Preparing for End & Beginning SWPBS Year: Evaluation & Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Preparing for End & Beginning SWPBS Year: Evaluation &

Action Planning

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

April 29 2010

www.pbis.org www.cber.org www.swis.org

Agenda

Review

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

Host Environment Features

SWPBS is

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills

instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

4.__

____

___

3.___________

1._______Supporting

Staff Behavior

SupportingStudent Behavior

2.____________

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

SYST

EMSPRACTICES

DATA

OUTCOMES

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

RtI

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

ALL

SOME

FEW

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

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

RTIIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Continuum of Support for

ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

What does SWPBS look like? • >80% 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

Action Planning: End/Start

End/Start of School Year

SYSTEMS Guidelines

PRACTICES Guidelines

Other questions

Action Planning: 2010-2011

SWPBS Team Monthly Planning Guide

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

Kids Benefit

Effective Practices & Systems