Introduction to PBIS Forum by kmb15358

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									     Introduction to PBIS
            Forum

               George Sugai
              OSEP Center on PBIS
   Center for Behavioral Education & Research
             University of Connecticut
                   October 9 2009

www.pbis.org    www.cber.org        www.swis.org
  Forum Phases o’ Learning
• Acquisition – New skill w/ accuracy
• Fluency – Accuracy w/ consistency
• Maintenance – Sustained accurate use
• Generalization – Accurate use in new
  situations
• Adaptation – Modified accurate use in
  changed situations
Forum Capacity Building


           Student

        Classroom

        School

       District

       State
                                 Political
Funding          Visibility                         Policy
                                 Support




                 LEADERSHIP TEAM
                   (Coordination)


                                                  Behavioral
Training        Coaching       Evaluation
                                                  Expertise



           Local School/District Implementation
                    Demonstrations
       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.
www.pbis.org
    click “Research” “Evidence Base”
              SWPBS is
Framework for enhancing
  adoption & implementation of

   Continuum of evidence-based
    interventions to achieve

       Academically & behaviorally
        important outcomes for


           All students
                Improving
           classroom & school
                 climate
Establishing                Decreasing
 systems                      reactive
 supports                  management
                 SWPBS is
Integrating       about….         Maximizing
academic &
 behavior                         academic
                                 achievement
 initiatives
               Improving support
                 for students w/
                   disabilities
        IMPLEMENTATION
          W/ FIDELITY
  UNIVERSAL            CONTINUUM OF
  SCREENING          EVIDENCE-BASED
                      INTERVENTIONS
  DATA-BASED
DECISION MAKING
               RtI       PREVENTION
  & PROBLEM                & EARLY
    SOLVING            INTERVENTION
              CONTINUOUS
               PROGRESS
              MONITORING
   Responsiveness to
      Intervention

        Social        Etc.
       Sciences


                         Literacy &
Specials
                          Writing


                  Numeracy
       SWPBS      & Sciences
Integrated          Supporting Social Competence &
                        Academic Achievement
 Elements
                            OUTCOMES


                                                 Supporting
    Supporting                                    Decision
   Staff Behavior                                 Making



                            PRACTICES



                             Supporting
                          Student Behavior
              ESTABLISHING CONTINUUM of SWPBS

                    TERTIARY PREVENTION
                    TERTIARY PREVENTION
                    • Function-based support
                    •
                    • Wraparound
                    •
      ~5%           • Person-centered planning
                    •
                    •
                    •
                    •
                    •
      ~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    •
                    •
                                          Integrated
                            Math
       Intensive                         Continuum of
                     Science              Support for
      Targeted                               ALL

                               Spanish

                    Reading

                               Soc skills
Universal
              Soc Studies
                                      Basketball
            Label behavior…not people
                    Dec 7, 2007
Monograph: SWPBS Implementation in High
Schools: Current Practice & Future Directions
     Practice & Policy

          Restraint &
                         reESEA
           Seclusion

 ARRA                         reIDEA

HR 2597
                SWPBS
                                  RtI
           Policy                      Practice Feedback Loops

           Practice Informed   Policy (Plan)                     Policy




                                               Policy Enabled
                                                                Structure




                                                 Practices
                                                    (PEP)
                 Policy
                  (PIP)




                                                                Procedure


                               Practice (Do)                     Practice


Fixsen et al. (2005) NIRN. www.scalingup.org
CONTINUOUS REGNERATION FOR SUSTAINABLE
   IMPLEMENTATION & DURABLE RESULTS



             Continuous
           Self-Assessment

             Relevance
Valued   Priority   Efficacy   Effective
Outcomes       Fidelity        Practices

               Practice
            Implementation
                 PBS I to II to III
•   14 to >10,000 schools
•   School to district to state to region
•   Demo to replication to sustainability to scaling
•   three to multi-tiered prevention continuum
•   Tech support to capacity building
•   Training to tech briefs to blueprints
•   Universal to specialized behavior support
•   Elem/middle to pre- & high school
•   Non-classroom to classroom
•   Research to practice to policy
•   Technology to culture/context
PBIS – Respect & Responsibility
   Leadership Team Action
 Planning Worksheets: Steps
1. Self-Assessment: Accomplishments
                “Leadership Team TIME
         TEAM PLANNING Action Planning
   & Priorities           Worksheet”

     Thursday: 9:40-10:00 & Notes: High
2. Session Assignments& 1:30-2:00
                “Team Member Note-Taking
   Priorities          Worksheet”
             Friday: 10:30-10:45
3. Action Planning: Enhancements &
   Improvements      “Leadership Team Action
                       Planning Worksheet”
Action Planning: Suggestions
• Work as team
• Invest in self-assessment
• Use data continuously for decision making
• Be outcome oriented
• Contextualize for your community/culture
• Sustain w/ efficiency…make it easy
• Give priority to doable
• Establish local capacities….own it

								
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