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School-wide Positive Behavior
Support for All Students:
Coaching Implementation
George SugaiUniversity of Connecticut
Center on Positive Behavioral Interventions & Supports
Center on Behavioral Education & Research
20 January 2015
www.pbis.org www.cber.org
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PURPOSE
Review of fundamentals for
getting started with SWPBS
implementation:
COACHING
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OUTCOME OBJECTIVES
State core features of SWPBS
State purpose of coaching
Coach school teams using TIC & data
Develop calendar of actions
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www.pbis.org
Presentatio
ns
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PBIS is about….Improving
classroom & school climate
Decreasing reactive
management
Maximizing academic
achievement
Improving support for students w/
EBD
Integrating academic &
behavior initiatives
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CommonVision/Values
Common Language &
Behaviors
Common Experience
QualityLeadership
EffectiveSchool
End Goal
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PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
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Regional Reports (3-5 min.)
What have your school teams accomplished since August?
What are your school teams currently working on?
How are faculty responding?
How are students responding?
What challenges are your school teams experiencing?
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IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESSWPBS
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SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Culturally Equitable Academic & Social Behavior Expectations
Culturally Relevant & Effective Instruction
Culturally Knowledgeable
Staff
Culturally Valid Information for
Decisions
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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
All: Baker, 2005 JPBI; Eber, 2012
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Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
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Students & Adults
State expected behavior in setting
State SW expectation
Recognize acknowledgement
Academically engaged & responding
Displaying school & classroom routines
Adults
Explicitly teaching & reviewing SW expectations
Actively & positively supervising
Positive > negative interactions
Positively acknowledging student behavior (>1/hr)
Acknowledging colleague’s contributions
Team
Meeting at least monthly
Reviewing student progress at least monthly
Reviewing implementation fidelity at
least monthly
Reporting to faculty at least monthly
Acknowledging colleague’s contributions
continuously
What should I see in a SWPBS School?
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Monitoring
Implementation
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• Internal/external• Tiers I, II, III
Tiered Fidelity Inventory (TFI)
• External• Tier I implementation
School-wide Evaluation Tool (SET)
• Self-assessment• Tier I implementation
Team Implementation Checklist (TIC)
• Team/coach self-assessment• Tier I implementation
Benchmarks of Quality (BoQ)
• Coach/team assessment• Tiers II/III
Benchmarks of Advanced Tiers (BAT)
• Tier II/III implementation• External assessment
Individual Student Support Evaluation Tool (ISSET)
Coaching Evaluation Tools
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1 2 3 4 5 6 7 8 9 10 11 12 Avg0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Jan 2015 TIC Overall by School
Achieved In Prog Not Start
School
Per
cen
t (2
2)
41/42/17
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MGT MPP JTP ATH BBP PTRP YH ORP PTP STH CH TPA Avg0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Jan 2015 TIC Overall by School
Achieved In Prog Not Start
School
Per
cen
t (2
2)
41/42/17
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Getting Started: “Team Implementation Checklist” (TIC)
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ACTION PLANNING & FEATURES
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Problem Statement
“We give schools strategies & systems for improving practice & outcomes, but implementation is NOT accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”
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“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
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Implementation Drivers
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Coaching is
about preventing
errors
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Coaching
Set of responsibilities,
actions, activities
…..not person
Bridge between training &
implementation
……not administrative accountability
Positive & supportive resource & facilitation
….not nagging
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COACHING FUNCTIONS
Technical Assistance
Guidance for team startup
Implementation checklist
Resource access
Problem solving
Data-based decision making
Positive reinforcement
Prompting & reminding
Communications network
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Agreements
Team
Data-based Action Plan
“Plan”
Implementation“Do”
Evaluation“Check”
General Implementation
Process
State
District
School
Students
Staff
Principal, Superintendent
All Staff, Students,Administrators
= Coaching
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• SWPBS practices, data, systems
• Policy, funding, leadership, priority, agreement
District Behavior Team
• 2 yr. action plan• Data plan• Leadership• Team meeting
schedule
School Behavior Team • SWPBS
• CWPBS• Small group• Individual student
School Staff
• Academic• Expectations &
routines• Social skills• Self-management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic SWPBS Implementation Framework
Team Support
Regional/State Leadership
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Factors Directly & Indirectly Contributing To Student Learning
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Student/ Family Background
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CORE FEATURES:
School-Wide PBS
(Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
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Agreements
Team
Data-based Action Plan
“Plan”
Implementation“Do”
Evaluation“Check”
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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Teaching social like academic skills
Define simply
Model & demonstrate range of examples
Practice in range of natural settings
Monitor & provide performance feedback
& reinforcement
Adjust instruction for efficiency & new
settings
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Teaching Matrix
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
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.
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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Essential Behavior Management Practices
in Non-classroom Settings
See Non-classroom Behavior Management Self-Checklist
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• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders• Positive reinforcement
Non-classroom
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Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
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1. Did I have at least 4 positive for 1 negative student contacts? Yes No
2. Did I move throughout the area I was supervising? Yes No
3. Did I frequently scan the area I was supervising? Yes No
4. Did I positively interact with most of the students in the area? Yes No
5. Did I handle most minor rule violations quickly and quietly? Yes No
6. Did I follow school procedures for handling major rule violations? Yes No
7. Do I know our school-wide expectations (positively stated rules)? Yes No
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Yes No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
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Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist
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Teacher__________________________ Rater_______________________
Date___________
Instructional Activity Time Start_______
Time End________
Tally each Positive Student Contacts
Total # Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____ to 1
Classroom Management: Self-Assessment
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Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___
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CORE FEATURES:
School-Wide PBS
(Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
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CORE FEATURES
Targeted PBS
(Tier 2)
Team & data driven
Behavior expertise
Increased social skills instruction &
practice
Increased adult supervisionIncreased opportunity for positive reinforcement
Continuous progress
monitoring
Increased precorrection
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CORE FEATURES
Intensive PBS
(Tier 3)
Multi-disciplinary Team & data
drivenBehavior expertise
Functional Based Behavior Support
Planning
Wraparound Supports & Culture Driven Person
Centered Planning
Comprehensive School Mental Health Supports
Continuous progress monitoring, positive
reinforcement & adult supervision
Increased precorrection
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SWPBS: Core Practice Features
SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•
TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Pre
cisi
on
Eng
agem
ent
Fee
dbac
k
Pra
ctic
e
Team
wor
k
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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• • • • • •