SWPBS: Leadership Team Guidelines George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports October 31, 2007 www.pbis.org
Jan 03, 2016
SWPBS:Leadership Team
Guidelines
George SugaiUniversity of Connecticut
Center on Positive Behavioral Interventions & Supports
October 31, 2007
www.pbis.org
Agenda
• Welcome & Advanced Organizer
• Review of “Basics”
• Review of Practices & Processes
• Guidelines for sustaining/enhancing efforts
Assumptions
• Member of school leadership team
• 1+ years implementation
• Attending as “team”
• Familiarity with “basics”
BIG PICTURE:SWPBS effort is about….• Improving general classroom & school climate
& community relations
• Decreasing dependence on reactive disciplinary practices
• Maximizing impact of instruction to affect academic achievement
• Improving behavioral supports for students with emotional & behavioral challenges
• Improving efficiency of behavior related initiatives
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)
PBIS objective….Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable– Outcome-based
– Data-guided decision making
– Evidence-based practices
– Systems support for accurate & sustained implementation
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
Prevention Logic for All(Walker et al., 1996)
• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors
• Teach, monitor, & acknowledge prosocial behavior
It’s not just about behavior!
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Academic Systems Behavioral Systems
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
Designing School-Wide Systems for Student Success
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Basics: 4 PBS
Elements
SYST
EMS
PRACTICES
DATA
OUTCOMES
DATA
• Clear definitions
• Efficient procedures
• Easy input/output
• Readable displays
• Regular review
SYST
EMS
PRACTICES
DATA
OUTCOMES
PRACTICES
• Evidence-based
• Outcome linked
• Cultural/contextual adjustments
• Integrated w/ similar initiatives
• Doable
SYSTEMS
• Training to fluency
• Continuous evaluation
• Team-based action planning
• Regular relevant reinforcers for staff behavior
• Integrated initiativesSY
STEM
S
PRACTICES
DATA
OUTCOMES
Major SWPBS Tasks
• Establish leadership team
• Establish staff agreements
• Build working knowledge & capacity of SW-PBS practices & systems
• Develop individualized action plan for SW-PBS
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Sample Implementation “Map”• 2+ years of school team training
• Annual “booster” events
• Coaching/facilitator support @ 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
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
Working Smarter
~80% of Students
~15%
~5%
CONTINUUM of SWPBS
Tertiary Prevention• Function-based support• • • •
Secondary Prevention• Check in/out• • • •
Primary Prevention• SWPBS• • • •
Audit (10 MINUTES)
1.Identify existing efforts by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
Purpose• Give SWPBS leadership teams
extra organizational tool for reviewing & planning their current & future implementation activities
• Use self-assessment to guide teams in their action planning
• “Ending & Beginning School Year”
Monthly Activity ScheduleMonth: _________ SWPBS Team Activities to Support…..
All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”)
Monthly
Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.
Report to staff on status of SWPBS.
Report to staff on status of students on secondary and tertiary behavioral intervention plans.
Weekly
Review progress of students on secondary and tertiary intervention plans
Nominate/review new students who might need individualized PBS
Send parents progress report
Daily
Guidelines• Work as school-wide leadership team.
• Begin by reviewing current behavioral data
• Link all activities to measurable action plan outcomes & objectives.
• Use “effectiveness, efficiency, & relevance” to judge whether activity can be implemented w/ accuracy & sustained.
• Use, review, & update this planning guide at monthly team meetings.
• Plan activities 12 months out.
Planning Guide Self-Assessment
Highlights essential SWPBS practices & systems for years 1-2 implementation
F = fully in place (e.g., >80%)
P = partially in place
N = not in place/don’t know
“STAFF”
1. State definition of SWPBS?
2. State purpose of SWPBS team?
3. State SW positive expectations?
4. Actively supervise in non-classroom settings?
5. Agree to support SWPBS action plan?
6. Have more positive than negative daily interactions with students?
7. Have opportunities to be recognized for their SWPBS efforts?
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
School-wide Systems
“STUDENTS”
8. State SW positive expectations & give contextually appropriate behavior examples?
9. Received daily positive academic and/or social acknowledgement?
10. Have 0-1 major office discipline referrals for year?
11. Have secondary/tertiary behavior intervention plans if >5 major office referrals?
“TEAM”
12.Representative membership?
13.At least monthly meetings?
14.Active administrator participation?
15.Active & current action plan?
16.Designated coaching/facilitation support?
“DATA”
17. Measurable behavioral definitions for rule violations?
18. Discipline referral or behavior incident recording form that is efficient and relevant?
19. Clear steps for processing, storing, summarizing, analyzing, and reporting data?
20. Schedule for monthly review of school-wide data?
www.swis.org
“SW POSITIVE EXPECTATIONS”
21. Agreed to 3-5 positively stated SW expectations?
22. Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations?
23. Schedule for teaching expectations in context to all students?
24. Schedule for practice/review/boosters of SW expectations?
“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS”
25.Continuum or array of positive consequences?
26.At least daily opportunities to be acknowledged?
27.At least weekly feedback/acknowledgement?
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
Reinforcement Wisdom!
• “Knowing” or saying “know” does NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate!
• Natural consequences are varied, unpredictable, undependable,…not always preventive
“RULE VIOLATIONS”
28. Leveled definitions of problem behavior?
29. Procedures for responding to minor (nonrecordable) violations?
30. Procedures for responding to minor (non-office referable, recordable) violations?
31. Procedures for responding to major (office-referable) violations?
32. Procedures for preventing major violations?
33. Quarterly review of effectiveness of SW consequences for rule violations
http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.
http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.
“NONCLASSROOM SETTINGS”
34.Active supervision by all staff across all settings?
35.Daily positive student acknowledgements?
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
NonclassroomSetting Systems
“CLASSROOM SETTINGS”
36. Agreement about classroom & nonclassroom managed problem behaviors?
37. Linkage between SW & classroom positive expected behaviors?
38. High rates of academic success for all students?
39. Typical classrooms routines directly taught & regularly acknowledged?
40. Higher rates of positive than negative social interactions between teacher & students?
41. Students with PBS support needs receiving individualized academic & social assistance?
• 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
ClassroomSetting Systems
“STUDENTS W/ PROBLEM BEHAVIORS”
42. Regular meeting schedule for behavior support team?
43. Behavioral expertise/competence on team?
44. Function-based approach?
45. District/community support?
46. SW procedures for secondary prevention/intervention strategies?
47. SW procedures for tertiary prevention/intervention strategies?
• 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
Individual StudentSystems
Last TasksHomework
1. Go to “on-line library” at www.pbis.org & get ppt & “Year One Outcomes”
2. Review w/ school team
3. Develop 6-12 month action plan