School-Wide PBIS:Action Planning

George SugaiOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutAugust 11, 2008

www.pbis.org www.cber.org www.swis.org

George.sugai@uconn.edu

PURPOSEEnhance capacity of

school teams to provide the best

behavioral supports for all students and

maximize academic & social achievement.

MAIN YR 1-2 OUTCOME OBJECTIVES

• Leadership team

• Staff agreements

• Working knowledge of SW-PBS practices & systems

• Yr 1 SW-PBS individualized action plan– Proposal, Agreements, Team, Data

Today: Content OrientationTomorrow: Team Action Plan

What does SWPBIS look like? (Appendix C)

• >80% of students (& staff) can tell you what is expected & give contextually relevant positive behavioral example

• Positive adult-to-student interactions exceed negative

• Function based behavior support is foundation for addressing problem behavior.

• All school settings are positively & actively supervised

• Data- & team-based action planning & implementation are operating.

• Administrators are active participants.

• Full continuum of behavior support is formally available to all students

Organization

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership Team

Active & Integrated Coordination

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

p. 10-11

Classroom

SWPBSSubsystems

Non-classroomFamily

Student

School-w

ide

p. 12-14

p. 69

p. 78p. 33 A

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

p. 16

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

p. 19

Main Messages

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

p. 24-26

Getting Started

p. 35 Establish Team

p. 41 Behavior Purpose Statement

p. 43 SW Behavioral Expectations

p. 46 & 53 Teaching SW & CW Behavioral Expectations

p. 56 Encouraging Behavioral Expectations

p. 59 Discouraging Violations of Behavioral Expectations

p. 63 Data Monitoring

Action Planning: Guidelines

• Agree upon decision making procedures

• Align with school/district goals.

• Focus on measurable outcomes.

• Base & adjust decisions on data & local contexts.

• Give priority to evidence-based programs.

• Invest in building sustainable implementation supports (>80%)

• Consider effectiveness, efficiency, relevance & sustainability in decision making

p. 30-31

Year 1 Action Planning Priorities (3:30)

1. Present PBIS proposal to staff (>80% agreement)

Improve school climate

Support academic achievement

Establish leadership/ coordination team

Secure Principal participation agreement

2. Review data Discipline

PBS Self-Assessment (C)

3.Develop proposed SWPBIS action planBehavior purpose

statement

SW Expectations & Teaching Matrix

Continuum of acknowledgements

Schedule for year