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School-Wide Positive Behavior Support: Follow-up #2 (Cohort 2)

School-Wide Positive Behavior Support: Follow-up #2 (Cohort 2). MN SW-PBIS Leadership Team George Sugai OSEP Center on PBIS University of Connecticut March 20-21, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu. www.pbis.org. PURPOSE

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School-Wide Positive Behavior Support: Follow-up #2 (Cohort 2)

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  1. School-Wide Positive Behavior Support: Follow-up #2 (Cohort 2) MN SW-PBIS Leadership Team George Sugai OSEP Center on PBIS University of Connecticut March 20-21, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

  2. www.pbis.org

  3. PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students…...

  4. Agenda Tuesday/Wednesday • Team Reports • Emergency/Crisis Management • Function-based Support: Secondary & Tertiary Basics • Brief activities & team action planning

  5. MN PBS Leadership Team

  6. TRAINING OBJECTIVES • Establish leadership team • Establish staff agreements • Build working knowledge of SW-PBS practices & systems • Develop individualized action plan for SW-PBS • Data: Discipline Data, EBS Self-Assessment Survey, Team Implementation Checklist • Presentation for school • Organize for upcoming school year

  7. 2-5 Min. Team Reports • What you have accomplished since Nov. • What things are in progress this Spring. • Data! • Share hard & electronic copies.

  8. Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  9. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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

  11. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  12. School-wide Systems 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

  13. Classroom Setting Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

  14. Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  15. Individual Student Systems • 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

  16. What is RtI?

  17. RtI: Good “IDEA” Policy • Approach to increase efficiency, accountability, & impact • NOT program, curriculum, strategy, intervention • NOT limited to special education • NOT new • Problem solving process • Diagnostic-prescriptive teaching • Curriculum based assessment • Precision teaching • Applied behavior analysis • Demonstrations • Systemic early literacy • School-wide positive behavior support

  18. Quotable Fixsen • “Policy is • allocation of limited resources for unlimited needs” • Opportunity, not guarantee, for good action” • “Training does not predict action” • “Manualized treatments have created overly rigid & rapid applications”

  19. j

  20. Possible RtI OutcomesGresham, 2005

  21. RtI Applications

  22. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  23. Messages • RtI logic is “good thing” • Continuous progress monitoring • Prescriptive problem solving & data-based decision making • Assessment-based intervention planning • Consideration of all students • However, still much work to be done • SWPBS approach is good approximation of RTI approach…but not perfect

  24. Organizational Goals Common Vision ORGANIZATION MEMBERS Common Experience Common Language

  25. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” CO PBS Agreements FCPS Data-based Action Plan Evaluation Implementation

  26. REVIEW“SW-PBS Monthly Planning Guide”(Sugai Draft May 2006) Using Training Content to Review

  27. “STAFF” • State definition of SWPBS? • State purpose of SWPBS team? • State SW positive expectations? • Actively supervise in non-classroom settings? • Agree to support SWPBS action plan? • Have more positive than negative daily interactions with students? • Have opportunities to be recognized for their SWPBS efforts?

  28. “STUDENTS” • State SW positive expectations & give contextually appropriate behavior examples? • Received daily positive academic and/or social acknowledgement? • Have 0-1 major office discipline referrals for year? • Have secondary/tertiary behavior intervention plans if >5 major office referrals?

  29. “TEAM” • Representative membership? • At least monthly meetings? • Active administrator participation? • Active & current action plan? • Designated coaching/facilitation support

  30. “DATA” • Measurable behavioral definitions for rule violations? • Discipline referral or behavior incident recording form that is efficient and relevant? • Clear steps for processing, storing, summarizing, analyzing, and reporting data? • Schedule for monthly review of school-wide data? SWIS

  31. How often? Who? What? Where? When? How much? If problem, Which students/staff? What system? What intervention? What outcome? + If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment Do we need to tweak our action plan?

  32. “SW POSITIVE EXPECTATIONS” • Agreed to 3-5 positively stated SW expectations? • Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations? • Schedule for teaching expectations in context to all students? • Schedule for practice/review/boosters of SW expectations?

  33. “ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS” • Continuum or array of positive consequences? • At least daily opportunities to be acknowledged? • At least weekly feedback/acknowledgement?

  34. “RULE VIOLATIONS” • Leveled definitions of problem behavior? • Procedures for responding to minor (unrecorded) violations? • Procedures for responding to minor (recorded, non-referable) violations? • Procedures for responding to major (referable) violations? • Procedures for preventing major violations? • Quarterly review of effectiveness of SW consequences for rule violations

  35. “NONCLASSROOM SETTINGS” • Active supervision by all staff across all settings? • Daily positive student acknowledgements?

  36. “CLASSROOM SETTINGS” • Agreement about classroom & nonclassroom managed problem behaviors? • Linkage between SW & classroom positive expected behaviors? • High rates of academic success for all students? • Typical classrooms routines directly taught & regularly acknowledged? • Higher rates of positive than negative social interactions between teacher & students? • Students with PBS support needs receiving individualized academic & social assistance?

  37. “STUDENTS W/ PROBLEM BEHAVIORS” • Regular meeting schedule for behavior support team? • Behavioral expertise/competence on team? • Function-based approach? • District/community support? • SW procedures for secondary prevention/intervention strategies? • SW procedures for tertiary prevention/intervention strategies?

  38. PBIS Messages • Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation

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