School-Wide Positive Behavior Support: Getting Started – Day 3

1. School-Wide Positive Behavior Support: Getting Started – Day 3 George Sugai SERC & OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 4, 2009 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. www.cber.org + library + training materials Appendices Ch 1 – Overview Ch 2 – Getting Started Ch 3 – Nonclassroom Settings Ch 4 – Classroom Settings

3. 8 SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

4. 2 SWPBS is about….

5. YEAR 1 OUTCOME OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge & foundations of SW-PBS practices & systems • Develop & being implementation of individualized action plan for SW-PBS

6. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

8. Development “Map” • 2+ years of team training • Annual “booster” events • Coaching/facilitation support at school, district, & regional/state levels • Regular self-assessment & evaluation data • Development of local/district leadership teams • Establishment of local specialized behavior competence • Integration with related behavior initiatives

9. Role of “Coaching” • Liaison between school teams & PBS leadership team • Local facilitation of process • Local resource for data-based decision making

10. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

11. 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 23 ALL ~80% of Students

12. 24 K Response to Intervention RtI

13. 23 RTI Continuum of Support for ALL Few Some All Dec 7, 2007

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

15. b Working Smarter

16. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

17. ESTABLISHING A CONTINUUM of SWPBS 29 • 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

18. 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)

19. STEP 2 – Develop Behavior Purpose Statement • Positively stated • 2-3 sentences in length • Supportive of academic achievement • Contextually/culturally appropriate (e.g., age, level, language) • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

20. www.swis.org

21. STEP 3 – Identify Positive SW Expectations • Linked to social culture of school (e.g., community, mascot). • Considerate of social skills and rules that already exists. • 3-5 in number • 1-3 words per expectation • Positively stated • Supportive of academic achievement • Comprehensive in scope (school-wide – ALL students, staff, and settings) • Mutually exclusive (minimal overlap) • Contextually/culturally appropriate (e.g., age, level, language) • Agreement by >80% faculty and staff • Communicated to stakeholders (e.g., families, community members, district administrators) • Included in school publications (e.g., handbook, posters, newsletters)

22. STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations • Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) • Considerate of lessons that already exists. • Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. • Teach social behavior like academic skills. • Involvement by staff, students, families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction in natural and typical contexts • Schedule for regular review, practice, and follow-up instruction • Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings • Procedures for providing instruction to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations • Included in school publications (e.g., handbooks)

23. STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations • School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment • Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. • Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. • Data system in place to monitor office discipline referral that come from classrooms • Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management • Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines • Involvement by staff, students, and families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction • Schedule for regular review, practice, follow-up instruction • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Included in school publications (e.g., handbooks)

24. STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations • School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment • Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. • Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. • Data system in place to monitor office discipline referral that come from classrooms • Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management • Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines • Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines • Involvement by staff, students, and families in development • Contextually/culturally appropriate (e.g., age, level, language) • Schedule for initial instruction • Schedule for regular review, practice, follow-up instruction • Agreement by >80% faculty and staff • Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching • Included in school publications (e.g., handbooks)

25. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations • Specification of Definitions for Violations of School-wide Behavior Expectations • Contextually appropriate labels/names • Definitions represent continuum of severity (e.g., minor, major, illegal) • Definitions comprehensive in scope (school-wide) • Definitions in measurable terms • Mutually exclusive (minimal overlap) • Specification of Procedures for Processing Violations of School-wide Behavior Expectations • Agreement regarding office staff versus teacher/staff responsibilities • Office discipline form for tracking discipline events • Agreement regarding options for continuum of consequences • Data decision rules for intervention and support selection

26. STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont. 3. Implementation of Procedures • Use by all staff (e.g., office, security, supervisors, bus drivers) • Schedule for teaching to students and staff members • Schedule for regular review of use and effectiveness • Procedures for providing orientation to new faculty, staff, students • Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) • Agreement by >80% faculty and staff • Included in school publications (e.g., handbooks) • Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. • Schedule and procedures for regular review and enhancement of acknowledgements. • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Included in school publications (e.g., handbook, posters, newsletters) • Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

27. STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring • General data collection procedures • Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). • Data collection procedures regularly checked for accuracy of use • Data collection limited to information that answers important student, classroom, and school questions • Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline • Decision rules for guiding data analysis and actions • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Data system managed by 2-3 staff members • No more than 1% of time each day for managing data system. • Efficient, timely, and graphic displays of data • Office discipline referral procedures • Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). • A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) • School-wide procedures for processing or responding to violations of behavior expectations. • Efficient and user-friendly procedures for inputting and storing information • Efficient and user-friendly procedures for summarizing and analyzing information. • Efficient and user-friendly procedures for producing visual displays of the data. • Procedures for presenting data to staff on routine basis. • Procedures for making decisions and developing actions based on the data. 74

28. “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for nonresponders • Administrative responsibility

29. “GOLDEN PLUNGER” • Involve custodian • Procedure • Custodian selects one classroom/ hallway each week that is clean & orderly • Sticks gold-painted plunger with banner on wall “1 FREE PERIOD” • Contributing to a safe, caring, effective school environment • Procedures • Given by Principal • Principal takes over class for one hour • Used at any time “G.O.O.S.E.” • “Get Out Of School Early” • Or “arrive late” • Procedures • Kids/staff nominate • Kids/staff reward, then pick • “DINGER” • Reminding staff to have positive interaction • Procedures • Ring timer on regular, intermittent schedule • Engage in quick positive interaction

30. 77 STEP 8 – Develop Procedures for Data-Based Decision-Making & Monitoring • General data collection procedures • Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). • Data collection procedures regularly checked for accuracy of use • Data collection limited to information that answers important student, classroom, and school questions • Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline • Decision rules for guiding data analysis and actions • Schedule for daily, weekly, monthly, quarterly feedback to students and staff • Data system managed by 2-3 staff members • No more than 1% of time each day for managing data system. • Efficient, timely, and graphic displays of data • Office discipline referral procedures • Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). • A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) • School-wide procedures for processing or responding to violations of behavior expectations. • Efficient and user-friendly procedures for inputting and storing information • Efficient and user-friendly procedures for summarizing and analyzing information. • Efficient and user-friendly procedures for producing visual displays of the data. • Procedures for presenting data to staff on routine basis. • Procedures for making decisions and developing actions based on the data.

31. What does SWPBS look like? • >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative • Function based behavior support is foundation for addressing problem behavior. • Data- & team-based action planning & implementation are operating. • Administrators are active participants. • Full continuum of behavior support is available to all students

32. 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.

33. 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, in decision making (1, 3, 5 rule)