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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.

Jan 20, 2016

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  • SWPB Action Planning for District LeadershipGeorge Sugai & Susan BarretttOSEP Center on PBISUniversity of ConnecticutFebruary 14, 2008www.pbis.org George.sugai@uconn.edu

  • OutcomesRationale for approach to behavior that is positive, systemic, & continuousFeatures of school-wide positive behavior support (practices & systems)Role/importance of district leadership, coordination, & capacity

  • Main MessagesGood TeachingBehavior ManagementStudent AchievementIncreasing District & State Competency and CapacityInvesting in Outcomes, Data, Practices, and Systems

  • RATIONALEWhy SWPBS?

  • 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)

  • Main MessagesStudent Achievement = Good Teaching + Behavior ManagementGood Teaching = Increasing District & State Competence & CapacityCompetence/Capacity = Investing in outcomes, data, practices, & systems

  • Implementation LevelsStudent

    Classroom

    School

    State

    District

  • FEATURESWhat does SWPBS look like?

  • Logic!Successful teaching & learning environments are effective, efficient, relevant, & durableOutcome-basedData-led decision makingEvidence-based practicesSystems support for accurate & sustained implementation

  • SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence &Academic AchievementSupportingDecisionMaking4 PBS Elements

  • Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

  • AllSomeFewRTIContinuum of Support for ALLDec 7, 2007

  • AgreementsTeamData-based Action PlanImplementationEvaluationGENERAL IMPLEMENTATION PROCESS

  • ClassroomSWPBSSubsystemsNon-classroomFamilyStudentSchool-wide

  • Positive expectations & routines taught & encouragedActive supervision by all staffScan, move, interactPrecorrections & remindersPositive reinforcementNon-classroom

  • Classroom-wide positive expectations taught & encouragedTeaching classroom routines & cues taught & encouragedRatio of 6-8 positive to 1 negative adult-student interactionActive supervisionRedirections for minor, infrequent behavior errorsFrequent precorrections for chronic errorsEffective academic instruction & curriculumClassroom

  • Behavioral competence at school & district levelsFunction-based behavior support planning Team- & data-based decision makingComprehensive person-centered planning & wraparound processesTargeted social skills & self-management instructionIndividualized instructional & curricular accommodationsIndividual Student

  • Continuum of positive behavior support for all familiesFrequent, regular positive contacts, communications, & acknowledgementsFormal & active participation & involvement as equal partnerAccess to system of integrated school & community resources

    Family

  • 1.Common purpose & approach to discipline2.Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4.Continuum of procedures for encouraging expected behavior5. Continuum of procedures for discouraging inappropriate behavior6. Procedures for on-going monitoring & evaluationSchool-wide

  • DW Planning FeaturesWhats needed to support school implementation?

  • IMPLEMENTATIONPHASESNeed,Agreements, Adoption, &OutcomesLocalDemonstration w/ FidelitySustained Capacity,Elaboration, &Replication4. SystemsAdoption, Scaling,& ContinuousRegeneration2. 3. 1.

  • Sample Implementation Map2+ years of school team trainingAnnual booster eventsCoaching/facilitator support @ school & district levelsRegular self-assessment & evaluation dataOn-going preparation of trainersDevelopment of local/district leadership teamsEstablishment of state/regional leadership & policy team

  • FundingVisibilityPoliticalSupportTrainingCoachingEvaluationLocal School Teams/DemonstrationsPBS Systems Implementation LogicLeadership Team

    Active & Integrated Coordination

  • Leadership TeamActive 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

  • Working Smarter

    Initiative, Project, CommitteePurposeOutcomeTarget GroupStaff InvolvedSIP/SID/etcAttendance CommitteeCharacter EducationSafety CommitteeSchool Spirit CommitteeDiscipline CommitteeDARE CommitteeEBS Work Group

  • ~80% of Students~15% ~5% CONTINUUM of SWPBSTertiary Prevention Function-based support Secondary Prevention Check in/out Primary Prevention SWPBS AuditIdentify existing efforts by tierSpecify outcome for each effortEvaluate implementation accuracy & outcome effectivenessEliminate/integrate based on outcomesEstablish decision rules (RtI)

  • TrainingCoachingEvaluationTrainingCoachingEvaluation 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.

  • Role of CoachingLiaison between school teams & district/state leadership teamLocal facilitation of processLocal resource for data-based decision making

  • Tools (pbis.org)EBS Self-assessmentTIC: Team Implementation ChecklistSSS: Safe Schools SurveySET: Systems School-wide Evaluation Tool BoQ: Benchmarks of QualityPBS Implementation & Planning Self-assessmentISSET: Individual Student Systems Evaluation Tool (pilot)SWIS: School-Wide Information System (swis.org)

  • FundingVisibilityPoliticalSupport General fund 3 years of support Integrated Data-based Etc.

    Demos & research Multiple formats Multiple audiences Acknow. others Etc.

    Continuous Top 3 priorities Quarterly/annually Policy Participation Etc.

  • Local School Teams/Demonstrations Fidelity implementation >80% of staff >80% of students Administrator leadership Team-based Data driven Contextually relevant Teaching focused Integrated initiatives Etc..

    *****SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.

    All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.

    Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.

    If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. NOTICE GREEN GOES IS FOR ALL**SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.

    *********SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations.

    An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.

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