1 / 48

SWPBS: Leadership Team Guidelines

SWPBS: Leadership Team Guidelines. George Sugai University 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

jorryn
Download Presentation

SWPBS: Leadership Team Guidelines

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SWPBS:Leadership Team Guidelines George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports October 31, 2007 www.pbis.org

  2. Agenda • Welcome & Advanced Organizer • Review of “Basics” • Review of Practices & Processes • Guidelines for sustaining/enhancing efforts

  3. Assumptions • Member of school leadership team • 1+ years implementation • Attending as “team” • Familiarity with “basics”

  4. 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

  5. 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)

  6. 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

  7. 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

  8. 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

  9. Behaviorism SWPBS Conceptual Foundations ABA EBS/PBS SWPBS

  10. It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  11. 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%

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

  13. OUTCOMES DATA SYSTEMS DATA • Clear definitions • Efficient procedures • Easy input/output • Readable displays • Regular review PRACTICES

  14. OUTCOMES • OUTCOMES • Data-based • Relevant/valued • Measurable DATA SYSTEMS PRACTICES

  15. OUTCOMES • PRACTICES • Evidence-based • Outcome linked • Cultural/contextual adjustments • Integrated w/ similar initiatives • Doable DATA SYSTEMS PRACTICES

  16. SYSTEMS • Training to fluency • Continuous evaluation • Team-based action planning • Regular relevant reinforcers for staff behavior • Integrated initiatives OUTCOMES DATA SYSTEMS PRACTICES

  17. 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

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

  19. 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

  20. Working Smarter

  21. On Horizon:Response to Intervention

  22. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit (10 MINUTES) Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • Secondary Prevention • Check in/out • Primary Prevention • SWPBS ~80% of Students

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

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

  25. 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”

  26. Monthly Activity Schedule

  27. 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.

  28. 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

  29. “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?

  30. 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

  31. “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?

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

  33. “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? www.swis.org

  34. “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?

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

  36. 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

  37. 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

  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. 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.

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

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

  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. 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

  44. “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?

  45. 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

  46. Last TasksHomework • Go to “on-line library” at www.pbis.org & get ppt & “Year One Outcomes” • Review w/ school team • Develop 6-12 month action plan

  47. Norwell, MA

More Related