1. SWPBS: Year 2 Follow Up George Sugai OSEP Center on PBIS University of Connecticut October 18, 2007 www.pbis.org George.sugai@uconn.edu

2. pbis.org

4. Norwell, MA

5. Agenda Welcome Team Reports Booster & Review Topics Team Action Planning

6. Big Goals of SWPBS Improve general classroom & school climate & community relations Decrease dependence on reactive disciplinary practices Maximize impact of instruction to affect academic achievement Improve behavioral supports for students with emotional & behavioral challenges Improve efficiency of behavior related initiatives

7. SWPBS & Achievement Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency &Capacity Investing in Outcomes, Data, Practices, &Systems

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

9. YEAR 2+ OUTCOME OBJECTIVES Full implementation of –Primary Intervention Tier, including SW, nonclassroom & classroom settings –Discipline data collection & decision making procedures, including monthly & quarterly data summaries Integration of behavior initiatives Team for developing behavior capacity at Secondary/Tertiary Intervention Tiers

10. Development “Map” 2+ years of team training (3x/year) Annual “booster” events Coaching/facilitator support @ school & district levels Regular self-assessment & evaluation data Development of district leadership team State/region & Center on PBIS for coordination & TA

11. Role of “Coaching” Liaison between school teams & PBS leadership team Local facilitation of process Local resource for data-based decision making

12. Leadership Team Active Coordination Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic

13. RtI: Defining Features

14. 2001 Surgeon General’s Report on Youth Violence: Recommendations Change social context to break up antisocial networks Improve parent effectiveness Increase academic success Create positive school climates Teach & encourage individual social skills & competence

15. School-based Prevention & Youth Development Programming Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist Teach children social skills directly in real context “Foster respectful, supportive relations among students, school staff, & parents” Support & reinforce positive academic & social behavior through comprehensive systems Invest in multiyear, multicomponent programs Combine classroom & school- & community-wide efforts Precorrect & continue prevention efforts

16. 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 deterrents

17. Characteristics of Safe School Center for Study & Prevention of Youth Violence High academic expectations & performance High levels of parental & community involvement Effective leadership by administrators & teachers A few clearly understood & uniformly enforced, rules Social skills instruction, character education & good citizenship. After school – extended day programs

18. 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)

19. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

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

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

22. 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

23. SYSTEMS PRACTICES DATA OUTCOMES Data-based Relevant/valued Measurable

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

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

26. 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

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

28. 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

29. 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

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

31. 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

32. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

33. 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

34. 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

35. ~80% of Students ~15% ~5% CONTINUUM SWPBS Tertiary Prevention Function-based support Secondary Prevention Check in/out Primary Prevention SWPBS ACTIVITY 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 RtI rules

36. SW Outcomes - Examples Annual calendar for –Teaching/boosters for SW expectations –Team meetings –Reviewing your data >80% of staff actively/daily acknowledging kids who display SW expectations

37. 80% of your students give behavior examples of SW expectation for specific setting Data system –Triangle –Modified action plan based on your SET reports Representative team membership

38. Staff members actively supervising across all school settings Integrated behavior initiatives >80% of students receive at least one positive acknowledgement daily

39. 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. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org