SWPBS: Leadership Team Guidelines George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports October 31,

Agenda Welcome & Advanced Organizer Review of “Basics” Review of Practices & Processes Guidelines for sustaining/enhancing efforts

Assumptions Member of school leadership team 1+ years implementation Attending as “team” Familiarity with “basics”

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)

PBIS objective…. Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable –Outcome-based –Data-guided decision making –Evidence-based practices –Systems support for accurate & sustained implementation

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

SWPBS Conceptual Foundations Behaviorism ABA EBS/PBS SWPBS

It’s not just about behavior! Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

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

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

SYSTEMS PRACTICES DATA OUTCOMES DATA Clear definitions Efficient procedures Easy input/output Readable displays Regular review

SYSTEMS PRACTICES DATA OUTCOMES Data-based Relevant/valued Measurable

SYSTEMS PRACTICES DATA OUTCOMES PRACTICES Evidence-based Outcome linked Cultural/contextual adjustments Integrated w/ similar initiatives Doable

SYSTEMS Training to fluency Continuous evaluation Team-based action planning Regular relevant reinforcers for staff behavior Integrated initiatives SYSTEMS PRACTICES DATA OUTCOMES

Major SWPBS Tasks Establish leadership team Establish staff agreements Build working knowledge & capacity of SW-PBS practices & systems Develop individualized action plan for SW-PBS

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

Sample Implementation “Map” 2+ years of school team training Annual “booster” events Coaching/facilitator school & district levels Regular self-assessment & evaluation data On-going preparation of trainers Development of local/district leadership teams Establishment of state/regional leadership & policy team

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

On Horizon: Response to Intervention

~80% of Students ~15% ~5% CONTINUUM of SWPBS Tertiary Prevention Function-based support Secondary Prevention Check in/out Primary Prevention SWPBS Audit (10 MINUTES) 1.Identify existing efforts 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)

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

“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” 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?

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

“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?

“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?

Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” –Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

“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

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.

“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

Last Tasks Homework 1.Go to “on-line library” at & get ppt & “Year One Outcomes” 2.Review w/ school team 3.Develop 6-12 month action plan

Norwell, MA