1. SWPBS: Sustainability, Classroom Management, Interventions for Individual Students Celeste Dickey & George Sugai University of Oregon & Connecticut Center on Positive Behavioral Interventions & Supports August 15, 2007 www.pbis.org

2. Purpose 1.Implementation sustainability 2.Review of classroom management practices 3.Discussion individual student behavior support

3. pbis.org

4. October 11-12 Rosemont, IL Forum for Change

5. 2 nd Annual New England PBS Conference Nov 15, 2007 Near Boston Contact: Bob Putnam May Institute bputnam@mayinstitute.org

6. 1. IMPLEMENTATION SUSTAINABILITY

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

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

9. 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

10. 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

11. RtI: Defining Features

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

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

14. 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

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

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 Setting Systems

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 Systems

18. IMPLEMENTATION PHASES 1. Emergence 2. Demonstration 3. Elaboration 4. Systems Adoption

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

20. Sustainability Suggestions  Maintain priority  Monitor fidelity & outcomes continuously  Keep data regular, easy, & relevant  Strive for efficiency & economy  Adopt evidence-based practices  Celebrate successes & improvement

21. Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

22. Sustainability Activity 10 minutes What practice is working well? What is in place to sustain that practice? What is being done to increase efficiency

23. 2. CLASSROOM MANAGEMENT

24. Classroom Management Basics Research guided Contextualized Theory Explicitly taught & practiced Teach for generalization Academic & behavior interaction Data-based decision making

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

27. Essential Behavior & Classroom Management Practices See Classroom Management Self- Checklist (7r)

28. 1. Minimize crowding & distraction Design environment to elicit appropriate behavior: –Arrange furniture to allow easy traffic flow. –Ensure adequate supervision of all areas. –Designate staff & student areas. –Seating arrangements (classrooms, cafeteria, etc.)

29. 2. Maximize structure & predictability Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting, materials, homework, etc.

30. 3. State, teach, review & reinforce positively stated expectations Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up.

31. 4. Provide more acknowledgements for appropriate than inappropriate behavior Maintain at least 4 to 1 Interact positively once every 5 minutes Follow correction for rule violation with positive reinforcer for rule following

32. 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 Err on side of being positive

33. 5. Maximize varied opportunities to respond Vary individual v. group responding Vary response type –Oral, written, gestural Increase participatory instruction –Questioning, materials

34. 6. Maximize Active Engagement Vary format –Written, choral, gestures Specify observable engagements Link engagement with outcome objectives

35. 7. Actively & Continuously Supervise Move Scan Interact Remind/precorrect Positively acknowledge

36. 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence

37. 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed

38. 10. Generally Provide Specific Feedback for Errors & Corrects Provide contingently Always indicate correct behaviors Link to context

39. Establishing Classroom SWPBS 1.Establish leadership team 2.Examine SW data to establish action plan 3.Link directly to school-wide effort 4.Secure agreements 5.Practice/review/remind continuously 6.Train for highest implementation fidelity 7.Monitor & celebrate improvement 8.Individualize for non-responders

40. Classroom Activity 10 minutes What school-wide classroom management practices are in place? Are they proactive? Consistently implemented? What improvements needed?

41. 3. INDIVIDUAL STUDENT BEHAVIOR SUPPORT

42. 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

43. Individual Student Basics 1.Establish at least one relevant & reinforcing adult (advocate) in school 2.Make daily contact, especially a.m. 3.Provide at least daily reinforcer for progress/improvement 4.Provide instruction that increases likelihood of academic success

44. 5.Directly teach & practice specific social skills 6.Consider function by context 7.Work as team 8.Respond early to non-responders 9.Establish in-school behavioral expertise

45. Individual Behavior Support Activity 10 minutes What is being done daily for individual students with behavior needs? Who has specialized behavior knowledge in school? Does team meet regularly?

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