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SWPBS: Leadership Team Guidelines

SWPBS: Leadership Team Guidelines. George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports October 31, 2007 www.pbis.org. Agenda. Welcome & Advanced Organizer Review of “Basics” Review of Practices & Processes

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SWPBS: Leadership Team Guidelines

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  1. SWPBS:Leadership Team Guidelines George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports October 31, 2007 www.pbis.org

  2. Agenda • Welcome & Advanced Organizer • Review of “Basics” • Review of Practices & Processes • Guidelines for sustaining/enhancing efforts

  3. Assumptions • Member of school leadership team • 1+ years implementation • Attending as “team” • Familiarity with “basics”

  4. 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

  5. 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)

  6. PBIS objective…. Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable • Outcome-based • Data-guided decision making • Evidence-based practices • Systems support for accurate & sustained implementation

  7. 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 ~80% of Students

  8. 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

  9. Behaviorism SWPBS Conceptual Foundations ABA EBS/PBS SWPBS

  10. It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  11. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  12. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  13. OUTCOMES DATA SYSTEMS DATA • Clear definitions • Efficient procedures • Easy input/output • Readable displays • Regular review PRACTICES

  14. OUTCOMES • OUTCOMES • Data-based • Relevant/valued • Measurable DATA SYSTEMS PRACTICES

  15. OUTCOMES • PRACTICES • Evidence-based • Outcome linked • Cultural/contextual adjustments • Integrated w/ similar initiatives • Doable DATA SYSTEMS PRACTICES

  16. SYSTEMS • Training to fluency • Continuous evaluation • Team-based action planning • Regular relevant reinforcers for staff behavior • Integrated initiatives OUTCOMES DATA SYSTEMS PRACTICES

  17. Major SWPBS Tasks • Establish leadership team • Establish staff agreements • Build working knowledge & capacity of SW-PBS practices & systems • Develop individualized action plan for SW-PBS

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

  19. Sample Implementation “Map” • 2+ years of school team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • On-going preparation of trainers • Development of local/district leadership teams • Establishment of state/regional leadership & policy team

  20. Working Smarter

  21. On Horizon:Response to Intervention

  22. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit (10 MINUTES) Identify existing efforts 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 • Primary Prevention • SWPBS ~80% of Students

  23. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  24. “SW-PBS Monthly Planning Guide”(Sugai Draft May 2006)

  25. 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”

  26. Monthly Activity Schedule

  27. 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.

  28. 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

  29. “STAFF” • State definition of SWPBS? • State purpose of SWPBS team? • State SW positive expectations? • Actively supervise in non-classroom settings? • Agree to support SWPBS action plan? • Have more positive than negative daily interactions with students? • Have opportunities to be recognized for their SWPBS efforts?

  30. School-wide 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

  31. “STUDENTS” • State SW positive expectations & give contextually appropriate behavior examples? • Received daily positive academic and/or social acknowledgement? • Have 0-1 major office discipline referrals for year? • Have secondary/tertiary behavior intervention plans if >5 major office referrals?

  32. “TEAM” • Representative membership? • At least monthly meetings? • Active administrator participation? • Active & current action plan? • Designated coaching/facilitation support?

  33. “DATA” • Measurable behavioral definitions for rule violations? • Discipline referral or behavior incident recording form that is efficient and relevant? • Clear steps for processing, storing, summarizing, analyzing, and reporting data? • Schedule for monthly review of school-wide data? www.swis.org

  34. “SW POSITIVE EXPECTATIONS” • Agreed to 3-5 positively stated SW expectations? • Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations? • Schedule for teaching expectations in context to all students? • Schedule for practice/review/boosters of SW expectations?

  35. “ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS” • Continuum or array of positive consequences? • At least daily opportunities to be acknowledged? • At least weekly feedback/acknowledgement?

  36. Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” • Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001

  37. Reinforcement Wisdom! • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate! • Natural consequences are varied, unpredictable, undependable,…not always preventive

  38. “RULE VIOLATIONS” • Leveled definitions of problem behavior? • Procedures for responding to minor (nonrecordable) violations? • Procedures for responding to minor (non-office referable, recordable) violations? • Procedures for responding to major (office-referable) violations? • Procedures for preventing major violations? • Quarterly review of effectiveness of SW consequences for rule violations

  39. 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.

  40. “NONCLASSROOM SETTINGS” • Active supervision by all staff across all settings? • Daily positive student acknowledgements?

  41. Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  42. “CLASSROOM SETTINGS” • Agreement about classroom & nonclassroom managed problem behaviors? • Linkage between SW & classroom positive expected behaviors? • High rates of academic success for all students? • Typical classrooms routines directly taught & regularly acknowledged? • Higher rates of positive than negative social interactions between teacher & students? • Students with PBS support needs receiving individualized academic & social assistance?

  43. Classroom Setting Systems • 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

  44. “STUDENTS W/ PROBLEM BEHAVIORS” • Regular meeting schedule for behavior support team? • Behavioral expertise/competence on team? • Function-based approach? • District/community support? • SW procedures for secondary prevention/intervention strategies? • SW procedures for tertiary prevention/intervention strategies?

  45. Individual Student 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

  46. Last TasksHomework • Go to “on-line library” at www.pbis.org & get ppt & “Year One Outcomes” • Review w/ school team • Develop 6-12 month action plan

  47. Norwell, MA

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