SWPBS Review and Planning - PBIS.org by liuhongmeiyes

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									         SWPBS:
     Leadership Team
     Cohort #1 Year 2
       Follow-up #3
            George Sugai
          University of Connecticut
Center on Positive Behavioral Interventions &
                  Supports
                May4, 2007
               www.pbis.org
              Agenda
• Welcome & Advanced Organizer
• 2-3 minute Team Reports
• Detentions & Suspensions
• Crisis Management
• Year 1-2 Outcomes & Planning for
  End/Beginning of School Year
• Action Planning
2 nd   Annual New England
       PBS Conference
        Nov 15, 2007 Near
             Boston
         Contact: Bob Putnam
             May Institute
       bputnam@mayinstitute.org
   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
       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)
  TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge & capacity of SW-
  PBS practices & systems
• Develop individualized action plan for SW-
  PBS
  – Data: Discipline Data, EBS Self-Assessment Survey, Team
    Implementation Checklist, SET, etc.
  – Presentation for school
• Organize for upcoming school year
Review of Best Practices &
        Systems:
  Where have we been?
  Where are we going?
Features of Successful
    Organizations
             Common
              Vision



        ORGANIZATION
          MEMBERS

 Common                Common
Experience             Language
                  Supporting Social Competence &
                      Academic Achievement
 4 PBS
Elements                  OUTCOMES


                                               Supporting
  Supporting                                    Decision
 Staff Behavior                                 Making



                          PRACTICES



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




                       ~80% of Students
   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
http://rtckids.fmhi.usf.edu
Kutash, 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.edu
Duchnowski, 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.
            What is RtI?
              EVIDENCE-BASED
               INTERVENTIONS



   DATA-BASED
                             STUDENT
DECISION MAKING &
                           PERFORMANCE
PROBLEM SOLVING



               CONTINUOUS
           PROGRESS MONITORING
 RtI: Good “IDEA” Policy
• Approach to increase efficiency, accountability, &
  impact
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
   –   Problem solving process
   –   Diagnostic-prescriptive teaching
   –   Curriculum based assessment
   –   Precision teaching
   –   Applied behavior analysis
• Demonstrations
   – Systemic early literacy
   – School-wide positive behavior support
           Sounds simple, but
            IMPLICATIONS

Curricular &                    Special
Instructional                  Educator
 Decisions                    Functioning
                 General
                 Educator
                Functioning


     Measurement          Implementation
     Requirements             Fidelity
                       RtI Applications
                  EARLY READING/LITERACY                       SOCIAL BEHAVIOR


                   General educator, special           General educator, special educator,
    TEAM        educator, reading specialist, Title     behavior specialist, Title 1, school
                  1, school psychologist, etc.                 psychologist, etc.


 UNIVERSAL
                 Curriculum based measurement              SSBD, record review, gating
 SCREENING

 PROGRESS                                                 ODR, suspensions, behavior
                 Curriculum based measurement
 MONITORING                                               incidents, precision teaching
                                                      Direct social skills instruction, positive
                                                      reinforcement, token economy, active
                5-specific reading skills: phonemic
  EFFECTIVE                                            supervision, behavioral contracting,
                   awareness, phonics, fluency,
INTERVENTIONS                                            group contingency management,
                    vocabulary, comprehension
                                                           function-based support, self-
                                                                   management
  DECISION
                    Core, strategic, intensive           Primary, secondary, tertiary tiers
MAKING RULES
       Designing School-Wide Systems
            for Student Success
       Academic Systems                                                 Behavioral Systems

 Intensive, Individual Interventions                                      Intensive, Individual Interventions
 •Individual Students                               1-5%   1-5%           •Individual Students
 •Assessment-based                                                        •Assessment-based
 •High Intensity                                                          •Intense, durable procedures

 Targeted Group Interventions                   5-10%        5-10%                Targeted Group Interventions
 •Some students (at-risk)                                                         •Some students (at-risk)
 •High efficiency                                                                 •High efficiency
 •Rapid response                                                                  •Rapid response




Universal Interventions                80-90%                                              Universal Interventions
                                                                     80-90%
•All students                                                                              •All settings, all students
•Preventive, proactive                                                                     •Preventive, proactive
                              Team
    GENERAL
IMPLEMENTATION
    PROCESS:
  “Getting Started”        Agreements



                           Data-based
                           Action Plan



              Evaluation                 Implementation
                  School-wide Positive
                   Behavior Support
                       Systems
  Classroom
Setting Systems




 School-wide
  Systems
 CONCLUDING &
STARTING SCHOOL
     YEAR:
Sustainable SWPBS Practices
          Systems
            Purpose
• To review guidelines for concluding
  & re-starting school-wide positive
  behavior support systems.
        Considerations
• Students, Staff, & Parents
  – Returning, new, leaving, at-risk,
    graduating, disabilities

• SW EBS Priority
  – New & current initiatives

• Team
  – Membership & schedule
   Systems Guidelines
1. Work as team
2. Involve students, staff, parents, &
   community
3. Review expected outcomes
4. Make decisions based upon data
5. Revise &/or specify new
   objectives, expected outcomes, &
   activities
6. Integrate EBS activities into other
   initiatives & projects (consolidate,
   prioritize, eliminate)
7. Develop plans for start of new &
   end of current year
   Practices Guidelines
1. Review data
2. Focus attention on what practices
   are effective, efficient, & relevant
3. Review & practice expectations
4. Increase use of precorrections
5. Increase/maintain high rates of
   positive acknowledgements
6. Identify students who are
   unresponsive to universal/school-
   wide interventions & develop
   more specialized interventions
      Preparation for…
• Conclusion of current school year
• Start of next school year
  – (see worksheets)
     Suggested End of Year Action
           Planning Topics
•   Evaluation of what worked this year
•   Planning for end/start of school year
•   SWPBS activities for 1st day/week of school
•   Reporting back to staff/community
•   Set-up/review of data
•   Consideration of sec/tert practices & systems
•   Celebrating accomplishments/progress
•   “12 month activity plan,” including mtg &
    professional development schedule
•
“SW-PBS Monthly
 Planning Guide”
  (Sugai Draft May 2006)
            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”
                Monthly Activity Schedule
                               Month: _________ SWPBS Team Activities to Support…..


                      All Students/Staff (“Green”)                           Students w/PBS Needs (“Yellow/Red”)


             Conduct SWPBS leadership team meeting to review            Report to staff on status of students on secondary and
              data and progress on action plan activities, and plan       tertiary behavioral intervention plans.
              new activities, as needed.
             Report to staff on status of SWPBS.
Monthly




                                                                         Review progress of students on secondary and
                                                                          tertiary intervention plans
                                                                         Nominate/review new students who might need
                                                                          individualized PBS
Weekly                                                                   Send parents progress report




 Daily
              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.
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
            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
                 “STAFF”
1.   State definition of SWPBS?
2.   State purpose of SWPBS team?
3.   State SW positive expectations?
4.   Actively supervise in non-classroom
     settings?
5.   Agree to support SWPBS action plan?
6.   Have more positive than negative daily
     interactions with students?
7.   Have opportunities to be recognized for
     their SWPBS efforts?
             “STUDENTS”
8.   State SW positive expectations & give
     contextually appropriate behavior
     examples?
9.   Received daily positive academic and/or
     social acknowledgement?
10. Have 0-1 major office discipline referrals for
    year?
11. Have secondary/tertiary behavior
    intervention plans if >5 major office
    referrals?
              “TEAM”

12. Representative membership?
13. At least monthly meetings?
14. Active administrator participation?
15. Active & current action plan?
16. Designated coaching/facilitation
    support
                  “DATA”
17. Measurable behavioral definitions for rule
    violations?
18. Discipline referral or behavior incident
    recording form that is efficient and
    relevant?
19. Clear steps for processing, storing,
    summarizing, analyzing, and reporting
    data?
20. Schedule for monthly review of school-wide
    data?
Few positive SW expectations defined,
taught, & encouraged
Expectations & behavioral skills are
taught & recognized in natural context
Teaching Academics &
      Behaviors
      ADJUST for              DEFINE
       Efficiency             Simply




   MONITOR &
 ACKNOWLEDGE
                                   MODEL
  Continuously



                 PRACTICE
                 In Setting
“ENCOURAGING/ ACKNOWLEDGING
       EXPECTATIONS”

25. Continuum or array of positive
    consequences?
26. At least daily opportunities to be
    acknowledged?
27. At least weekly
    feedback/acknowledgement?
Acknowledge & Recognize
     Acknowledging SW
   Expectations: Rationale
• To learn, humans require regular &
  frequent feedback on their actions
• Humans experience frequent feedback
  from others, self, & environment
  – Planned/unplanned
  – Desirable/undesirable
• W/o formal feedback to encourage
  desired behavior, other forms of
  feedback shape undesired behaviors
         “RULE VIOLATIONS”

28. Leveled definitions of problem behavior?
29. Procedures for responding to minor
    (nonrecordable) violations?
30. Procedures for responding to minor (non-
    office referable, recordable) violations?
31. Procedures for responding to major (office-
    referable) violations?
32. Procedures for preventing major violations?
33. Quarterly review of effectiveness of SW
    consequences for rule violations
Characteristics of Safe School
   Center for Study & Prevention of Youth Violence

• High academic expectations and performance;
• High levels of parental and community involvement;
• Effective leadership by administrators and teachers;
• Few, but clearly understood and uniformly enforced,
  rules;
• After school – extended day programs; and
• Promotion of character education and good
  citizenship.
    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 deterents
Lessons Learned: White House
 Conference on School Safety
       Early Correlates/Indicators
• Significant change in academic &/or
  social behavior patterns
• Frequent, unresolved victimization
• Extremely low rates of academic &/or
  social failures
• Negative/threatening written &/or verbal
  messages
  “NONCLASSROOM SETTINGS”

34. Active supervision by all staff
    across all settings?
35. Daily positive student
    acknowledgements?
                            Nonclassroom
                           Setting Systems

• Positive expectations & routines
  taught & encouraged
• Active supervision by all staff
  – Scan, move, interact

• Precorrections & reminders
• Positive reinforcement
       “CLASSROOM SETTINGS”

36. Agreement about classroom & nonclassroom
    managed problem behaviors?
37. Linkage between SW & classroom positive
    expected behaviors?
38. High rates of academic success for all students?
39. Typical classrooms routines directly taught &
    regularly acknowledged?
40. Higher rates of positive than negative social
    interactions between teacher & students?
41. Students with PBS support needs receiving
    individualized academic & social assistance?
                  Classroom
                Setting Systems
• Classroom-wide positive expectations taught
  & encouraged
• Teaching classroom routines & cues taught &
  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
      “STUDENTS W/ PROBLEM
           BEHAVIORS”
42. Regular meeting schedule for behavior
    support team?
43. Behavioral expertise/competence on team?
44. Function-based approach?
45. District/community support?
46. SW procedures for secondary
    prevention/intervention strategies?
47. SW procedures for tertiary
    prevention/intervention strategies?
         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
 *Response class               Behavior Support Elements
 *Routine analysis
 *Hypothesis statement      *Alternative behaviors
 *Function                  *Competing behavior analysis
Problem
                            *Contextual fit
Behavior
                            *Strengths, preferences, & lifestyle outcomes
             Functional     *Evidence-based interventions
             Assessment
                                              *Implementation support

                          Intervention        *Data plan
                          & Support
                                                            *Continuous improvement
                          Plan
                                              Fidelity of *Sustainability plan
                                              Implementation
       • Team-based
                                                                 Impact on
       • Behavior competence                                     Behavior &
                                                                 Lifestyle
                   Keeping Fresh
•   Review data regularly & make data-based decisions
•   Give priority to measurable outcomes
•   Invest in & give priority to evidence based practices
•   Actively engage district leaders
•   Regularly celebrate accomplishments & self-recruit
    attention/reinforcement
    – Disseminate successes & lessons learned
• Reinforce professional standards & learning
  communities
• Invest in working smarter
    – Effectiveness, efficiency, & durability
    – Do less to maintain…eliminate ineffective
    Action Planning (2:45)
• Review “big ideas” (content from today)
  – Action plan (what, when, how, who) (12 month activity calendar)
  – “Outcomes Planning Guide”
  – “Crisis & Emergencies”
  – SET & other school data
  – “Preparation for Beginning & End of School Year”
• Logistics
  – Develop report to staff & others
  – Review data-management (C/9) capacity
  – Schedule next team meeting dates
• Report 1-2 planned activities from your team
  action planning (1 min.)
                         FRMS Total Office Discipline Referrals
                                  Sustained Impact

             3000
             2500
Total ODRs




             2000
             1500
             1000
             500
               0
                    94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

                                              Academic Years                                                                                     SETTING


                                                                                                                                                             Library/
                                                                                                            All
                                                                                                                     Hallways    Playgrounds     Cafeteria   Comput     Assembly         Bus
                                                                                                          Settings
                                                                                                                                                             er Lab


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                                                                                                                      normal                     Practice    Whispe                   Use a quiet
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                                                                                                             self.                 others.                                  Use
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                                                                                                          Help/sha                  Share                               appropriate
                                                                                                                     Walk to                     manners     books.                   your seat.
                                                                                                           re with               equipment.                              applause.
                                                                                                                       right.
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                                                                                                                     Pick up                                             Pick up.     Wipe your
                                                                                                          Recycle.               equipment        trays &    chairs.
                                                                                                                       litter.                                             Treat        feet.
                                                                                              Respect      Clean                  properly.      utensils.    Treat
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               CONTACT INFO
               George.sugai@uconn.edu
               Robh@uoregon.edu
               www.pbis.org

								
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