1 / 31

SWPB Action Planning for District Leadership

SWPB Action Planning for District Leadership. George Sugai & Susan Barrettt OSEP Center on PBIS University of Connecticut February 14, 2008 www.pbis.org George.sugai@uconn.edu. Outcomes. Rationale for approach to behavior that is positive, systemic, & continuous

mercedes
Download Presentation

SWPB Action Planning for District Leadership

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. SWPB Action Planning for District Leadership George Sugai & Susan Barrettt OSEP Center on PBIS University of Connecticut February 14, 2008 www.pbis.org George.sugai@uconn.edu

  2. Outcomes • Rationale for approach to behavior that is positive, systemic, & continuous • Features of school-wide positive behavior support (practices & systems) • Role/importance of district leadership, coordination, & capacity

  3. Main Messages Student Achievement Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  4. RATIONALEWhy SWPBS?

  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. Main Messages • Student Achievement = Good Teaching + Behavior Management • Good Teaching = Increasing District & State Competence & Capacity • Competence/Capacity = Investing in outcomes, data, practices, & systems

  7. Implementation Levels State District School Classroom Student

  8. FEATURESWhat does SWPBS look like?

  9. Logic! Successful teaching & learning environments are effective, efficient, relevant, & durable • Outcome-based • Data-led decision making • Evidence-based practices • Systems support for accurate & sustained implementation

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

  11. 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

  12. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

  13. Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

  14. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

  15. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  16. Classroom • 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

  17. Individual Student • 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

  18. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

  19. School-wide 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

  20. DW Planning FeaturesWhat’s needed to support school implementation?

  21. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

  22. 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

  23. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Evaluation Coaching Local School Teams/Demonstrations

  24. Leadership Team Active Coordination • FUNCTIONS • Implementation support • Data-based action plan • Coordination • Capacity building • Policy & funding • Communications • Training capacity • Exemplars • Evaluation • MEMBERS • Coordinator • Representation • Behavioral capacity • Agency • Parent/family • Leadership • Etc

  25. Working Smarter

  26. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit 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

  27. Training Coaching Evaluation • Continuous • Embedded • Team-coordinated • Data-based • Local expertise • Action plan linked • Etc…. • Continuous • Local support • Data-based • Preventive • Positive • Competent • Etc…. • Continuous • Question-based • Academic & social • Efficient • Team-coordinated • Public • Etc…. Training Coaching Evaluation

  28. Role of “Coaching” • Liaison between school teams & district/state leadership team • Local facilitation of process • Local resource for data-based decision making

  29. Tools (pbis.org) • EBS Self-assessment • TIC: Team Implementation Checklist • SSS: Safe Schools Survey • SET: Systems School-wide Evaluation Tool • BoQ: Benchmarks of Quality • PBS Implementation & Planning Self-assessment • ISSET: Individual Student Systems Evaluation Tool (pilot) • SWIS: School-Wide Information System (swis.org)

  30. Political Support Funding Visibility • Continuous • Top 3 priorities • Quarterly/annually • Policy • Participation • Etc…. • General fund • 3 years of support • Integrated • Data-based • Etc…. • Demos & research • Multiple formats • Multiple audiences • Acknow. others • Etc….

  31. Local School Teams/Demonstrations • Fidelity implementation • >80% of staff • >80% of students • Administrator leadership • Team-based • Data driven • Contextually relevant • Teaching focused • Integrated initiatives • Etc…..

More Related