swpbswashingtondc2006

SWPBS:Celebrations, Updates, Review, & Planning: 

SWPBS: Celebrations, Updates, Review, andamp; Planning Angela Brown andamp; George Sugai University of Connecticut Center on Positive Behavioral Interventions andamp; Supports May 26, 2006 www.pbis.org

Agenda: 

Agenda Welcome Team Reports Accomplishment andamp; activities since Jan Planning for ending andamp; beginning of school year Guidelines for Responding to Problem Behaviors Active Supervision Action Planning

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pbis.org

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3-5 min. Team Reports: 

3-5 min. Team Reports Name of school Current data 1-2 accomplishments/successes since January meeting 1-2 current implementation efforts

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

Review of Best Practices andamp; Systems: Where have we been? Where are we going?

Features of Successful Organizations: 

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

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup): 

Predictable work environments are places where employees (Buckingham andamp; Coffman 2002, Gallup) 1. Know what is expected 2. Have materials andamp; equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, andamp; pays attention 5. Receive encouragement to contribute andamp; improve 6. Can identify person at work who is 'best friend.' 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well. 1 million workers, 80,000 managers, 400 companies

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup): 

Predictable work environments are places where employees (Buckingham andamp; Coffman 2002, Gallup) 1. Know what is expected 2. Have curriculum andamp; instruction to do job correctly 3. Receive recognition for demonstrating expectations. 4. Have teacher/parent/principal who cares, andamp; pays attention 5. Receive encouragement to contribute andamp; improve 6. Can identify someone who they can relate to.' 7. Feel mission of classroom/school makes them feel like their efforts are important 8. See students/teachers/principals around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their learning/teaching well. 1 million workers, 80,000 managers, 400 companies educators, students, family members, etc.

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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence andamp; Academic Achievement Supporting Decision Making 4 PBS Elements

PBS Foundations: 

Behaviorism ABA PBS Foundations Behavior andamp; physiology Learned behavior Behavior andamp; environment Behavior lawfulness Observable behavior Socially important questions Applied settings Functional relationship PBS

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Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, andamp; Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL andamp; POSITIVE BEHAVIOR SUPPORT

Brief Primer on “Triangle”: 

Brief Primer on 'Triangle' Why? It’s showing up beyond Center website 'Basics' are being overlooked It’s a guide, not a standard

“Triangle” ?’s you should ask!: 

'Triangle' ?’s you should ask! Where did it come from? Why not a pyramid or octagon? Why not 12 tiers? 2 tiers? What’s it got to do w/ sped? Where those % come from?

Original logic: public health & disease prevention (Larson, 1994): 

Original logic: public health andamp; disease prevention (Larson, 1994) Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior

Prevention Logic for All(Walker et al., 1996): 

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 andamp; maintainers of problem behaviors Teach, monitor, andamp; acknowledge prosocial behavior

Designing School-Wide Systems for Student Success: 

1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Designing School-Wide Systems for Student Success

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SWIS summary 04-05 (Majors Only)1210 schools, 595,742 students: 

SWIS summary 04-05 (Majors Only) 1210 schools, 595,742 students

SWIS summary 04-05 (Majors + Minors): 

SWIS summary 04-05 (Majors + Minors)

SWIS summary 04-05(Out of school suspensions [OSS]…Events): 

SWIS summary 04-05 (Out of school suspensions [OSS]…Events)

SWIS summary 04-05(Out of school suspensions [OSS]…Days): 

SWIS summary 04-05 (Out of school suspensions [OSS]…Days)

GENERAL IMPLEMENTATION PROCESS: “Getting Started”: 

Agreements Team Data-based Action Plan Implementation Evaluation GENERAL IMPLEMENTATION PROCESS: 'Getting Started'

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

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1. Common purpose andamp; approach to discipline 2. Clear set of positive expectations andamp; 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 andamp; evaluation School-wide Systems

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Classroom-wide positive expectations taught andamp; encouraged Teaching classroom routines andamp; cues taught andamp; 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 andamp; curriculum Classroom Setting Systems

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Positive expectations andamp; routines taught andamp; encouraged Active supervision by all staff Scan, move, interact Precorrections andamp; reminders Positive reinforcement Nonclassroom Setting Systems

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Behavioral competence at school andamp; district levels Function-based behavior support planning Team- andamp; data-based decision making Comprehensive person-centered planning andamp; wraparound processes Targeted social skills andamp; self-management instruction Individualized instructional andamp; curricular accommodations Individual Student Systems

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

'SW-PBS Monthly Planning Guide' (Sugai Draft May 2006)

Purpose: 

Purpose Give SWPBS leadership teams extra organizational tool for reviewing andamp; planning their current andamp; future implementation activities Use self-assessment to guide teams in their action planning 'Ending andamp; Beginning School Year'

Monthly Activity Schedule: 

Monthly Activity Schedule

Guidelines: 

Guidelines Work as school-wide leadership team. Begin by reviewing current behavioral data Link all activities to measurable action plan outcomes andamp; objectives. Use 'effectiveness, efficiency, andamp; relevance' to judge whether activity can be implemented w/ accuracy andamp; sustained. Use, review, andamp; update this planning guide at monthly team meetings. Plan activities 12 months out.

Planning Guide Self-Assessment: 

Planning Guide Self-Assessment Highlights essential SWPBS practices andamp; systems for years 1-2 implementation F = fully in place (e.g., andgt;80%) P = partially in place N = not in place/don’t know

“STAFF”: 

'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?

Monthly Activity Schedule: 

Monthly Activity Schedule

“STUDENTS”: 

'STUDENTS' State SW positive expectations andamp; 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 andgt;5 major office referrals?

“TEAM”: 

'TEAM' Representative membership? At least monthly meetings? Active administrator participation? Active andamp; current action plan? Designated coaching/facilitation support

“DATA”: 

'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?

Monthly Activity Schedule: 

Monthly Activity Schedule

“SW POSITIVE EXPECTATIONS”: 

'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?

“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS”: 

'ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS' Continuum or array of positive consequences? At least daily opportunities to be acknowledged? At least weekly feedback/acknowledgement?

“RULE VIOLATIONS”: 

'RULE VIOLATIONS' Leveled definitions of problem behavior? Procedures for responding to minor violations? Procedures for responding to major non-referrable violations? Procedures for responding to major office-referrable violations? Procedures for preventing major violations? Quarterly review of effectiveness of SW consequences for rule violations

“NONCLASSROOM SETTINGS”: 

'NONCLASSROOM SETTINGS' Active supervision by all staff across all settings? Daily positive student acknowledgements?

“CLASSROOM SETTINGS”: 

'CLASSROOM SETTINGS' Agreement about classroom andamp; nonclassroom managed problem behaviors? Linkage between SW andamp; classroom positive expected behaviors? High rates of academic success for all students? Typical classrooms routines directly taught andamp; regularly acknowledged? Higher rates of positive than negative social interactions between teacher andamp; students? Students with PBS support needs receiving individualized academic andamp; social assistance?

“STUDENTS W/ PROBLEM BEHAVIORS”: 

'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?

Monthly Activity Schedule: 

Monthly Activity Schedule

Leadership Team Review: 

Work as team for 15 minutes Complete 'SWPBS Monthly Planning Guide' Review 'Ending andamp; Beginning School Year' Present 2-3 'big ideas' from your group (1 min. reports) Leadership Team Review

1 min report: 

1 min report New spokesperson Name of school 1-2 major discussion topics/decisions Attention Please 1 Minute