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

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

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

RATIONALE Why SWPBS?

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)

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

Implementation Levels State District School Classroom Student

FEATURES What does SWPBS look like?

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

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

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

Continuum of Support for ALL RTI Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

GENERAL IMPLEMENTATION PROCESS Team GENERAL IMPLEMENTATION PROCESS Agreements 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

SWPBS Subsystems School-wide Classroom Family Non-classroom Student

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

Classroom 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

Individual Student 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

Family 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

School-wide 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

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

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

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

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

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 SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.

Initiative, Project, Committee Working Smarter 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

Identify existing efforts by tier Specify outcome for each effort CONTINUUM of SWPBS Tertiary Prevention Function-based support Audit Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% Secondary Prevention Check in/out Primary Prevention SWPBS ~80% of Students

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

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

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)

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

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…..