1 / 79

SWPBS: Leadership Team Training

SWPBS: Leadership Team Training. Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne, Maggie, George Project Hi’ilani Hawaii Department of Education University of Connecticut OSEP Center on PBIS Center for Behavioral Education & Research December 3, 2007 www.pbis.org. Agenda Review/Overview.

zelia
Download Presentation

SWPBS: Leadership Team Training

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 Training Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne, Maggie, George Project Hi’ilani Hawaii Department of Education University of Connecticut OSEP Center on PBIS Center for Behavioral Education & Research December 3, 2007 www.pbis.org

  2. Agenda Review/Overview • Rationale & Guiding Principles • Implementation Features & Examples • Evaluation Outcomes

  3. 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)

  4. SWPBS is about….

  5. 2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual social skills & competence

  6. School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts

  7. Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules • Social skills instruction, character education & good citizenship. • After school – extended day programs

  8. 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 deterrents

  9. 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.

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

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

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

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

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

  16. 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

  17. 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%

  18. On Horizon:Response to Intervention

  19. Worry #2:“Train & Hope”

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

  21. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

  22. Working Smarter

  23. Sample Teaming Matrix

  24. 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

  25. 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

  26. 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

  27. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices

  28. Referrals by Problem Behavior

  29. Referrals per Location

  30. Referrals per Student

  31. Referrals by Time of Day

  32. Office Discipline Referrals • Definition • Kid-Teacher-Administrator interaction • Underestimation of actual behavior • Improving usefulness & value • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed • Continuum of behavior support • Positive school-wide foundations • W/in school comparisons

  33. 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?

  34. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support

  35. Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review

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

  37. 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

  38. 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

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

  40. 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

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

  42. Expectations & behavioral skills are taught & recognized in natural context TEACHING MATRIX Expectations

  43. Kuleana: Be Responsible Plan ahead Walk directly to destination Ho’ihi: BeRespectful Walk quietly when classes are in session Laulima: Be Cooperative Keep movement flowing Share equipment and play space Malama: Be Safe Walk at all times Walkways King Kaumualii on Kauai

  44. Playground / Recess / P.E. Kuleana: Be Responsible Take care of equipment/facilities Plan appropriate times for drinks/restroom visits Ho’ihi: BeRespectful Be a good sport Laulima: Be Cooperative Follow rules/ procedures Malama: Be Safe Avoid rough, dangerous play Use equipment properly King Kaumualii on Kauai

  45. Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Ho’ihi: BeRespectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

  46. Field Trips Kuleana: Be Responsible Turn in paperwork/$ on time Wear appropriate footwear/clothing Bring home lunch Ho’ihi: BeRespectful Care for the field trip site Listen to speakers Laulima: Be Cooperative Stay with your chaperone/group Malama: Be Safe Use the buddy system Follow school/bus rules King Kaumualii on Kauai

More Related