SchoolWide Positive Behavior Support: Followup

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School-Wide Positive Behavior Support Follow-up
2 (Cohort 2)

• MN SW-PBIS Leadership Team
• George Sugai
• OSEP Center on PBIS
• University of Connecticut
• March 20-21, 2007
• www.pbis.org
• www.swis.org
• George.sugai_at_uconn.edu

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www.pbis.org
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PURPOSE Enhance capacity of school teams to
provide the best behavioral supports for all
students...
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Agenda

• Tuesday/Wednesday
• Team Reports
• Emergency/Crisis Management
• Function-based Support Secondary Tertiary
  Basics
• Brief activities team action planning

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MN PBS Leadership Team
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TRAINING OBJECTIVES

• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS practices
  systems
• Develop individualized action plan for SW-PBS
• Data Discipline Data, EBS Self-Assessment
  Survey, Team Implementation Checklist
• Presentation for school
• Organize for upcoming school year

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2-5 Min. Team Reports

• What you have accomplished since Nov.
• What things are in progress this Spring.
• Data!
• Share hard electronic copies.

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Main Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Rationale

• Maximizing academic achievement
• Increasing efficiency of teaching learning
  environments
• Promote prosocial skills for all
• Decrease use of reactive management practices
• Improve responsiveness to students with problem
  behavior

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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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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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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What is RtI?
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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

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Quotable Fixsen

• Policy is
• allocation of limited resources for unlimited
  needs
• Opportunity, not guarantee, for good action
• Training does not predict action
• Manualized treatments have created overly rigid
  rapid applications

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j
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Possible RtI OutcomesGresham, 2005
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RtI Applications
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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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Messages

• RtI logic is good thing
• Continuous progress monitoring
• Prescriptive problem solving data-based
  decision making
• Assessment-based intervention planning
• Consideration of all students
• However, still much work to be done
• SWPBS approach is good approximation of RTI
  approachbut not perfect

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Organizational Goals
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
CO PBS
Agreements
FCPS
Data-based Action Plan
Implementation
Evaluation
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REVIEWSW-PBS Monthly Planning Guide(Sugai
Draft May 2006)

• Using Training Content to Review

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STAFF

• State definition of SWPBS?
• State purpose of SWPBS team?
• State SW positive expectations?
• Actively supervise in non-classroom settings?
• Agree to support SWPBS action plan?
• Have more positive than negative daily
  interactions with students?
• Have opportunities to be recognized for their
  SWPBS efforts?

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STUDENTS

• State SW positive expectations give
  contextually appropriate behavior examples?
• Received daily positive academic and/or social
  acknowledgement?
• Have 0-1 major office discipline referrals for
  year?
• Have secondary/tertiary behavior intervention
  plans if gt5 major office referrals?

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TEAM

• Representative membership?
• At least monthly meetings?
• Active administrator participation?
• Active current action plan?
• Designated coaching/facilitation support

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DATA

• Measurable behavioral definitions for rule
  violations?
• Discipline referral or behavior incident
  recording form that is efficient and relevant?
• Clear steps for processing, storing, summarizing,
  analyzing, and reporting data?
• Schedule for monthly review of school-wide data?

SWIS
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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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SW POSITIVE EXPECTATIONS

• Agreed to 3-5 positively stated SW expectations?
• Complete (behaviors, context, examples) lesson
  plan or matrix for teaching expectations?
• Schedule for teaching expectations in context to
  all students?
• Schedule for practice/review/boosters of SW
  expectations?

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ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS

• Continuum or array of positive consequences?
• At least daily opportunities to be acknowledged?
• At least weekly feedback/acknowledgement?

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RULE VIOLATIONS

• Leveled definitions of problem behavior?
• Procedures for responding to minor (unrecorded)
  violations?
• Procedures for responding to minor (recorded,
  non-referable) violations?
• Procedures for responding to major (referable)
  violations?
• Procedures for preventing major violations?
• Quarterly review of effectiveness of SW
  consequences for rule violations

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NONCLASSROOM SETTINGS

• Active supervision by all staff across all
  settings?
• Daily positive student acknowledgements?

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CLASSROOM SETTINGS

• Agreement about classroom nonclassroom managed
  problem behaviors?
• Linkage between SW classroom positive expected
  behaviors?
• High rates of academic success for all students?
• Typical classrooms routines directly taught
  regularly acknowledged?
• Higher rates of positive than negative social
  interactions between teacher students?
• Students with PBS support needs receiving
  individualized academic social assistance?

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STUDENTS W/ PROBLEM BEHAVIORS

• Regular meeting schedule for behavior support
  team?
• Behavioral expertise/competence on team?
• Function-based approach?
• District/community support?
• SW procedures for secondary prevention/interventio
  n strategies?
• SW procedures for tertiary prevention/intervention
  strategies?

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What does SWPBS look like?

• gt80 of students can tell you what is expected of
  them give behavioral example because they have
  been taught, actively supervised, practiced,
  acknowledged.
• Positive adult-to-student interactions exceed
  negative
• Function based behavior support is foundation for
  addressing problem behavior.
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students

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PBIS Messages

• Measurable justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of
  implementation

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• CONTACT INFO
• George.sugai_at_uconn.edu
• Robh_at_uoregon.edu
• www.pbis.org

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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 maintaineliminate ineffective