.,officedisciplinereferrals,attendancerolls,behaviorincidentreports).

YesNo? b. Datacollectionproceduresregularlycheckedforaccuracyofuse

YesNo? c. Datacollectionlimitedtoinformationthatanswersimportantstudent,classroom,andschoolquestions

YesNo? d. Structuresandroutinesforstaffmemberstoreceiveweekly/monthlydatareportsaboutthestatusofschool‐widediscipline

YesNo? e. Decisionrulesforguidingdataanalysisandactions

YesNo? f. Schedulefordaily,weekly,monthly,quarterlyfeedbacktostudentsandstaff

YesNo? g. Datasystemmanagedby2‐3staffmembers

YesNo? h. Nomorethan1%oftimeeachdayformanagingdatasystem.

YesNo? i. Efficient,timely,andgraphicdisplaysofdata

2. Officedisciplinereferralprocedures

YesNo? a. Agreedupondefinitionsofviolationsofbehaviorexpectations

organizedinacontinuumofincreasingintensity(seeStep7).

YesNo? b. Aformfordocumentingnoteworthybehaviorincidents(e.g.,officedisciplinereferralform,behaviorincidentreport)

YesNo? c. School‐wideproceduresforprocessingorrespondingtoviolationsofbehaviorexpectations.

YesNo? d. Efficientanduser‐friendlyproceduresforinputtingandstoring

information

YesNo? e. Efficientanduser‐friendlyproceduresforsummarizingandanalyzinginformation.

YesNo? f. Efficientanduser‐friendlyproceduresforproducingvisualdisplaysofthedata.

YesNo? g. Proceduresforpresentingdatatostaffonroutinebasis.

YesNo? h. Proceduresformakingdecisionsanddevelopingactionsbasedonthedata.

SWPBSWorkbook78

ActionsNeededfor

DevelopingData‐basedProceduresforMonitoringImplementationofSWPBS

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook79

CHAPTER3

SWPBSPracticesandSystemsinNon‐ClassroomSettings

SWPBSWorkbook80

ProblematicNon‐ClassroomSettings

Developmentandimplementationofaformal,consistent,andcontinuoussystemofSWPBSinnonclassroomsettingsisimportantbecausebehaviorsuccess(orfailure)inthosesettingscancarry‐overintotheclassroom,andviceversa.Considerthefollowingexamples:

Non‐ClassroomBehaviorExamples Strategy?

1. Anelementaryschoolprincipalfoundthatover45%oftheirbehaviorincidentreportswerecomingfromtheplayground.

2. Highschoolassistantprincipalreportsthatover2/3ofbehaviorincidentreportscomefrom“fourcorners.”

3. Amiddleschoolsecretaryreportedthatshewasgettingatleastoneneighborhoodcomplaintdailyaboutstudentbehavioronandoffschoolgrounds.

4. Anhighschoolnurselamentedthat“toomanystudentswereaskingtouseherrestroom”duringclasstransitions.

5. Atleast2times/month,policearecalledtosettleargumentsbyparentsandtheirchildreninparkinglot.

6. DeanofStudentshasmadearequesttothedistrictschoolboardtocancelallafterschooldancesandpepralliesbecausestudentbehaviorisunruly,disrespectful,andunmanageable.

7. Cafeteriastaffhavefiledacomplainttotheschooladministrationbecausetransitionsintoandoutofthelunchroomare“plagued”bystudentmisbehaviorandstaffshoutingandcomplaining.

SWPBSWorkbook81

DefinitionsandInterventionConsiderations

Nonclassroomsettingsarecharacterizedasparticulartimesorplaceswheresupervisionisemphasized,andwhereinstructionisnotavailableasabehaviormanagementtool.

– Cafeteria,hallways,playgrounds,bathrooms– Buses&busloadingzones,parkinglots– Studyhalls,library,“freetime”– Assemblies,sportingevents,dances

CompareandContrastClassroomv.NonclassroomSettings

Classroomsare… V.Nonclassoomsettings

are…

Teacherdirected V. Studentfocused

Instructionallyfocused V. Sociallyfocused

Small#ofpredictablestudents

V.Large#of

unpredictablestudents

BasicManagementConsiderations BasicManagementPractices

• Physical/environmentalarrangements

• Routinesandexpectations• Staffbehaviorandpractices• Studentbehavior

• Teachdirectlyexpectedbehaviorsandroutinesincontext

• Activelysupervise(scan,move,interact)

• Precorrectandremind• Positivelyreinforceexpected

behavior

SWPBSWorkbook82

Whenestablishingaplanforimplementingpracticesandsystemsinnon‐classroomsettings,considerthefollowingguidelines:

Guidelines

YesNo? 1. Implementationisschool‐widebyallstaff

YesNo? 2. School‐widebehaviorexpectationstaughtincontext

YesNo? 3. Administratoractivemember

YesNo? 4. Context‐specificexpectationsandroutinestaughtdirectlyandearlyinschoolyear/term

YesNo? 5. Regularopportunitiesforreview,practice,&positivereinforcement

YesNo? 6. Team–basedreview,actionplanning,andimplementationcoordination

YesNo? 7. Data‐basedprogressmonitoringandactionplanning

YesNo? 8. Regularreviewofaccuracyofinterventionimplementation

Self‐AssessmentofNon‐ClassroomSettingPractices

Thefollowingself‐assessmenthasbeendevelopedforteamsandformultiplepurposes:(a)exposuretobestpractice,(b)determinationofcurrentpractice,(c)teachingofbestpractice,and(d)evaluationofchangesinpractice.

SWPBSWorkbook83

SupervisionSelf‐Assessment12

Name______________________________ Date_____________

Setting□Hallway□Entrance□Cafeteria

□Playground□Other_________________

TimeStart_________

TimeEnd_________

TallyeachPositiveStudentContacts

Total#

TallyeachNegativeStudentContacts

Total#Ratio13ofPositivestoNegatives:_____:1

1. DidIhaveatleast4positivefor1negativestudentcontacts? YesNo

2. DidImovethroughouttheareaIwassupervising? YesNo

3. DidIfrequentlyscantheareaIwassupervising? YesNo

4. DidIpositivelyinteractwithmostofthestudentsinthearea? YesNo

5. DidIhandlemostminorviolationsofbehaviorexpectationsquicklyandquietly?

YesNo

6. DidIfollowschoolproceduresforhandlingmajorviolationsofbehaviorexpectations?

YesNo

7. DoIknowourschool‐widebehaviorexpectations(positivelystatedrules)?

YesNo

8. DidIpositivelyacknowledgeatleast5differentstudentsfordisplayingourschool‐widebehaviorexpectations

YesNo

Overallactivesupervisionscore:

7‐8“yes”=“SuperSupervision”

5‐6“yes”=“So‐SoSupervision”

<5“yes”=“ImprovementNeeded”

#Yes______

12Draft3‐10‐04Sugai13Tocalculate,divide#positivesby#ofnegatives.

SWPBSWorkbook84

SWPBSWorkbook85

ActionPlanning

Thepurposesofthisassessmentareto(a)determinetheextenttowhicheffectivenon‐classroommanagementpracticesareinplaceand(b)developanactionplanforenhancement/maintenancebasedonthisinformation.Thisassessmentandactionplancanbecompletedasa“self‐assessment”orbyanobserver.

1. Pickatypicalnon‐classroomsetting14thathasaspecificlearningoutcome/objective.

2. Duringtheactivity,countnumberofpositiveandnegativestudentcontactsthatoccurduringtheactivity.

3. Aftertheactivity,

a. Sumthenumberofpositiveandnegativecontactsandcalculatetheratioofpositivetonegativecontacts.

b. Assesswhethereachnonclassroommanagementpracticewasevident.

c. Sumthenumberof“yes”todetermineoverallclassroommanagementscore.

d. Basedonyourscore,developanactionplanforenhancement/maintenance.

ActionPlan

# CurrentLevelofPerformance

Enhancement/MaintenanceStrategies15

14Settingoractivityinwhichacademicinstructionorteacher/staff‐directedactivitiesarenotavailabletoengagestudents(e.g.,cafeteria,playground,commonareas,bus,hallways,parkinglots,assemblies,sportingevents).15What?When?How?ByWhen?

SWPBSWorkbook86

ActionsNeededfor

EstablishingandImplementingNon‐ClassroomPracticesandSystems

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook87

SelectedReferences

Colvin,G.,Kame’enui,E.J.,&Sugai.G.(1993).School‐wideandclassroommanagement:Reconceptualizingtheintegrationandmanagementofstudentswithbehaviorproblemsingeneraleducation.EducationandTreatmentofChildren,16,361‐381.

Colvin,G.,Sugai,G.,Good,R.,&Lee,Y.(1997).Effectofactivesupervisionandprecorrectionontransitionbehaviorsofelementarystudents.SchoolPsychologyQuarterly,12,344‐363.

Colvin,G.,Sugai,G.,&Patching,B.(1993).Pre‐correction:Aninstructionalapproachformanagingpredictableproblembehaviors.InterventioninSchoolandClinic,28,143‐150.

DePry,R.I.,&Sugai,G.(2002).Theeffectofactivesupervisionandprecorrectiononminorbehavioralincidentsinasixthgradegeneraleducationclassroom.JournalofBehavioralEducation,11,255‐267.

Franzen,K.,&Kamps,D.(2008).Theutilizationandeffectsofpositivebehaviorsupportstrategiesonanurbanschoolplayground.JournalofPositiveBehaviorInterventions,3,150‐161.

Haydon,T.,&Scott,T.M.(2008).Usingcommonsenseincommonsettings:Activesupervisionandprecorrectioninthemorninggym.InterventioninSchoolandClinic,43,283‐290.

Heck,A.,Collins,J.,&Peterson,L.(2001).Decreasingchildren’srisktakingontheplayground.JournalofAppliedBehaviorAnalysis,34,349‐352.

Kartub,D.,Taylor‐Greene,S.,March,R.E.,&Horner,R.H.(2000).Reducinghallwaynoise:Asystemsapproach.JournalofPositiveBehaviorInterventions,2(3),179‐182.

Leedy,A.,Bates,P.,&Safran,S.P.(2004).Bridgingtheresearch‐to‐practicegap:Improvinghallwaybehaviorusingpositivebehaviorsupports.BehavioralDisorders,19,130‐139.

Lewis,T.J.,Colvin,G.,&Sugai,G.(2000).Theeffectsofpre‐correctionandactivesupervisionontherecessbehaviorofelementaryschoolstudents.EducationandTreatmentofChildren,23,109‐121.

Lewis,T.J.,&Garrison‐Harrell,L.(1999).Effectivebehaviorsupport:Designingsettingspecificinterventions.EffectiveSchoolPractices,17,38‐46.

Lewis,T.J.,Powers,L.J.,Kelk,M.J.,&Newcomer,L.L.(2002).Reducingproblembehaviorsontheplayground:Aninvestigationoftheapplicationofschool‐widepositivebehaviorandsupports.PsychologyintheSchools,39,181‐190.

Lewis,T.J.,Sugai,G.,&Colvin,G.(1998).Reducingproblembehaviorthroughaschool‐widesystemofeffectivebehavioralsupport:Investigationofaschool‐

SWPBSWorkbook88

widescoalskillstrainingprogramandcontextualinterventions.SchoolPsychologyReview,27,446‐459.

Nelson,J.R.,Colvin,G.,&Smith,D.J.(1996).Theeffectsofsettingclearstandardsonstudents’socialbehaviorincommonareasoftheschool.TheJournalofAt‐RiskIssues,Summer/Fall,10‐17.

Putnam,R.F.,Handler,M.W.,Ramirez‐Platt,C.M.,&Luiselli,J.K.(2003).Improvingstudentbus‐ridingbehaviorthroughawhole‐schoolintervention.JournalofAppliedBehaviorAnalysis,36,583‐589.

Todd,A.,Haugen,L.,Anderson,K.,&Spriggs,M.(2002).Teachingrecess:Low‐costeffortsproducingeffectiveresults.JournalofPositiveBehaviorInterventions,4(1),46‐52.

SWPBSWorkbook89

CHAPTER4

ClassroomManagementPracticesandSystems

SWPBSWorkbook90

EffectiveClassroomManagementPractices

Maximizingacademicachievementisdirectlylinkedtoacademicengagement.Inturn,academicengagementislinkedto(a)effectivecurriculum,(b)effectivedeliveryofcurriculum(instruction),and(c)effectiveclassroommanagement. Moreimportantly,accurateandsustaineduseofeffectivemanagementpracticesisrelatedtohavingcomprehensiveandeffectivesupportsystems,includingSWPBS.

SWPBSWorkbook91

Althoughareviewoftheliteratureoneffectiveclassroommanagementpracticesdoesnotrevealadefinitivelistofevidencebasedpractices,a“short‐list”ofrecommendedbestpracticesemergesfromover50yearsofdescriptiveandevaluationresearch:

ClassroomManagementPractice

Description

1. Minimizecrowdinganddistraction

• Designenvironmenttoelicitappropriatebehavior:

o Arrangefurnituretoalloweasytrafficflow.

o Ensureadequatesupervisionofallareas.

o Designatestaff&studentareas.

o Seatingarrangements(classrooms,cafeteria,etc.)

2. Maximizestructure&predictability

• Teacherroutines:volunteers,communications,movement,planning,grading,etc.

• Studentroutines:personalneeds,transitions,workingingroups,independentwork,instruction,gettingmaterials,homework,etc.

3. State,teach,review&reinforcepositivelystatedexpectations

• Establishbehavioralexpectations/rules.

• Teachrulesincontextofroutines.

• Promptorremindstudentsofrulepriortoenteringnaturalcontext.

• Monitorstudents’behaviorinnaturalcontext&providespecificfeedback.

• Evaluateeffectofinstruction‐reviewdata,makedecisions,&followup.

4. Providemoreacknowledgementsforappropriatethaninappropriatebehavior

• Maintainatleast4to1

• Interactpositivelyonceevery5minutes

• Followcorrectionforviolationofbehaviorexpectationswithpositivereinforcementforrulefollowing

5. Maximizevariedopportunitiestorespond

• Varyindividualv.groupresponding

• Varyresponsetype

SWPBSWorkbook92

o Oral,written,gestural

• Increaseparticipatoryinstruction

o Questioning,materials

6. MaximizeActiveEngagement

• Varyformat

o Written,choral,gestures

• Specifyobservableengagements

• Linkengagementwithoutcomeobjectives

7. Actively&ContinuouslySupervise

• Move

• Scan

• Interact

• Remind/precorrect

• Positivelyacknowledge

8. RespondtoInappropriateBehaviorQuickly,Positively,&Directly

• Respondefficiently

• Attendtostudentswhoaredisplayingappropriatebehavior

• Followschoolproceduresformajorproblembehaviorsobjectively&anticipatenextoccurrence

9. EstablishMultipleStrategiesforAcknowledgingAppropriateBehavior

• Social,tangible,activity,etc.

• Frequentv.infrequent

• Predictablyv.unpredictably

• Immediatev.delayed

10. GenerallyProvideSpecificFeedbackforErrors&Corrects

• Providecontingently

• Alwaysindicatecorrectbehaviors

• Linktocontext

SWPBSWorkbook93

Whenestablishingaplanforimplementingpracticesandsystemsinnon‐classroomsettings,considerthefollowingguidelines:

Guidelines

YesNo?1. Academicachievementislinkedtosocialsuccess,active

engagement,andeffectiveteaching

YesNo? 2. Goodteachingisusedasabehaviormanagementstrategy

YesNo?3. Behaviormanagementisusedasaninstructionalmanagement

strategy

YesNo?4. Thethree‐tieredpreventionlogicisappliedtotheclassroom

context

YesNo? 5. Classroommanagementislinkedtoschool‐widebehaviorsupport

YesNo?6. School‐widesupportsystemsareusedtosustaineffective

classroommanagementstrategies

YesNo? 7. Data‐basedprogressmonitoringandactionplanning

YesNo? 8. Regularreviewofaccuracyofinterventionimplementation

SWPBSWorkbook94

ClassroomManagementSelf‐Assessment

Teacher__________________________Rater_______________________ Date___________

InstructionalActivity TimeStart_______

TimeEnd_______

TallyeachPositiveStudentContacts

Total# TallyeachNegativeStudentContacts

Total#

Ratio16ofPositivestoNegatives:_____to1

ClassroomManagementPractice Rating

1. Ihavearrangedmyclassroomtominimizecrowdinganddistraction YesNo

2. Ihavemaximizedstructureandpredictabilityinmyclassroom(e.g.,explicitclassroomroutines,specificdirections,etc.).

YesNo

3. Ihaveposted,taught,reviewed,andreinforced3‐5positivelystatedexpectations(orrules).

YesNo

4. Iprovidedmorefrequentacknowledgementforappropriatebehaviorsthaninappropriatebehaviors(Seetopofpage).

YesNo

5. Iprovidedeachstudentwithmultipleopportunitiestorespondandparticipateduringinstruction.

YesNo

6. Myinstructionactivelyengagedstudentsinobservableways(e.g.,writing,verbalizing) YesNo

7. Iactivelysupervisedmyclassroom(e.g.,moving,scanning)duringinstruction. YesNo

8. Iignoredorprovidedquick,direct,explicitreprimands/redirectionsinresponsetoinappropriatebehavior.

YesNo

9. Ihavemultiplestrategies/systemsinplacetoacknowledgeappropriatebehavior(e.g.,classpointsystems,praise,etc.).

YesNo

10. Ingeneral,Ihaveprovidedspecificfeedbackinresponsetosocialandacademicbehaviorerrorsandcorrectresponses.

YesNo

Overallclassroommanagementscore:

10‐8“yes”=“Super”

7‐5“yes”=“So‐So”

#Yes____

16Tocalculate,divide#positivesby#ofnegatives.

SWPBSWorkbook95

<5“yes”=“ImprovementNeeded”

ActionPlanning

Thepurposesofthisassessmentareto(a)determinetheextenttowhicheffectivegeneralclassroommanagementpracticesareinplaceand(b)developanactionplanforenhancement/maintenancebasedonthisinformation.Thisassessmentandactionplancanbecompletedasa“self‐assessment”orbyanobserver.

1. Pickateacher‐led/directedactivitythathasaspecificlearningoutcome/objective.

2. Duringtheactivity,countnumberofpositiveandnegativestudentcontactsthatoccurduringtheactivity.

3. Aftertheactivity,

a. Sumthenumberofpositiveandnegativecontactsandcalculatetheratioofpositivetonegativecontacts.

b. Assesswhethereachclassroommanagementpracticewasevident.

c. Sumthenumberof“yes”todetermineoverallclassroommanagementscore.

d. Basedonyourscore,developanactionplanforenhancement/maintenance.

ActionPlan

# CurrentLevelofPerformance

Enhancement/MaintenanceStrategies17

17What?When?How?ByWhen?

SWPBSWorkbook96

SWPBSWorkbook97

ActionsNeededfor

EstablishingandImplementingClassroomManagementPracticesandSystems

Action Person(s) Date

1.

2.

3.

4.

5.

6.

7.

8.

SWPBSWorkbook98

SelectedSupportingReferences

Colvin,G.,&Lazar,M.(1997).Theeffectiveelementaryclassroom:Managingforsuccess.Longmont,CO:SoprisWest.

Colvin,G.,Sugai,G.,&Patching,W.(1993).Pre‐correction:Aninstructionalstrategyformanagingpredictablebehaviorproblems.InterventioninSchoolandClinic,28,143‐150.

Darch,C.B.,&Kameenui,E.J.(2003).Instructionalclassroommanagement:Aproactiveapproachtobehaviormanagement.(2nded.).WhitePlains,NY:Longman.

Jones,V.F.&Jones,L.S.(2001).Comprehensiveclassroommanagement:Creatingcommunitiesofsupportandsolvingproblems(6thed.).Boston:Allyn&Bacon.

Kameenui,E.J.,&Carnine,D.W.(2002).Effectiveteachingstrategiesthataccommodatediverselearners(2nded.).UpperSaddleRiver,NJ:Merrill.

Latham,G.I.(1997).Behindtheschoolhousedoor:Eightskillseveryteachershouldhave.UtahStateUniversity.

Latham,G.(1992).Interactingwithat‐riskchildren:Thepositiveposition.Principal,72(1),26‐30.

Martella,R.C.,Nelson,J.R.,&Marchand‐Martella,N.E.(2003).Managingdisruptivebehaviorsintheschools:Aschoolwide,classroom,andindividualizedsociallearningapproach.Boston,MA:Allyn&Bacon.

Paine,S.C.,Radicchi,J.,Rosellini,L.C.,Deutchman,L.,&Darch,C.B.(1983).Structuringyourclassroomforacademicsuccess.Champaign,IL:ResearchPress.

Simonsen,B.,Fairbanks,S.,Briesch,A.,Myers,D.,&Sugai,G.(2008).Evidence‐basedpracticesinclassroommanagement:Considerationsforresearchtopractice.EducationandTreatmentofChildren,31,351‐380.