SWPBS:Leadership Team

Guidelines

George SugaiUniversity of Connecticut

Center on Positive Behavioral Interventions & Supports

October 31, 2007

www.pbis.org

Agenda

• Welcome & Advanced Organizer

• Review of “Basics”

• Review of Practices & Processes

• Guidelines for sustaining/enhancing efforts

Assumptions

• Member of school leadership team

• 1+ years implementation

• Attending as “team”

• Familiarity with “basics”

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)

PBIS objective….Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable– Outcome-based

– Data-guided decision making

– Evidence-based practices

– Systems support for accurate & sustained implementation

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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

SWPBS Conceptual Foundations

Behaviorism

ABA

EBS/PBS

SWPBS

It’s not just about behavior!

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

SYST

EMS

PRACTICES

DATA

OUTCOMES

DATA

• Clear definitions

• Efficient procedures

• Easy input/output

• Readable displays

• Regular review

SYST

EMS

PRACTICES

DATA

OUTCOMES

OUTCOMES

• Data-based

• Relevant/valued

• Measurable

SYST

EMS

PRACTICES

DATA

OUTCOMES

PRACTICES

• Evidence-based

• Outcome linked

• Cultural/contextual adjustments

• Integrated w/ similar initiatives

• Doable

SYSTEMS

• Training to fluency

• Continuous evaluation

• Team-based action planning

• Regular relevant reinforcers for staff behavior

• Integrated initiativesSY

STEM

S

PRACTICES

DATA

OUTCOMES

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

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

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

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

On Horizon:Response to Intervention

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

Tertiary Prevention• Function-based support• • • •

Secondary Prevention• Check in/out• • • •

Primary Prevention• SWPBS• • • •

Audit (10 MINUTES)

1.Identify existing efforts by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

“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 ScheduleMonth: _________ SWPBS Team Activities to Support…..

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

Monthly

Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.

Report to staff on status of SWPBS.

Report to staff on status of students on secondary and tertiary behavioral intervention plans.

Weekly

Review progress of students on secondary and tertiary intervention plans

Nominate/review new students who might need individualized PBS

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

“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?

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

School-wide Systems

“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?

www.swis.org

“SW POSITIVE EXPECTATIONS”

21. Agreed to 3-5 positively stated SW expectations?

22. Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations?

23. Schedule for teaching expectations in context to all students?

24. Schedule for practice/review/boosters of SW expectations?

“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS”

25.Continuum or array of positive consequences?

26.At least daily opportunities to be acknowledged?

27.At least weekly feedback/acknowledgement?

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002

• Cameron, Banko & Pierce, 2001

Reinforcement Wisdom!

• “Knowing” or saying “know” does NOT mean “will do”

• Students “do more” when “doing works”…appropriate & inappropriate!

• Natural consequences are varied, unpredictable, undependable,…not always preventive

“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

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.

“NONCLASSROOM SETTINGS”

34.Active supervision by all staff across all settings?

35.Daily positive student acknowledgements?

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

NonclassroomSetting Systems

“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-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

ClassroomSetting Systems

“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?

• 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

Individual StudentSystems

Last TasksHomework

1. Go to “on-line library” at www.pbis.org & get ppt & “Year One Outcomes”

2. Review w/ school team

3. Develop 6-12 month action plan

Norwell, MA