SWPBS: Leadership Team Cohort #1 Year 2 Follow-up #3 George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports May4,

Agenda Welcome & Advanced Organizer 2-3 minute Team Reports Detentions & Suspensions Crisis Management Year 1-2 Outcomes & Planning for End/Beginning of School Year Action Planning

2 nd Annual New England PBS Conference Nov 15, 2007 Near Boston Contact: Bob Putnam May Institute

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? Where are we going?

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

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

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

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. Duchnowski, 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.

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

RtI Applications EARLY READING/LITERACYSOCIAL 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 measurementSSBD, record review, gating PROGRESS MONITORING Curriculum based measurement 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, intensivePrimary, secondary, tertiary tiers

Academic SystemsBehavioral Systems 1-5% 5-10% 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

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

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

CONCLUDING & STARTING SCHOOL YEAR: Sustainable SWPBS Practices Systems

Purpose To review guidelines for concluding & re-starting school-wide positive behavior support systems.

Considerations Students, Staff, & Parents –Returning, new, leaving, at-risk, graduating, disabilities SW EBS Priority –New & current initiatives Team –Membership & schedule

Systems Guidelines 1.Work as team 2.Involve students, staff, parents, & community 3.Review expected outcomes 4.Make decisions based upon data

5.Revise &/or specify new objectives, expected outcomes, & activities 6.Integrate EBS activities into other initiatives & projects (consolidate, prioritize, eliminate) 7.Develop plans for start of new & end of current year

Practices Guidelines 1.Review data 2.Focus attention on what practices are effective, efficient, & relevant 3.Review & practice expectations 4.Increase use of precorrections

5.Increase/maintain high rates of positive acknowledgements 6.Identify students who are unresponsive to universal/school- wide interventions & develop more specialized interventions

Preparation for… Conclusion of current school year Start of next school year –(see worksheets)

Suggested End of Year Action Planning Topics Evaluation of what worked this year Planning for end/start of school year SWPBS activities for 1 st day/week of school Reporting back to staff/community Set-up/review of data Consideration of sec/tert practices & systems Celebrating accomplishments/progress “12 month activity plan,” including mtg & professional development schedule

“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

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

“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?

Few positive SW expectations defined, taught, & encouraged

Expectations & behavioral skills are taught & recognized in natural context

Teaching Academics & Behaviors

“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS” 25.Continuum or array of positive consequences? 26.At least daily opportunities to be acknowledged? 27.At least weekly feedback/acknowledgement?

Acknowledge & Recognize

Acknowledging SW Expectations: Rationale To learn, humans require regular & frequent feedback on their actions Humans experience frequent feedback from others, self, & environment –Planned/unplanned –Desirable/undesirable W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

“RULE VIOLATIONS” 28.Leveled definitions of problem behavior? 29.Procedures for responding to minor (nonrecordable) violations? 30.Procedures for responding to minor (non- office referable, recordable) violations? 31.Procedures for responding to major (office- referable) violations? 32.Procedures for preventing major violations? 33.Quarterly review of effectiveness of SW consequences for rule violations

Characteristics of Safe School Center for Study & Prevention of Youth Violence High academic expectations and performance; High levels of parental and community involvement; Effective leadership by administrators and teachers; Few, but clearly understood and uniformly enforced, rules; After school – extended day programs; and Promotion of character education and good citizenship.

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” 34.Active supervision by all staff across all settings? 35.Daily positive student acknowledgements?

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

“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?

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 Classroom Setting Systems

“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?

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 Student Systems

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

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

Action Planning (2:45) Review “big ideas” (content from today) –Action plan (what, when, how, who) (12 month activity calendar) –“Outcomes Planning Guide” –“Crisis & Emergencies” –SET & other school data –“Preparation for Beginning & End of School Year” Logistics –Develop report to staff & others –Review data-management (C/9) capacity –Schedule next team meeting dates Report 1-2 planned activities from your team action planning (1 min.)

CONTACT INFO SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Comput er Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. 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 carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely.