SWPBS: Leadership Team 2005-2006 Cohort Follow-up George Sugai Brandi Simonsen University of Connecticut Center on Positive Behavioral Interventions & Supports April 4, 2007 www.pbis.org

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

Toks Fashola: Big Ideas – “Cultural Capital” Context Specific Behavior Competence Success for everybody facilitated through expectations, practices, & supports Self-regulation/self-management, contextualized behavior expectations for success must be taught & rewarded Scaffolding instruction is explicit, specific, & exemplified, especially reading by 1st grade Teacher behavior (say/do) affects student learning/behavior

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

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)

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

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

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

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

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE 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 SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

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 SAY: One of the goals of school-wide PBS is to increase the priority given to prevention and decrease the use of reactive, get-tough management practices.

What is RtI?

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

EARLY READING/LITERACY EFFECTIVE INTERVENTIONS RtI Applications EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General 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 measurement SSBD, record review, gating PROGRESS MONITORING ODR, 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

http://rtckids.fmhi.usf.edu Kutash, 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.

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

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

1. Common purpose & approach to discipline 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 SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.). Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system. The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.

Positive expectations & routines taught & encouraged Nonclassroom Setting Systems Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement SAY: All teachers and educational leaders know that what happens in the non-classroom settings (e.g., hallways, cafeterias, playgrounds, parking lots, etc.) can carryover into the classroom (and vice versa). In nonclassroom settings, academic instruction isn’t available to engage students and serve as a behavior management strategy. Educational leaders must ensure that effective practices are in place in nonclassroom settings. The most important evidence-based practice is “active supervision.” The “Active Supervision and Nonclassroom Setting Self-Assessment” in Appendix 6 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

Classroom-wide positive expectations taught & encouraged Setting 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 SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

Behavioral competence at school & district levels 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 SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS. To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

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

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”

Monthly Activity Schedule Month: _________ SWPBS Team Activities to Support….. All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”) Monthly Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed. Report to staff on status of SWPBS. Report to staff on status of students on secondary and tertiary behavioral intervention plans. Weekly Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report Daily

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.

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

“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?

“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?

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

“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?

“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” Continuum or array of positive consequences? At least daily opportunities to be acknowledged? At least weekly feedback/acknowledgement?

“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

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

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

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

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

“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?

Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan Team-based Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

Keeping Fresh Review data regularly & make data-based decisions Give priority to measurable outcomes Invest in & give priority to evidence based practices Actively engage district leaders Regularly celebrate accomplishments & self-recruit attention/reinforcement Disseminate successes & lessons learned Reinforce professional standards & learning communities Invest in working smarter Effectiveness, efficiency, & durability Do less to maintain…eliminate ineffective

SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. CONTACT INFO George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org