Post on 31-Dec-2015
description
School-Wide Positive Behavior Support:
Follow-up #2 (Cohort 2)MN SW-PBIS Leadership Team
George SugaiOSEP Center on PBIS
University of ConnecticutMarch 20-21, 2007
www.pbis.org
www.swis.org
George.sugai@uconn.edu
PURPOSEEnhance capacity of
school teams to provide the best
behavioral supports for all students…...
Agenda
Tuesday/Wednesday
• Team Reports
• Emergency/Crisis Management
• Function-based Support: Secondary & Tertiary Basics
• Brief activities & team action planning
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
2-5 Min. Team Reports
1. What you have accomplished since Nov.
2. What things are in progress this Spring.
3. Data!
4. Share hard & electronic copies.
Main Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
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
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
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
School-wide Systems
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & 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
ClassroomSetting Systems
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
NonclassroomSetting 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
Individual StudentSystems
What is RtI?EVIDENCE-BASEDINTERVENTIONS
STUDENTPERFORMANCE
CONTINUOUSPROGRESS MONITORING
DATA-BASEDDECISION MAKING &PROBLEM SOLVING
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
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”
jRtI Logic
Teach w/ best curriculum & instruction
Intervene early at all levels
Use student behavior as
progress indicator
Screen universally &
frequently
Modify & specialize for
non-responders
Possible RtI OutcomesGresham, 2005
Responder Non-Responder
High Risk
False +Adequate response
True +Inadequate response
No Risk
True –Adequate response
False –Inadequate response
RtI Applications
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAMGeneral educator, special
educator, reading specialist, Title 1, school psychologist, etc.
General educator, special educator, behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL SCREENING
Curriculum based assessment SSBD, record review, gating
PROGRESS MONITORING
Curriculum based assessmentODR, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,
group contingency management, function-based support, self-
management
DECISION MAKING RULES
Core, strategic, intensive Primary, secondary, tertiary tiers
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
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
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
CO PBS
FCPS
“STAFF”
1. State definition of SWPBS?
2. State purpose of SWPBS team?
3. State SW positive expectations?
4. Actively supervise in non-classroom settings?
5. Agree to support SWPBS action plan?
6. Have more positive than negative daily interactions with students?
7. Have opportunities to be recognized for their SWPBS efforts?
“STUDENTS”
8. State SW positive expectations & give contextually appropriate behavior examples?
9. Received daily positive academic and/or social acknowledgement?
10. Have 0-1 major office discipline referrals for year?
11. Have secondary/tertiary behavior intervention plans if >5 major office referrals?
“TEAM”
12.Representative membership?
13.At least monthly meetings?
14.Active administrator participation?
15.Active & current action plan?
16.Designated coaching/facilitation support
“DATA”
17. Measurable behavioral definitions for rule violations?
18. Discipline referral or behavior incident recording form that is efficient and relevant?
19. Clear steps for processing, storing, summarizing, analyzing, and reporting data?
20. Schedule for monthly review of school-wide data?
SWIS
Do we need to tweak our action plan?
• 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
“SW POSITIVE EXPECTATIONS”
21. Agreed to 3-5 positively stated SW expectations?
22. Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations?
23. Schedule for teaching expectations in context to all students?
24. Schedule for practice/review/boosters of SW expectations?
“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS”
25.Continuum or array of positive consequences?
26.At least daily opportunities to be acknowledged?
27.At least weekly feedback/acknowledgement?
“RULE VIOLATIONS”
28. Leveled definitions of problem behavior?
29. Procedures for responding to minor (unrecorded) violations?
30. Procedures for responding to minor (recorded, non-referable) violations?
31. Procedures for responding to major (referable) violations?
32. Procedures for preventing major violations?
33. Quarterly review of effectiveness of SW consequences for rule violations
“NONCLASSROOM SETTINGS”
34.Active supervision by all staff across all settings?
35.Daily positive student acknowledgements?
“CLASSROOM SETTINGS”
36. Agreement about classroom & nonclassroom managed problem behaviors?
37. Linkage between SW & classroom positive expected behaviors?
38. High rates of academic success for all students?
39. Typical classrooms routines directly taught & regularly acknowledged?
40. Higher rates of positive than negative social interactions between teacher & students?
41. Students with PBS support needs receiving individualized academic & social assistance?
“STUDENTS W/ PROBLEM BEHAVIORS”
42. Regular meeting schedule for behavior support team?
43. Behavioral expertise/competence on team?
44. Function-based approach?
45. District/community support?
46. SW procedures for secondary prevention/intervention strategies?
47. SW procedures for tertiary prevention/intervention strategies?