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SWPBS: Leadership Team Cohort #1 Year 2 Follow-up #3

SWPBS: Leadership Team Cohort #1 Year 2 Follow-up #3. George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports May4, 2007 www.pbis.org. Agenda. Welcome & Advanced Organizer 2-3 minute Team Reports Detentions & Suspensions Crisis Management

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SWPBS: Leadership Team Cohort #1 Year 2 Follow-up #3

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  1. SWPBS:Leadership TeamCohort #1 Year 2Follow-up #3 George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports May4, 2007 www.pbis.org

  2. Agenda • Welcome & Advanced Organizer • 2-3 minute Team Reports • Detentions & Suspensions • Crisis Management • Year 1-2 Outcomes & Planning for End/Beginning of School Year • Action Planning

  3. 2nd Annual New England PBS Conference Nov 15, 2007 Near Boston Contact: Bob Putnam May Institute bputnam@mayinstitute.org

  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. 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

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

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

  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. 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

  12. 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.

  13. What is RtI?

  14. 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

  15. RtI Applications

  16. 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%

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

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

  19. CONCLUDING & STARTING SCHOOL YEAR:Sustainable SWPBS Practices Systems

  20. Purpose • To review guidelines for concluding & re-starting school-wide positive behavior support systems.

  21. Considerations • Students, Staff, & Parents • Returning, new, leaving, at-risk, graduating, disabilities • SW EBS Priority • New & current initiatives • Team • Membership & schedule

  22. Systems Guidelines • Work as team • Involve students, staff, parents, & community • Review expected outcomes • Make decisions based upon data

  23. Revise &/or specify new objectives, expected outcomes, & activities • Integrate EBS activities into other initiatives & projects (consolidate, prioritize, eliminate) • Develop plans for start of new & end of current year

  24. Practices Guidelines • Review data • Focus attention on what practices are effective, efficient, & relevant • Review & practice expectations • Increase use of precorrections

  25. Increase/maintain high rates of positive acknowledgements • Identify students who are unresponsive to universal/school-wide interventions & develop more specialized interventions

  26. Preparation for… • Conclusion of current school year • Start of next school year • (see worksheets)

  27. Suggested End of Year Action Planning Topics • Evaluation of what worked this year • Planning for end/start of school year • SWPBS activities for 1st day/week of school • Reporting back to staff/community • Set-up/review of data • Consideration of sec/tert practices & systems • Celebrating accomplishments/progress • “12 month activity plan,” including mtg & professional development schedule

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

  29. 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”

  30. Monthly Activity Schedule

  31. 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.

  32. 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

  33. 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

  34. “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?

  35. “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?

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

  37. “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?

  38. Few positive SW expectations defined, taught, & encouraged

  39. Expectations & behavioral skills are taught & recognized in natural context

  40. Teaching Academics & Behaviors

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

  42. Acknowledge & Recognize

  43. Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • Planned/unplanned • Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

  44. “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

  45. Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations and performance; • High levels of parental and community involvement; • Effective leadership by administrators and teachers; • Few, but clearly understood and uniformly enforced, rules; • After school – extended day programs; and • Promotion of character education and good citizenship.

  46. 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

  47. 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

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

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