1. School-Wide Positive Behavior Support: Follow-up #2 (Cohort 2)
MN SW-PBIS Leadership Team
George Sugai
OSEP Center on PBIS
University of Connecticut
March 20-21, 2007
003

4. PURPOSE
Enhance capacity of school teams to provide the best behavioral supports for all students…...

5. Agenda Tuesday/Wednesday Team Reports Emergency/Crisis Management
Function-based Support: Secondary & Tertiary Basics
Brief activities & team action planning

6. MN PBS Leadership Team

7. 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

8. 2-5 Min. Team Reports What you have accomplished since Nov.
What things are in progress this Spring.
Data!
Share hard & electronic copies.

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

10. Rationale Maximizing academic achievement
Increasing efficiency of teaching & learning environments
Promote prosocial skills for all
Decrease use of reactive management practices
Improve responsiveness to students with problem behavior

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

12. 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

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

14. 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.

15. 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.

16. 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.

17. 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).

18. What is RtI?

19. 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

20. Quotable Fixsen “Policy is “Training does not predict action”
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”

21. j

22. Possible RtI Outcomes Gresham, 2005
Responder
Non-Responder
High Risk
False +
Adequate response
True +
Inadequate response
No Risk
True –
False –

23. 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 assessment
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

24. 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%

25. Messages RtI logic is “good thing” However, still much work to be done
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

26. Organizational Goals Common Vision ORGANIZATION MEMBERS
Common Experience
Common Language

27. GENERAL IMPLEMENTATION PROCESS: “Getting Started”
Team
GENERAL IMPLEMENTATION PROCESS: “Getting Started”
CO PBS
Agreements
FCPS
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

28. REVIEW “SW-PBS Monthly Planning Guide” (Sugai Draft May 2006)
Using Training Content to Review

29. “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?

30. “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?

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

32. “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?
SWIS

33. Do we need to tweak our action plan?
+ If many students are making same mistake, consider changing system….not students
+ Start by teaching, monitoring & rewarding…before increasing punishment
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?

34. “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?

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

36. “RULE VIOLATIONS” Leveled definitions of problem behavior?
Procedures for responding to minor (unrecorded) violations?
Procedures for responding to minor (recorded, non-referable) violations?
Procedures for responding to major (referable) violations?
Procedures for preventing major violations?
Quarterly review of effectiveness of SW consequences for rule violations

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

38. “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?

39. “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?

40. What does SWPBS look like?
>80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
Positive adult-to-student interactions exceed negative
Function based behavior support is foundation for addressing problem behavior.
Data- & team-based action planning & implementation are operating.
Administrators are active participants.
Full continuum of behavior support is available to all students

42. PBIS Messages Measurable & justifiable outcomes
On-going data-based decision making
Evidence-based practices
Systems ensuring durable, high fidelity of implementation

43. 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

44. 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