Preparing for End & Beginning SWPBS Year: Evaluation & Action Planning

1. Preparing for End & Beginning SWPBS Year: Evaluation & Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 29 2010 www.pbis.orgwww.cber.orgwww.swis.org

2. Agenda

3. Review

4. 8 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)

5. Host Environment Features

6. SWPBS is

7. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

8. Integrated Elements Supporting Social Competence & Academic Achievement 2.____________ OUTCOMES 15 Supporting Decision Making SYSTEMS Supporting Staff Behavior 1._______ DATA 4._________ PRACTICES 3.___________ Supporting Student Behavior

9. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. RtI

11. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

12. 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

13. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

14. Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

15. Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

16. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

17. 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

18. Action Planning: End/Start

21. End/Start of School Year

22. SYSTEMS Guidelines

23. PRACTICES Guidelines

24. Other questions

25. Action Planning: 2010-2011

26. SWPBS Team Monthly Planning Guide

27. Effective Social & AcademicSchool Culture Common Language Effective Practices & Systems Kids Benefit Common Experience Common Vision/Values