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School-Wide Positive Behavior Support: Getting Started Follow-up

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School-Wide Positive Behavior Support: Getting Started Follow-up George Sugai &Vincent Samoulis OSEP Center on PBIS University of Connecticut April 10, 2007 – PowerPoint PPT presentation

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Title: School-Wide Positive Behavior Support: Getting Started Follow-up


1
School-Wide Positive Behavior Support Getting
Started Follow-up
  • George Sugai Vincent Samoulis
  • OSEP Center on PBIS
  • University of Connecticut
  • April 10, 2007
  • www.pbis.org
  • www.swis.org
  • George.sugai_at_uconn.edu

2
www.pbis.org
3
New England PBS Conference
  • November 15th
  • Somewhere near Boston
  • Information www.mayinstitute.org

4
April 10 Agenda
  • Welcome, Advance Organizer
  • Brief Team Reports
  • SWPBS Review Moving Forward
  • Non-Classroom Setings
  • Understanding Escalating Behavior
  • Evaluation Data Management
  • Action Planning

5
MAIN 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

6
1 Min. Team Reports
  • Name of School
  • Data Report
  • 1-2 Accomplishments/Activities Since January
  • 1 Challenge/Speed Bump

7
(No Transcript)
8
Messages Repeated!
  1. Successful Individual student behavior support is
    linked to host environments or schools that are
    effective, efficient, relevant, durable
  2. Learning teaching environments must be
    redesigned to increase the likelihood of
    behavioral academic success

9
2 Worries Ineffective Responses to Problem
Behavior
  • Get Tough (practices)
  • Train--Hope (systems)

10
Development Map
  • 2 years of team training
  • Annual booster events
  • Coaching/facilitator support _at_ school district
    levels
  • Regular self-assessment evaluation data
  • Develoment of local/district leadership teams
  • State/region Center on PBIS for coordination
    TA

11
Role of Coaching
  • Liaison between school teams PBS leadership
    team
  • Local facilitation of process
  • Local resource for data-based decision making

12
Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
13
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
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
14
Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
15
Main Messages
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
16
GENERAL IMPLEMENTATION PROCESS Getting Started
Team
CO PBS
Agreements
FCPS
Data-based Action Plan
Implementation
Evaluation
17
Team-led Process
Non-Teaching
Meetings
Family
Behavioral Capacity
Priority Status
Representation
Specialized Support
Administrator
Team
Community
Data-based Decision Making
Administrator
Student
Communications
Teaching
Start with Team that Works.
18
3-4 Year Commitment
Top 3 School- Wide Initiatives
3-Tiered Prevention Logic
Agreements Supports
Coaching Facilitation
Administrative Participation
Dedicated Resources Time
19
Self-Assessment
Efficient Systems of Data Management
Existing Discipline Data
Data-based Action Plan
Team-based Decision Making
Multiple Systems
Evidence- Based Practices
SWIS
20
School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
21
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

22
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

23
Nonclassroom Setting Systems
  • Positive expectations routines taught
    encouraged
  • Active supervision by all staff
  • Scan, move, interact
  • Precorrections reminders
  • Positive reinforcement

24
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

25
Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
26
Few positive SW expectations defined, taught,
encouraged
27
Expectations behavioral skills are taught
recognized in natural context
Expectations

28
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

29
Acknowledge Recognize
30
GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
31
Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
CO PBS
FCPS
32
80 Rule
  • Apply triangle to adult behavior!
  • Regularly acknowledge staff behavior
  • Individualized intervention for nonresponders
  • Administrative responsibility

33
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
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
34
Golden Plunger
  • Involve custodian
  • Procedure
  • Custodian selects one classroom/ hallway each
    week that is clean orderly
  • Sticks gold-painted plunger with banner on wall

35
North Myrtle Beach Primary June 8, 2004 SC
36
Staff Dinger
  • Reminding staff to have positive interaction
  • Procedures
  • Ring timer on regular, intermittent schedule
  • Engage in quick positive interaction

37
1 Free Period
  • Contributing to a safe, caring, effective school
    environment
  • Procedures
  • Given by Principal
  • Principal takes over class for one hour
  • Used at any time

38
G.O.O.S.E.
  • Get Out Of School Early
  • Or arrive late
  • Procedures
  • Kids/staff nominate
  • Kids/staff reward, then pick

39
Staff Acknowledgements
Attention Please
1 Minute New Spokesperson
  • 9 minutes
  • Review/develop procedures for acknowledging/encour
    aging staff contributions accomplishments
  • Report 2-3 big ideas from your team discussion
    (1 min. reports)

40
GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
41
Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
SWIS
FRMS
42
GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
43
Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
44
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

45
(No Transcript)
46
Pre
Post
47
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

48
Mom, Dad, Auntie, Jason
  • In a school where over 45 of 400 elem. students
    receive free-reduced lunch, gt750 family members
    attended Family Fun Night.

49
I like workin at school
  • After implementing SW-PBS, Principal at Jesse
    Bobo Elementary reports that teacher absences
    dropped from 414 (2002-2003) to 263 (2003-2004).

50
I like it here.
  • Over past 3 years, 0 teacher requests for
    transfers

51
She can read!
  • With minutes reclaimed from improvements in
    proactive SW discipline, elementary school
    invests in improving school-wide literacy.
  • Result gt85 of students in 3rd grade are
    reading at/above grade level.

52
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

53
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

54
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
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
?
80 of Students
55
Mean Proportion of Students
3 8 89
10 16 74
11 18 71
K6 (N 1010) 6-9 (N 312)
9-12 (N 104)
56
32 43 25
48 37 15
45 40 15
K-6 (N 1010) 6-9 (N 312)
9-12 (N 104)
57
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58
SWIS summary 05-06(Majors Only)1675 schools,
839,075 students
Grade Range Schools Students (mean) Mean ODR/100/ school day (sd)
K-6 1010 439,932 (435) 0.37 (50)
6-9 313 205,159 (655) 1.02 (1.07)
9-12 104 102,325 (983) 1.16 (1.37)
K-(8-12) 248 91,659 (369) 1.53 (4.49)
59
N 128
N 59
12 schools
25 schools
60
N 59 12 schools
N 128 25 schools
61
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.
62
Schools using SW-PBS report a 25 lower rate of
ODRs
.85
.64
63
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64
N 23
N 8
N 8
N 23
65
We found some minutes?
  • After reducing their office discipline referrals
    from 400 to 100, middle school students requiring
    individualized, specialized behavior intervention
    plans decreased from 35 to 6.

66
05
20
11
22
84
58
67
04
14
08
17
88
69
68
Team Implementation Checklist (2)
Attention Please
1 Minute New Spokesperson
  • Work as team for 9 minutes
  • Complete submit one copy of TIC
  • Present 2-3 big ideas from your group (1 min.
    reports)

69
Tools (pbis.org)
  • EBS Self-assessment
  • TIC Team Implementation Checklist
  • SSS Safe Schools Survey
  • SET Systems School-wide Evaluation Tool
  • PBS Implementation Planning Self-assessment
  • ISSET Individual Student Systems Evaluation Tool
    (pilot)
  • SWIS School-Wide Information System (swis.org)

70
Action Planning Guidelines
  • Agree upon decision making procedures
  • Align with school/district goals.
  • Focus on measurable outcomes.
  • Base adjust decisions on data local contexts.
  • Give priority to evidence-based programs.
  • Invest in building sustainable implementation
    supports (gt80)
  • Consider effectiveness, efficiency, relevance,
    in decision making (1, 3, 5 rule)

71
Action Planning (255)
  • Review big ideas (content from today)
  • SW PBS
  • Nonclassroom Settings
  • Managing Escalating Behaviors
  • Data Systems
  • Review where we are
  • Current Action Plan
  • School Data
  • New/Next Activities
  • Logistics
  • Develop report to staff
  • Schedule next team meeting date

Attention Please
1 Minute New Spokesperson
72
PBIS Messages
  • Measurable justifiable outcomes
  • On-going data-based decision making
  • Evidence-based practices
  • Systems ensuring durable, high fidelity of
    implementation

73
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.
  • CONTACT INFO
  • George.sugai_at_uconn.edu
  • Robh_at_uoregon.edu
  • www.pbis.org
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