1. SWPB Action Planning for District Leadership
George Sugai
OSEP Center on PBIS
University of Connecticut
February 14, 2008

2. Agenda What does district level systems change look like?
What does SWPBS look like?
Readiness & commitment
Show SWIS
What is required to ensure accurate & sustainable implementation?
What would district level coordination?

4. “School-wide, Positive, Behavior, Interventions, Supports”
RATIONALE Why SWPBS?
PBS = SWPBS = PBIS
“School-wide, Positive, Behavior, Interventions, Supports”
= prevention framework, approach, or process for organizing & implementing effective behavioral interventions & systems for all students

5. “141 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

6. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

7. 2 SWPBS is about…. Improving classroom & school climate
Decreasing reactive management
Maximizing academic achievement
Improving support for students w/ EBD
Integrating academic & behavior initiatives

8. 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)

9. Implementation Levels
State
District
School
Classroom
Student

10. FEATURES What does SWPBS look like?

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

12. 8 ALL SOME ~5% ~15% ~80% of Students FEW Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students 8

13. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90% 10

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

15. RtI 10/27 Response to Intervention IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
UNIVERSAL SCREENING
RtI

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

17. 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

18. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

19. 6 School-wide Leadership team Behavior purpose statement
Set of positive expectations & behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based monitoring & evaluation

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

21. 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

22. 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

23. 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

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

25. 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.

26. Sample Implementation “Map”
2+ years of school team training
Annual “booster” events
Coaching/facilitator 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

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

28. 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.

29. 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

30. 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

31. 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….

32. 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…..

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