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SWPBS: Year 2 Follow Up
George Sugai
OSEP Center on PBIS
University of ConnecticutOctober 18, 2007
www.pbis.org
pbis.org
Norwell, MA
Agenda
• Welcome
• Team Reports
• Booster & Review Topics
• Team Action Planning
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
SWPBS & Achievement
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency &Capacity
Investing in Outcomes, Data, Practices, &Systems
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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
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
Role of “Coaching”
• Liaison between school teams & PBS leadership team
• Local facilitation of process
• Local resource for data-based decision making
Leadership Team
Active Coordination
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
RtI: Defining Features
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
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
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
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
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)
2 Worries & Ineffective Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-Hope (systems)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
SYST
EMS
PRACTICES
DATA
OUTCOMES
DATA
• Clear definitions
• Efficient procedures
• Easy input/output
• Readable displays
• Regular review
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
SYST
EMS
PRACTICES
DATA
OUTCOMES
OUTCOMES
• Data-based
• Relevant/valued
• Measurable
SYST
EMS
PRACTICES
DATA
OUTCOMES
PRACTICES
• Evidence-based
• Outcome linked
• Cultural/contextual adjustments
• Integrated w/ similar initiatives
• Doable
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
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
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
SYSTEMS
• Training to fluency
• Continuous evaluation
• Team-based action planning
• Regular relevant reinforcers for staff behavior
• Integrated initiativesSY
STEM
S
PRACTICES
DATA
OUTCOMES
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
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
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
~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
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
• 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
• Staff members actively supervising across all school settings
• Integrated behavior initiatives
• >80% of students receive at least one positive acknowledgement daily
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/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 appropriatel
y.
Wipe your feet.Sit
appropriately.
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Tota
l ODR
s
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