1. SWPBS: Leadership Team Follow-up Jon Dyson, Lavonne Nkomo, George Sugai Center on Disabilities University of Connecticut Center on Positive Behavioral Interventions & Supports Nov 15, 2007 www.pbis.org www.swis.org

2. 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)

3. SWPBS is about….

4. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

5. 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

6. 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

7. 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

8. 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

9. It’s not just about behavior! Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

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

11. SYSTEMS PRACTICES DATA OUTCOMES DATA Clear definitions Efficient procedures Easy input/output Readable displays Regular review

12. SYSTEMS PRACTICES DATA OUTCOMES Data-based Relevant/valued Measurable

13. SYSTEMS PRACTICES DATA OUTCOMES PRACTICES Evidence-based Outcome linked Cultural/contextual adjustments Integrated w/ similar initiatives Doable

14. SYSTEMS Training to fluency Continuous evaluation Team-based action planning Regular relevant reinforcers for staff behavior Integrated initiatives SYSTEMS PRACTICES DATA OUTCOMES

15. Academic SystemsBehavioral Systems 1-5% 5-10% 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

16. Response to Intervention

17. General 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

18. Major SWPBS Tasks Establish leadership team Establish staff agreements Build working knowledge & capacity of SW-PBS practices & systems Develop individualized action plan for SW-PBS

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

20. Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Representation Start with Team that “Works.” Team-led Process

21. 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Agreements & Supports

22. Self-Assessment Efficient Systems of Data Management Team-based Decision Making Evidence- Based Practices Multiple Systems Existing Discipline Data Data-based Action Plan SWIS

23. Team Managed Staff Acknowledgements Continuous Monitoring Staff Training & Support Administrator Participation Effective Practices Implementation

24. Relevant & Measurable Indicators Team-based Decision Making & Planning Continuous Monitoring Regular Review Effective Visual Displays Efficient Input, Storage, & Retrieval Evaluation

25. Office Discipline Referrals Definition –Kid-Teacher-Administrator interaction –Underestimation of actual behavior Improving usefulness & value –Clear, mutually exclusive, exhaustive definitions –Distinction between office v. classroom managed –Continuum of behavior support –Positive school-wide foundations –W/in school comparisons

26. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

27. 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

28. Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Nonclassroom Setting Systems

29. 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 Classroom Setting Systems

30. 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 Student Systems

31. ~80% of Students ~15% ~5% CONTINUUM of SWPBS Tertiary Prevention Function-based support Secondary Prevention Check in/out Primary Prevention SWPBS Audit 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 decision rules (RtI)