School-Wide Positive Behavior Support:

Follow-up #2 (Cohort 2)MN SW-PBIS Leadership Team

George SugaiOSEP Center on PBIS

University of ConnecticutMarch 20-21, 2007

www.pbis.org

www.swis.org

George.sugai@uconn.edu

www.pbis.org

PURPOSEEnhance capacity of

school teams to provide the best

behavioral supports for all students…...

Agenda

Tuesday/Wednesday

• Team Reports

• Emergency/Crisis Management

• Function-based Support: Secondary & Tertiary Basics

• Brief activities & team action planning

MN PBS Leadership Team

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

2-5 Min. Team Reports

1. What you have accomplished since Nov.

2. What things are in progress this Spring.

3. Data!

4. Share hard & electronic copies.

Main Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

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

School-wide 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

ClassroomSetting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

NonclassroomSetting 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

Individual StudentSystems

What is RtI?EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

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

Quotable Fixsen • “Policy is

– 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”

jRtI Logic

Teach w/ best curriculum & instruction

Intervene early at all levels

Use student behavior as

progress indicator

Screen universally &

frequently

Modify & specialize for

non-responders

Possible RtI OutcomesGresham, 2005

Responder Non-Responder

High Risk

False +Adequate response

True +Inadequate response

No Risk

True –Adequate response

False –Inadequate response

RtI Applications

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral 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

Curriculum based assessmentODR, 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

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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

Messages• RtI logic is “good thing”

– 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

Organizational Goals

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

CO PBS

FCPS

REVIEW“SW-PBS Monthly Planning Guide”

(Sugai Draft May 2006)

Using Training Content to Review

“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?

“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?

SWIS

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

“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?

“RULE VIOLATIONS”

28. Leveled definitions of problem behavior?

29. Procedures for responding to minor (unrecorded) violations?

30. Procedures for responding to minor (recorded, non-referable) violations?

31. Procedures for responding to major (referable) violations?

32. Procedures for preventing major violations?

33. Quarterly review of effectiveness of SW consequences for rule violations

“NONCLASSROOM SETTINGS”

34.Active supervision by all staff across all settings?

35.Daily positive student acknowledgements?

“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?

“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?

• Measurable & justifiable outcomes

• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementation

PBIS Messages