SWPBS:Leadership Team2005-2006 Cohort

Follow-upGeorge Sugai

Brandi SimonsenUniversity of Connecticut

Center on Positive Behavioral Interventions & Supports

April 4, 2007www.pbis.org

pbis.org

2nd Annual New England PBS Conference

Nov 15, 2007 Near Boston

Contact: Bob Putnam

May Institute

bputnam@mayinstitute.org

Toks Fashola:Big Ideas – “Cultural Capital”

Context Specific Behavior Competence• Success for everybody facilitated through expectations,

practices, & supports

• Self-regulation/self-management, contextualized behavior expectations for success must be taught & rewarded

• Scaffolding instruction is explicit, specific, & exemplified, especially reading by 1st grade

• Teacher behavior (say/do) affects student learning/behavior

BIG PICTURE:SWPBS effort is about….• Improving general classroom & school

climate & community relations• Decreasing dependence on reactive

disciplinary practices• Maximizing impact of instruction to affect

academic achievement• Improving behavioral supports for students

with emotional & behavioral challenges• Improving efficiency of behavior related

initiatives

SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

TRAINING OBJECTIVES• Establish leadership team• Establish staff agreements• Build working knowledge & capacity of SW-

PBS practices & systems• Develop individualized action plan for SW-

PBS– Data: Discipline Data, EBS Self-Assessment Survey, Team

Implementation Checklist, SET, etc.– Presentation for school

• Organize for upcoming school year

Review of Best Practices & Systems:

Where have we been? Where are we going?

Features of Successful Organizations

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

Prevention Logic for All(Walker et al., 1996)

• Decrease development of new problem behaviors

• Prevent worsening of existing problem behaviors

• Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors

• Teach, monitor, & acknowledge prosocial behavior

What is RtI?EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

RtI: Good “IDEA” Policy• Approach to increase efficiency, accountability, &

impact• NOT program, curriculum, strategy, intervention• NOT limited to special education• NOT new

– Problem solving process– Diagnostic-prescriptive teaching– Curriculum based assessment– Precision teaching– Applied behavior analysis

• Demonstrations– Systemic early literacy– School-wide positive behavior support

Sounds simple, but IMPLICATIONS

General Educator

Functioning

Special Educator

Functioning

Implementation Fidelity

Measurement Requirements

Curricular & Instructional Decisions

RtI Applications

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title 1, school psychologist, etc.

General educator, special educator, behavior specialist, Title 1, school

psychologist, etc.

UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating

PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior

incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.

http://rtckids.fmhi.usf.edu

Academic Systems Behavioral Systems

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

Designing School-Wide Systems for Student Success

Main Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Nonclassr

oom

Setting Syst

ems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

NonclassroomSetting Systems

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

ClassroomSetting Systems

• Behavioral competence at school & district levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual StudentSystems

“SW-PBS Monthly Planning Guide”

(Sugai Draft May 2006)

Purpose• Give SWPBS leadership teams

extra organizational tool for reviewing & planning their current & future implementation activities

• Use self-assessment to guide teams in their action planning

• “Ending & Beginning School Year”

Monthly Activity ScheduleMonth: _________ SWPBS Team Activities to Support…..

All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”)

Monthly

Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.

Report to staff on status of SWPBS.

Report to staff on status of students on secondary and tertiary behavioral intervention plans.

Weekly

Review progress of students on secondary and tertiary intervention plans

Nominate/review new students who might need individualized PBS

Send parents progress report

Daily

Guidelines• Work as school-wide leadership team.• Begin by reviewing current behavioral data• Link all activities to measurable action plan

outcomes & objectives.• Use “effectiveness, efficiency, & relevance”

to judge whether activity can be implemented w/ accuracy & sustained.

• Use, review, & update this planning guide at monthly team meetings.

• Plan activities 12 months out.

Planning Guide Self-Assessment

Highlights essential SWPBS practices & systems for years 1-2 implementationF = fully in place (e.g., >80%)

P = partially in place

N = not in place/don’t know

“STAFF”

1. State definition of SWPBS?2. State purpose of SWPBS team?3. State SW positive expectations?4. Actively supervise in non-classroom

settings?5. Agree to support SWPBS action plan?6. Have more positive than negative daily

interactions with students?7. Have opportunities to be recognized for

their SWPBS efforts?

“STUDENTS”

8. State SW positive expectations & give contextually appropriate behavior examples?

9. Received daily positive academic and/or social acknowledgement?

10. Have 0-1 major office discipline referrals for year?

11. Have secondary/tertiary behavior intervention plans if >5 major office referrals?

“TEAM”

12.Representative membership?

13.At least monthly meetings?

14.Active administrator participation?

15.Active & current action plan?

16.Designated coaching/facilitation support

“DATA”

17. Measurable behavioral definitions for rule violations?

18. Discipline referral or behavior incident recording form that is efficient and relevant?

19. Clear steps for processing, storing, summarizing, analyzing, and reporting data?

20. Schedule for monthly review of school-wide data?

“SW POSITIVE EXPECTATIONS”

21. Agreed to 3-5 positively stated SW expectations?

22. Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations?

23. Schedule for teaching expectations in context to all students?

24. Schedule for practice/review/boosters of SW expectations?

“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS”

25.Continuum or array of positive consequences?

26.At least daily opportunities to be acknowledged?

27.At least weekly feedback/acknowledgement?

“RULE VIOLATIONS”

28. Leveled definitions of problem behavior?29. Procedures for responding to minor

(nonrecordable) violations?30. Procedures for responding to minor (non-

office referable, recordable) violations?31. Procedures for responding to major (office-

referable) violations?32. Procedures for preventing major violations?33. Quarterly review of effectiveness of SW

consequences for rule violations

Lessons Learned: White House Conference on School Safety

• Students, staff, & community must have means of communicating that is immediate, safe, & reliable

• Positive, respectful, predictable, & trusting student-teacher-family relationships are important

• High rates of academic & social success are important

• Positive, respectful, predictable, & trusting school environment/climate is important for all students

• Metal detectors, surveillance cameras, & security guards are insufficient deterents

Lessons Learned: White House Conference on School Safety

Early Correlates/Indicators• Significant change in academic &/or

social behavior patterns• Frequent, unresolved victimization• Extremely low rates of academic &/or

social failures• Negative/threatening written &/or verbal

messages

“NONCLASSROOM SETTINGS”

34.Active supervision by all staff across all settings?

35.Daily positive student acknowledgements?

“CLASSROOM SETTINGS”

36. Agreement about classroom & nonclassroom managed problem behaviors?

37. Linkage between SW & classroom positive expected behaviors?

38. High rates of academic success for all students?39. Typical classrooms routines directly taught &

regularly acknowledged?40. Higher rates of positive than negative social

interactions between teacher & students?41. Students with PBS support needs receiving

individualized academic & social assistance?

“STUDENTS W/ PROBLEM BEHAVIORS”

42. Regular meeting schedule for behavior support team?

43. Behavioral expertise/competence on team?44. Function-based approach?45. District/community support?46. SW procedures for secondary

prevention/intervention strategies?47. SW procedures for tertiary

prevention/intervention strategies?

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class

*Routine analysis

*Hypothesis statement

*Function

*Alternative behaviors

*Competing behavior analysis

*Contextual fit

*Strengths, preferences, & lifestyle outcomes

*Evidence-based interventions

*Implementation support

*Data plan

*Continuous improvement

*Sustainability plan

• Team-based

• Behavior competence

Keeping Fresh• Review data regularly & make data-based decisions• Give priority to measurable outcomes• Invest in & give priority to evidence based practices• Actively engage district leaders• Regularly celebrate accomplishments & self-recruit

attention/reinforcement– Disseminate successes & lessons learned

• Reinforce professional standards & learning communities

• Invest in working smarter– Effectiveness, efficiency, & durability– Do less to maintain…eliminate ineffective

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

CONTACT INFO

George.sugai@uconn.edu

Robh@uoregon.edu

www.pbis.org

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give

your best effort.

Be prepared

.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet to self.Help/share with

others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table

manners

Whisper.

Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.Stay in

your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriatel

y.

Wipe your feet.Sit

appropriately.