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SWPB Action Planning for District Leadership

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SWPB Action Planning for District Leadership George Sugai & Susan Barrettt OSEP Center on PBIS University of Connecticut February 14, 2008 www.pbis.org – PowerPoint PPT presentation

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Title: SWPB Action Planning for District Leadership


1
SWPB Action Planning for District Leadership
  • George Sugai Susan Barrettt
  • OSEP Center on PBIS
  • University of Connecticut
  • February 14, 2008
  • www.pbis.org
  • George.sugai_at_uconn.edu

2
Outcomes
  • Rationale for approach to behavior that is
    positive, systemic, continuous
  • Features of school-wide positive behavior support
    (practices systems)
  • Role/importance of district leadership,
    coordination, capacity

3
Main Messages
Student Achievement
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
4
RATIONALEWhy SWPBS?
5
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)

6
Main Messages
  • Student Achievement Good Teaching Behavior
    Management
  • Good Teaching Increasing District State
    Competence Capacity
  • Competence/Capacity Investing in outcomes,
    data, practices, systems

7
Implementation Levels
State
District
School
Classroom
Student
8
FEATURESWhat does SWPBS look like?
9
Logic!
  • Successful teaching learning environments are
    effective, efficient, relevant, durable
  • Outcome-based
  • Data-led decision making
  • Evidence-based practices
  • Systems support for accurate sustained
    implementation

10
Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
11
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
12
RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
13
GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
14
SWPBS Subsystems
School-wide
Classroom
Family
Non-classroom
Student
15
Non-classroom
  • Positive expectations routines taught
    encouraged
  • Active supervision by all staff
  • Scan, move, interact
  • Precorrections reminders
  • Positive reinforcement

16
Classroom
  • 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

17
Individual Student
  • 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

18
Family
  • Continuum of positive behavior support for all
    families
  • Frequent, regular positive contacts,
    communications, acknowledgements
  • Formal active participation involvement as
    equal partner
  • Access to system of integrated school community
    resources

19
School-wide
  • 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

20
DW Planning FeaturesWhats needed to support
school implementation?
21
Local Demonstration w/ Fidelity
Need, Agreements, Adoption, Outcomes
1.
IMPLEMENTATION PHASES
2.
Sustained Capacity, Elaboration, Replication
4. Systems Adoption, Scaling,
Continuous Regeneration
3.
22
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

23
PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
24
Leadership Team Active Coordination
  • FUNCTIONS
  • Implementation support
  • Data-based action plan
  • Coordination
  • Capacity building
  • Policy funding
  • Communications
  • Training capacity
  • Exemplars
  • Evaluation
  • MEMBERS
  • Coordinator
  • Representation
  • Behavioral capacity
  • Agency
  • Parent/family
  • Leadership
  • Etc

25
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
26
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)

5
15
  • Secondary Prevention
  • Check in/out
  • Primary Prevention
  • SWPBS

80 of Students
27
Training
Coaching
Evaluation
  • Continuous
  • Embedded
  • Team-coordinated
  • Data-based
  • Local expertise
  • Action plan linked
  • Etc.
  • Continuous
  • Local support
  • Data-based
  • Preventive
  • Positive
  • Competent
  • Etc.
  • Continuous
  • Question-based
  • Academic social
  • Efficient
  • Team-coordinated
  • Public
  • Etc.

Training
Coaching
Evaluation
28
Role of Coaching
  • Liaison between school teams district/state
    leadership team
  • Local facilitation of process
  • Local resource for data-based decision making

29
Tools (pbis.org)
  • EBS Self-assessment
  • TIC Team Implementation Checklist
  • SSS Safe Schools Survey
  • SET Systems School-wide Evaluation Tool
  • BoQ Benchmarks of Quality
  • PBS Implementation Planning Self-assessment
  • ISSET Individual Student Systems Evaluation Tool
    (pilot)
  • SWIS School-Wide Information System (swis.org)

30
Political Support
Funding
Visibility
  • Continuous
  • Top 3 priorities
  • Quarterly/annually
  • Policy
  • Participation
  • Etc.
  • General fund
  • 3 years of support
  • Integrated
  • Data-based
  • Etc.
  • Demos research
  • Multiple formats
  • Multiple audiences
  • Acknow. others
  • Etc.

31
Local School Teams/Demonstrations
  • Fidelity implementation
  • gt80 of staff
  • gt80 of students
  • Administrator leadership
  • Team-based
  • Data driven
  • Contextually relevant
  • Teaching focused
  • Integrated initiatives
  • Etc..
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