School-Wide PBIS: Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 11,

PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement.

MAIN YR 1-2 OUTCOME OBJECTIVES Leadership team Staff agreements Working knowledge of SW-PBS practices & systems Yr 1 SW-PBS individualized action plan –Proposal, Agreements, Team, Data Today: Content Orientation Tomorrow: Team Action Plan

What does SWPBIS look like? (Appendix C) >80% of students (& staff) can tell you what is expected & give contextually relevant positive behavioral example Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. All school settings are positively & actively supervised Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is formally available to all students

Organization Common Vision Common Language Common Experience ORGANIZATION MEMBERS

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort

“Train & Hope”

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

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

Classroom SWPBS Subsystems Non-classroom Family Student School-wide p p. 69 p. 78 p. 33 A

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 p. 16

~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices 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) p. 19

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

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

Getting Started p. 35 Establish Team p. 41 Behavior Purpose Statement p. 43 SW Behavioral Expectations p. 46 & 53 Teaching SW & CW Behavioral Expectations p. 56 Encouraging Behavioral Expectations p. 59 Discouraging Violations of Behavioral Expectations p. 63 Data Monitoring

Action Planning: Guidelines Agree upon decision making procedures Align with school/district goals. Focus on measurable outcomes. Base & adjust decisions on data & local contexts. Give priority to evidence-based programs. Invest in building sustainable implementation supports (>80%) Consider effectiveness, efficiency, relevance & sustainability in decision making p

Year 1 Action Planning Priorities (3:30) 1.Present PBIS proposal to staff (>80% agreement) Improve school climate Support academic achievement Establish leadership/ coordination team Secure Principal participation agreement 2. Review data Discipline PBS Self-Assessment (C) 3.Develop proposed SWPBIS action plan Behavior purpose statement SW Expectations & Teaching Matrix Continuum of acknowledgements Schedule for year

Action Planning (3:00) Review “big ideas” (content from today) –Action plan (what, when, how, who) (B, E) “Getting Started” with SWPBS (Ch 1-2, A) EBS Self-Assessment Survey (C) School data Logistics –Develop report for staff (Ch 1) –Complete TIC (D) –Schedule next team meeting date Report 1-2 planned activities from your team action planning (1 min.) Attention Please 1 Minute New Spokesperson