SWPBS: Review, Updates, & Action Planning

1. SWPBS: Review, Updates, & Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut July 6 2011 www.pbis.orgwww.scalingup.orgwww.cber.org

2. PURPOSE To review defining and essential features of school-wide approach to positive behavioral interventions and supports (PBIS) and to develop action plan for next steps. • Keynote overview: All • Follow-up: Administrators, coordinators, coaches, trainers, evaluators • Coaching: Administrators, coordinators, coaches, trainers, evaluators • Updates & review • Self-assessments • Action planning

3. Introductions

4. 2 SWPBS is about….

5. SWPBS Implementation “Infidelity”

7. Problem Statement “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more thanexposure, practice, & enthusiasm.”

8. Brief PBIS History

9. Special Education & BD

10. “Abbreviated” SWPBS History

11. SWPBS Foundations

12. “Big Ideas” from Early Years

13. Guskey, 1986, p. 59

14. SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, scalable, & logical for all students (Zins & Ponti, 1990)

15. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

17. 18 School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

18. 13 Basics

19. Basics

20. 1. Invest in prevention

22. Redesign of teaching environments…not students

23. 2. Teach, supervise, reinforce

24. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting 57 Teaching Academics & Behaviors

25. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

26. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

27. 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

28. 3. Emphasize implementation framework, not curriculum

29. SWPBS (aka PBIS/RtI) is Framework

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

31. 4. Integrateoutcome, data, practices, & systems

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

33. 5. Invest in multi-tiered prevention logic

34. 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

35. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

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

37. Continuum of Support for ALL: “Molcom” Anger man. Prob Sol. Ind. play Adult rel. Self-assess Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

38. 6. Adopt doable implementation “blueprint” or approach

39. Implementation Levels State District School Classroom Student

40. SWPBS Implementation Blueprint www.pbis.org

41. 7. Embed “Response-to-Intervention” logic & principles

42. RtI

43. 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

44. Responsiveness to Intervention

45. Continuum of Support for ALL “IFB School” Literacy School Climate Technology Numeracy Social Studies Writing Attendance Specials Science Align supports Dec 7, 2007

46. Continuum of Support for ALL “District: Literacy” Trek E.S. Bianchi M.S. Jamis E.S. Masi H.S. Serrota E.S. Look M.S. Look M.S. Davidson M.S. Specials Science Align supports Dec 7, 2007

47. Student Behavior Teacher Practice CONTEXT or SETTING Continua of Responsiveness & Support District Operations School Reform

48. 8. Integrateliteracy & behaviorimplementation & supports

49. Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

50. “Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBS and other preventive interventions in America’s schools.” Algozzine, Wang, & Violette (2011), p. 16.