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SWPBS: Leadership Team Training

SWPBS: Leadership Team Training. Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne, Maggie, George Project Hi’ilani Hawaii Department of Education University of Connecticut OSEP Center on PBIS Center for Behavioral Education & Research December 3, 2007 www.pbis.org. Agenda Review/Overview.

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SWPBS: Leadership Team Training

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  1. SWPBS:Leadership Team Training Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne, Maggie, George Project Hi’ilani Hawaii Department of Education University of Connecticut OSEP Center on PBIS Center for Behavioral Education & Research December 3, 2007 www.pbis.org

  2. Agenda Review/Overview • Rationale & Guiding Principles • Implementation Features & Examples • Evaluation Outcomes

  3. 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)

  4. SWPBS is about….

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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.

  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 ~80% of Students

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

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

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

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

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

  16. 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

  17. 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%

  18. On Horizon:Response to Intervention

  19. Worry #2:“Train & Hope”

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

  21. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

  22. Working Smarter

  23. Sample Teaming Matrix

  24. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit 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

  25. 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

  26. 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

  27. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices

  28. Referrals by Problem Behavior

  29. Referrals per Location

  30. Referrals per Student

  31. Referrals by Time of Day

  32. Office Discipline Referrals • Definition • Kid-Teacher-Administrator interaction • Underestimation of actual behavior • Improving usefulness & value • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed • Continuum of behavior support • Positive school-wide foundations • W/in school comparisons

  33. 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?

  34. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support

  35. Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review

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

  37. 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

  38. 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

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

  40. 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

  41. Few positive SW expectations defined, taught, & encouraged

  42. Expectations & behavioral skills are taught & recognized in natural context TEACHING MATRIX Expectations

  43. Kuleana: Be Responsible Plan ahead Walk directly to destination Ho’ihi: BeRespectful Walk quietly when classes are in session Laulima: Be Cooperative Keep movement flowing Share equipment and play space Malama: Be Safe Walk at all times Walkways King Kaumualii on Kauai

  44. Playground / Recess / P.E. Kuleana: Be Responsible Take care of equipment/facilities Plan appropriate times for drinks/restroom visits Ho’ihi: BeRespectful Be a good sport Laulima: Be Cooperative Follow rules/ procedures Malama: Be Safe Avoid rough, dangerous play Use equipment properly King Kaumualii on Kauai

  45. Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Ho’ihi: BeRespectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

  46. Field Trips Kuleana: Be Responsible Turn in paperwork/$ on time Wear appropriate footwear/clothing Bring home lunch Ho’ihi: BeRespectful Care for the field trip site Listen to speakers Laulima: Be Cooperative Stay with your chaperone/group Malama: Be Safe Use the buddy system Follow school/bus rules King Kaumualii on Kauai

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