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School-Wide PBIS: Action Planning

School-Wide PBIS: Action Planning. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 11, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu. PURPOSE

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School-Wide PBIS: Action Planning

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  1. School-Wide PBIS:Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 11, 2008 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

  2. PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.

  3. MAIN YR 1-2 OUTCOME OBJECTIVES • Leadership team • Staff agreements • Working knowledge of SW-PBS practices & systems • Yr 1 SW-PBS individualized action plan • Proposal, Agreements, Team, Data Today: Content Orientation Tomorrow: Team Action Plan

  4. What does SWPBIS look like? (Appendix C) • >80% of students (& staff) can tell you what is expected & give contextually relevant positive behavioral example • Positive adult-to-student interactions exceed negative • Function based behavior support is foundation for addressing problem behavior. • All school settings are positively & actively supervised • Data- & team-based action planning & implementation are operating. • Administrators are active participants. • Full continuum of behavior support is formally available to all students

  5. Organization Common Vision ORGANIZATION MEMBERS Common Experience Common Language

  6. “Train & Hope”

  7. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

  8. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES p. 10-11 Supporting Student Behavior

  9. p. 12-14 SWPBS Subsystems School-wide Classroom p. 33 A p. 78 Family Non-classroom p. 69 Student

  10. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings p. 16 ~80% of Students

  11. p. 19 ESTABLISHING A CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

  12. Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  13. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan p. 24-26 Evaluation Implementation

  14. Getting Started p. 35 Establish Team p. 41 Behavior Purpose Statement p. 43 SW Behavioral Expectations p. 46 & 53 Teaching SW & CW Behavioral Expectations p. 56 Encouraging Behavioral Expectations p. 59 Discouraging Violations of Behavioral Expectations p. 63 Data Monitoring

  15. Action Planning: Guidelines • Agree upon decision making procedures • Align with school/district goals. • Focus on measurable outcomes. • Base & adjust decisions on data & local contexts. • Give priority to evidence-based programs. • Invest in building sustainable implementation supports (>80%) • Consider effectiveness, efficiency, relevance & sustainability in decision making p. 30-31

  16. Year 1 Action Planning Priorities (3:30) • Present PBIS proposal to staff (>80% agreement) • Improve school climate • Support academic achievement • Establish leadership/ coordination team • Secure Principal participation agreement 2. Review data • Discipline • PBS Self-Assessment (C) • Develop proposed SWPBIS action plan • Behavior purpose statement • SW Expectations & Teaching Matrix • Continuum of acknowledgements • Schedule for year

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