SWPBS: Leadership Team Training

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SWPBSLeadership Team Training

• Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne,
  Maggie, George
• Project Hiilani
• Hawaii Department of Education
• University of Connecticut
• OSEP Center on PBIS
• Center for Behavioral Education Research
• December 3, 2007
• www.pbis.org

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Agenda Review/Overview

• Rationale Guiding Principles
• Implementation Features Examples
• Evaluation Outcomes

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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)

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SWPBS is about.
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2001 Surgeon Generals 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

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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

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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

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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

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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
Childrens 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.
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Supporting Social Competence Academic
Achievement
Basics 4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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OUTCOMES

• DATA
• Clear definitions
• Efficient procedures
• Easy input/output
• Readable displays
• Regular review

DATA
SYSTEMS
PRACTICES
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OUTCOMES

• OUTCOMES
• Data-based
• Relevant/valued
• Measurable

DATA
SYSTEMS
PRACTICES
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OUTCOMES

• PRACTICES
• Evidence-based
• Outcome linked
• Cultural/contextual adjustments
• Integrated w/ similar initiatives
• Doable

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

OUTCOMES
DATA
SYSTEMS
PRACTICES
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Its not just about behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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On HorizonResponse to Intervention
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Worry 2Train Hope
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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3-4 Year Commitment
Top 3 School- Wide Initiatives
3-Tiered Prevention Logic
Agreements Supports
Coaching Facilitation
Administrative Participation
Dedicated Resources Time
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Working Smarter
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
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Sample Teaming Matrix
Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID
Attendance Committee Increase attendance Increase of students attending daily All students Eric, Ellen, Marlee Goal 2
Character Education Improve character Improve character All students Marlee, J.S., Ellen Goal 3
Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal 3
School Spirit Committee Enhance school spirit Improve morale All students Has not met
Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal 3
DARE Committee Prevent drug use High/at-risk drug users Don
EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal 2 Goal 3
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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)

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• Secondary Prevention
• Check in/out

• Primary Prevention
• SWPBS

80 of Students
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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

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Sample Implementation Map

• 2 years of school team training
• Annual booster events
• Coaching/facilitator support _at_ 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

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Self-Assessment
Efficient Systems of Data Management
Existing Discipline Data
Data-based Action Plan
Team-based Decision Making
Multiple Systems
Evidence- Based Practices
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Referrals by Problem Behavior
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Referrals per Location
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Referrals per Student
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Referrals by Time of Day
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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

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Do we need to tweak our action plan?
If many students are making same mistake,
consider changing system.not students Start
by teaching, monitoring rewardingbefore
increasing punishment

• How often?
• Who?
• What?
• Where?
• When?
• How much?

• If problem,
• Which students/staff?
• What system?
• What intervention?
• What outcome?

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Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
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Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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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

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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

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Nonclassroom Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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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

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Few positive SW expectations defined, taught,
encouraged
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Expectations behavioral skills are taught
recognized in natural context
SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus
Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop.
Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat.
Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.
TEACHING MATRIX
Expectations

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Kuleana Be Responsible
Plan ahead Walk directly to destination
Hoihi Be Respectful 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
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Playground / Recess / P.E.
Kuleana Be Responsible Take care of
equipment/facilities Plan appropriate times for
drinks/restroom visits Hoihi Be Respectful
Be a good sport Laulima Be Cooperative Follow
rules/ procedures Malama Be Safe Avoid rough,
dangerous play Use equipment properly

King Kaumualii on Kauai
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Kuleana Be Responsible Have lunch card ready
Be orderly in all lines Hoihi Be Respectful
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 dont rush
Cafeteria
King Kaumualii on Kauai
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Field Trips
Kuleana Be Responsible Turn in
paperwork/ on time Wear appropriate
footwear/clothing Bring home lunch
Hoihi Be Respectful
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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Teaching Academics Behaviors
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Acknowledge Recognize
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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

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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

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Reinforcement Wisdom!

• Knowing or saying know does NOT mean will
  do
• Students do more when doing worksappropriate
  inappropriate!
• Natural consequences are varied, unpredictable,
  undependable,not always preventive

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Clever Variations

• Bus Bucks
• Super Sub Slips
• Golden Plunger
• G.O.O.S.E.
• First-in-Line
• Patriots Parking Pass
• Business Partner Discount

What really matters is positive
social acknowledgement interaction!!
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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
APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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80 Rule

• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders
• Administrative responsibility

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Pre
Post
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Elementary School Suspension Rate
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Elementary School
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Middle School Suspension Rate
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Middle School
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Trends in Suspension Rates for PBS Schools
Implementing with Fidelity Maturity
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Trends in Black Hispanic Suspension Rates for
PBS Schools Implementing with Fidelity Maturity
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ODR Admin. BenefitSpringfield MS, MD

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 14,325 min. _at_15 min.
• 238.75 hrs
• 40 days Admin. time

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ODR Instruc. BenefitSpringfield MS, MD

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 42,975 min. _at_ 45 min.
• 716.25 hrs
• 119 days Instruc. time

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Mean Proportion of Students
3 8 89
10 16 74
11 18 71
K6 (N 1010) 6-9 (N 312)
9-12 (N 104)
71
32 43 25
48 37 15
45 40 15
K-6 (N 1010) 6-9 (N 312)
9-12 (N 104)
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4J School District Eugene, Oregon Change in the
percentage of students meeting the state standard
in reading at grade 3 from 97-98 to 01-02 for
schools using PBIS all four years and those that
did not.
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Schools using SW-PBS report a 25 lower rate of
ODRs
.85
.64
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N 23
N 8
N 8
N 23
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05
20
11
22
84
58
78
04
14
08
17
88
69
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SETTING SETTING SETTING SETTING SETTING SETTING SETTING
All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus
Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop.
Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat.
Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.

• George.sugai_at_uconn.edu
• Robh_at_uoregon.edu
• www.pbis.org
• www.cber.org