SWPBS: Year 2 Follow Up

1. SWPBS: Year 2 Follow Up George Sugai OSEP Center on PBIS University of Connecticut October 18, 2007 www.pbis.org George.sugai@uconn.edu

2. pbis.org

4. Norwell, MA

5. Agenda • Welcome • Team Reports • Booster & Review Topics • Team Action Planning

6. Big Goals of SWPBS • Improve general classroom & school climate & community relations • Decrease dependence on reactive disciplinary practices • Maximize impact of instruction to affect academic achievement • Improve behavioral supports for students with emotional & behavioral challenges • Improve efficiency of behavior related initiatives

7. SWPBS & Achievement STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency &Capacity Investing in Outcomes, Data, Practices, &Systems

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

9. YEAR 2+ OUTCOME OBJECTIVES • Full implementation of • Primary Intervention Tier, including SW, nonclassroom & classroom settings • Discipline data collection & decision making procedures, including monthly & quarterly data summaries • Integration of behavior initiatives • Team for developing behavior capacity at Secondary/Tertiary Intervention Tiers

10. Development “Map” • 2+ years of team training (3x/year) • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • Development of district leadership team • State/region & Center on PBIS for coordination & TA

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

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

13. RtI: Defining Features

14. 2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual social skills & competence

15. School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts

16. 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 deterrents

17. Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules • Social skills instruction, character education & good citizenship. • After school – extended day programs

18. 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)

19. 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems)

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

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

22. How often? Who? What? Where? When? How much? If problem, Which students/staff? What system? What intervention? What outcome? + If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment Do we need to tweak our action plan?

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

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

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

26. 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

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

28. 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

29. 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

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

31. Working Smarter

32. Sample Teaming Matrix

33. 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

34. 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%

35. CONTINUUM SWPBS • Tertiary Prevention • Function-based support ACTIVITY Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish RtI rules ~5% ~15% • Secondary Prevention • Check in/out • Primary Prevention • SWPBS ~80% of Students

36. SW Outcomes - Examples • Annual calendar for • Teaching/boosters for SW expectations • Team meetings • Reviewing your data • >80% of staff actively/daily acknowledging kids who display SW expectations

37. 80% of your students give behavior examples of SW expectation for specific setting • Data system • Triangle • Modified action plan based on your SET reports • Representative team membership

38. Staff members actively supervising across all school settings • Integrated behavior initiatives • >80% of students receive at least one positive acknowledgement daily

39. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org