1. SWPB Action Planning for District Leadership George Sugai & Susan Barrettt OSEP Center on PBIS University of Connecticut February 14, 2008 www.pbis.org George.sugai@uconn.edu

2. Outcomes Rationale for approach to behavior that is positive, systemic, & continuous Features of school-wide positive behavior support (practices & systems) Role/importance of district leadership, coordination, & capacity

3. Main Messages Good TeachingBehavior Management Student Achievement Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

4. RATIONALE Why SWPBS?

5. 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)

6. Main Messages Student Achievement = Good Teaching + Behavior Management Good Teaching = Increasing District & State Competence & Capacity Competence/Capacity = Investing in outcomes, data, practices, & systems

7. Implementation Levels Student Classroom School State District

8. FEATURES What does SWPBS look like?

9. Logic! Successful teaching & learning environments are effective, efficient, relevant, & durable –Outcome-based –Data-led decision making –Evidence-based practices –Systems support for accurate & sustained implementation

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

11. 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

12. All Some Few RTI Continuum of Support for ALL Dec 7, 2007

13. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

14. Classroom SWPBS Subsystems Non-classroom Family Student School-wide

15. Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom

16. 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

17. 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

18. Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources Family

19. 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

20. DW Planning Features What’s needed to support school implementation?

21. IMPLEMENTATION PHASES Need, Agreements, Adoption, & Outcomes Local Demonstration w/ Fidelity Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 2. 3. 1.

22. Sample Implementation “Map” 2+ years of school team training Annual “booster” events Coaching/facilitator support @ 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

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

24. Leadership Team Active Coordination FUNCTIONS Implementation support Data-based action plan Coordination Capacity building Policy & funding Communications Training capacity Exemplars Evaluation MEMBERS Coordinator Representation Behavioral capacity Agency Parent/family Leadership Etc

25. 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

26. ~80% of Students ~15% ~5% CONTINUUM of SWPBS Tertiary Prevention Function-based support Secondary Prevention Check in/out Primary Prevention SWPBS Audit 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)

27. TrainingCoachingEvaluation TrainingCoachingEvaluation Continuous Embedded Team-coordinated Data-based Local expertise Action plan linked Etc…. Continuous Local support Data-based Preventive Positive Competent Etc…. Continuous Question-based Academic & social Efficient Team-coordinated Public Etc….

28. Role of “Coaching” Liaison between school teams & district/state leadership team Local facilitation of process Local resource for data-based decision making

29. Tools (pbis.org) EBS Self-assessment TIC: Team Implementation Checklist SSS: Safe Schools Survey SET: Systems School-wide Evaluation Tool BoQ: Benchmarks of Quality PBS Implementation & Planning Self- assessment ISSET: Individual Student Systems Evaluation Tool (pilot) SWIS: School-Wide Information System (swis.org)

30. Funding Visibility Political Support General fund 3 years of support Integrated Data-based Etc…. Demos & research Multiple formats Multiple audiences Acknow. others Etc…. Continuous Top 3 priorities Quarterly/annually Policy Participation Etc….

31. Local School Teams/Demonstrations Fidelity implementation >80% of staff >80% of students Administrator leadership Team-based Data driven Contextually relevant Teaching focused Integrated initiatives Etc…..