Get documents about "SWPBS Review and Planning - PBIS.org
Shared by: liuhongmeiyes
-
Stats
- views:
- 18
- posted:
- 2/11/2013
- language:
- English
- pages:
- 59
Document Sample
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
Be on
task.
Eat all
Give
your Study,
your
Respect food. read, Sit in one Watch for
best Walk. Have a plan.
Ourselves Select comput spot. your stop.
effort.
healthy e.
Be
foods.
prepare
d.
Be kind.
Use
Hands/f Play safe. Listen/watc
normal Practice Whispe Use a quiet
eet to Include h.
Respect voice good r. voice.
self. others. Use
Others volume. table Return Stay in
Help/sha Share appropriate
Walk to manners books. your seat.
re with equipment. applause.
right.
others.
Use Replace Push in
Pick up Pick up. Wipe your
Recycle. equipment trays & chairs.
litter. Treat feet.
Respect Clean properly. utensils. Treat
Maintain chairs Sit
Property up after Put litter in Clean up books
physical appropriate appropriat
self. garbage eating carefull
space. ly. ely.
can. area. y.
CONTACT INFO
George.sugai@uconn.edu
Robh@uoregon.edu
www.pbis.org
