SWPBS: Leadership Team Cohort #1 Year 2 Follow-up #3 George Sugai University of Connecticut Center...
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Transcript of SWPBS: Leadership Team Cohort #1 Year 2 Follow-up #3 George Sugai University of Connecticut Center...
SWPBS:Leadership TeamCohort #1 Year 2
Follow-up #3
George SugaiUniversity of Connecticut
Center on Positive Behavioral Interventions & Supports
May4, 2007
www.pbis.org
Agenda• Welcome & Advanced Organizer
• 2-3 minute Team Reports
• Detentions & Suspensions
• Crisis Management
• Year 1-2 Outcomes & Planning for End/Beginning of School Year
• Action Planning
2nd Annual New England PBS Conference
Nov 15, 2007 Near Boston
Contact: Bob Putnam
May Institute
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
EMS
PRACTICES
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
http://rtckids.fmhi.usf.eduKutash, 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://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.
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 measurementODR, 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
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
CONCLUDING & STARTING SCHOOL
YEAR:Sustainable SWPBS Practices
Systems
Purpose
• To review guidelines for concluding & re-starting school-wide positive behavior support systems.
Considerations
• Students, Staff, & Parents– Returning, new, leaving, at-risk, graduating,
disabilities
• SW EBS Priority– New & current initiatives
• Team– Membership & schedule
Systems Guidelines
1. Work as team
2. Involve students, staff, parents, & community
3. Review expected outcomes
4. Make decisions based upon data
5. Revise &/or specify new objectives, expected outcomes, & activities
6. Integrate EBS activities into other initiatives & projects (consolidate, prioritize, eliminate)
7. Develop plans for start of new & end of current year
Practices Guidelines
1. Review data
2. Focus attention on what practices are effective, efficient, & relevant
3. Review & practice expectations
4. Increase use of precorrections
5. Increase/maintain high rates of positive acknowledgements
6. Identify students who are unresponsive to universal/school-wide interventions & develop more specialized interventions
Preparation for…
• Conclusion of current school year
• Start of next school year– (see worksheets)
Suggested End of Year Action Planning Topics
• Evaluation of what worked this year
• Planning for end/start of school year
• SWPBS activities for 1st day/week of school
• Reporting back to staff/community
• Set-up/review of data
• Consideration of sec/tert practices & systems
• Celebrating accomplishments/progress
• “12 month activity plan,” including mtg & professional development schedule
•
“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 implementation
F = fully in place (e.g., >80%)
P = partially in place
N = not in place/don’t know
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
“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?
Few positive SW expectations defined, taught, & encouraged
Expectations & behavioral skills are taught & recognized in natural context
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS”
25.Continuum or array of positive consequences?
26.At least daily opportunities to be acknowledged?
27.At least weekly feedback/acknowledgement?
Acknowledge & Recognize
Acknowledging SW Expectations: Rationale
• To learn, humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment– Planned/unplanned
– Desirable/undesirable
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
“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
Characteristics of Safe School
Center for Study & Prevention of Youth Violence• High academic expectations and performance;
• High levels of parental and community involvement;
• Effective leadership by administrators and teachers;
• Few, but clearly understood and uniformly enforced, rules;
• After school – extended day programs; and
• Promotion of character education and good citizenship.
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?
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
NonclassroomSetting Systems
“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?
• 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
“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?
• 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
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
Action Planning (2:45)• Review “big ideas” (content from today)
– Action plan (what, when, how, who) (12 month activity calendar)
– “Outcomes Planning Guide”
– “Crisis & Emergencies”
– SET & other school data
– “Preparation for Beginning & End of School Year”
• Logistics– Develop report to staff & others
– Review data-management (C/9) capacity
– Schedule next team meeting dates
• Report 1-2 planned activities from your team action planning (1 min.)
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
www.pbis.org
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/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.