1 / 39

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

phillip-odonnell
Download Presentation

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

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. 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

More Related