SWPBS Coaching: Follow-up & Support

1. SWPBS Coaching:Follow-up & Support Brandi Simonsen & George Sugai CT SERC OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut December 16, 2008 www.pbis.org www.cber.org www.swis.org Brandi.simonsen@uconn.edu George.sugai@uconn.edu

2. PURPOSE Provide follow-up opportunities to enhance skills related to (a) coaching skills, (b) problem solving, & (c) encouragement strategies • Workbook Overview • Team Implementation Checklist • Coaching Problem Solving

3. PBS Systems Implementation Logic Visibility PBS Implementation Blueprint www.pbis.org Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

4. 2 SWPBS is about….

5. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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

7. RtI: Good “IDEiA” Policy Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new

8. Evaluation Criteria

9. Response to Intervention RtI

10. 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 Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

11. Responsiveness to Intervention

12. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

13. SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

14. School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

15. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

16. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

17. Non-Classroom Management: Self-Assessment

19. Franzen, K., & Kamps, D. (2008).

20. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

21. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

22. Allday & Pakurar (2007)

23. Classroom Management: Self-Assessment

25. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

26. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

27. Individual Student • 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

28. Class B Results Percent of Intervals Engaged in Problem Behavior School Days

29. Check In/Out Pt Card Name________________ Date ________ Goal _____ Pts Possible _____ Pts Received_____ % of Pts _____ Goal Met? Y N Rating Scale 2 = Great 1 = Ok 0 = Goal Not Met

30. Class B Results + Composite Peers Peer Percent of Intervals Engaged in Problem Behavior Peer Peer School Days

31. Study 2 Results Percent of Intervals Engaged in Problem Behavior School Days

32. Study 2 Results + Composite Peer Peer Percent of Intervals Engaged in Problem Behavior Peer Peer Peer School Days

33. ESTABLISHING A CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Specialized individualised supports • Practice Selection • Evidence-based • Measurable outcome aligned with need & student • Rules for data-based decisions • Integrated with related practices based on outcomes, need, student • Implementation fidelity • Continuous monitoring 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

34. www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. http://www.pbis.org/files/101007evidencebase4pbs.pdf.

35. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

36. Working Smarter

37. Sample Teaming Matrix Key point #8 Are outcomes measurable?

38. 46 STEP 1 - Establish Team Membership • Representative of demographics of school and community • 1-2 individuals with behavior/classroom management competence • Administrator active member • Schedule for presenting to whole staff at least monthly • Schedule for team meetings at least monthly • Integration with other behavior related initiatives and programs • Appropriate priority relative to school and district goals • Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. • Schedule for annual self-assessments • EBS Self-Assessment Survey • Review Office Discipline Referrals • Benchmarks of Quality • School-wide Evaluation Tool • Coaching support (school and/or district/region)