SWPBS: Leadership Team 2005-2006 Cohort Follow-up

1. SWPBS:Leadership Team2005-2006 CohortFollow-up George Sugai Brandi Simonsen University of Connecticut Center on Positive Behavioral Interventions & Supports April 4, 2007 www.pbis.org

2. pbis.org

4. 2nd Annual New England PBS Conference Nov 15, 2007 Near Boston Contact: Bob Putnam May Institute bputnam@mayinstitute.org

5. Toks Fashola:Big Ideas – “Cultural Capital” Context Specific Behavior Competence • Success for everybody facilitated through expectations, practices, & supports • Self-regulation/self-management, contextualized behavior expectations for success must be taught & rewarded • Scaffolding instruction is explicit, specific, & exemplified, especially reading by 1st grade • Teacher behavior (say/do) affects student learning/behavior

6. 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

7. 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)

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

9. Review of Best Practices & Systems:Where have we been? Where are we going?

10. Features of Successful Organizations Common Vision ORGANIZATION MEMBERS Common Experience Common Language

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

12. 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

13. 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

14. What is RtI?

15. 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

17. RtI Applications

18. http://rtckids.fmhi.usf.edu Kutash, 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.

19. 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%

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

21. Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

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

23. 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

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

25. 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

26. 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

27. “SW-PBS Monthly Planning Guide”(Sugai Draft May 2006)

28. 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”

29. Monthly Activity Schedule

30. 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.

31. 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

32. “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?

33. “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?

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

35. “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?

36. “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?

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

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

39. Lessons Learned: White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting student-teacher-family relationships are important • High rates of academic & social success are important • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterents

40. Lessons Learned: White House Conference on School Safety Early Correlates/Indicators • Significant change in academic &/or social behavior patterns • Frequent, unresolved victimization • Extremely low rates of academic &/or social failures • Negative/threatening written &/or verbal messages

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

42. “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?

43. “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?

44. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

45. Keeping Fresh • Review data regularly & make data-based decisions • Give priority to measurable outcomes • Invest in & give priority to evidence based practices • Actively engage district leaders • Regularly celebrate accomplishments & self-recruit attention/reinforcement • Disseminate successes & lessons learned • Reinforce professional standards & learning communities • Invest in working smarter • Effectiveness, efficiency, & durability • Do less to maintain…eliminate ineffective

46. CONTACT INFO George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org