PBIS State Training Year 2 Team Followup

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PBIS State Training Year 2Team Follow-up

• Curt Slater,
• State Leadership Team
• Associate Principal, Wayzata East Middle School
• November 10, 2008
• Ckslater.comcast.net
• www.pbis.org

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pbis.org
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School-Wide Positive Behavior Support

• School-wide PBS is
• A systems approach for establishing the social
  culture and behavioral supports needed for
  schools to be effective learning environments for
  all students.
• Predictable
• Positive
• Safe
• Consistent

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Response Work Smarter

• Do lessbetter
• Do it once
• Invest in clear outcomes
• Invest in a sure thing
• Be strategic about problem solving

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PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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Its not just about behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Supporting Social Competence Academic
Achievement
Basics 4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
What does SWPBS look like?
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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OUTCOMES

• DATA
• Clear definitions
• Efficient procedures
• Easy input/output
• Readable displays
• Regular review

DATA
SYSTEMS
PRACTICES
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OUTCOMES

• OUTCOMES
• Data-based
• Relevant/valued
• Measurable

DATA
SYSTEMS
PRACTICES
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OUTCOMES

• PRACTICES
• Evidence-based
• Outcome linked
• Cultural/contextual adjustments
• Integrated w/ similar initiatives
• Doable

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

OUTCOMES
DATA
SYSTEMS
PRACTICES
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Sample Implementation Map

• 2 years of school team training
• Annual booster events
• Coaching/facilitator support _at_ 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

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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)

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• Secondary Prevention
• Check in/out

• Primary Prevention
• SWPBS

80 of Students
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CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Student Support Team
• Special Education

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• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Learning Packets
• Round Table

• PRIMARY PREVENTION
• Teach encourage positive SW expectations
• Proactive SW discipline
• Fix it Plans
• Learning Packets

80 of Students
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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

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gt80 STAFF agree directly teaching encouraging
social skills is important
School-wide Systems
gt80 STAFF can state SW positive expectations
give behavioral example

• 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

gt80 STUDENTS can state SW positive expectations
give behavioral example
gt80 STAFF can accurately describe what is
administrator v. teacher managed rule violation
gt80 STAFF can report major office
referrals/day in last month
gt80 STAFF have more positive than negative
interactions with students
80 STUDENTS have 0 to 1 major rule violation
gt80 STUDENTS report they have been acknowledged
by staff person for display behavioral
expectation in last 24 hours
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Non-examples of Function-Based approach

• Function outcome, result, purpose,
  consequence
• Aden, you skipped 2 school days, so were going
  to suspend you for 2 more.
• Jeffery, Im taking your book away because you
  obviously arent ready to learn.
• You want my attention?! Ill show you
  attention,lets take a walk down to the office
  have a little chat with the Principal.

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TEACHER has at least one positive contact with
each student daily
Classroom Setting 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

TEACHER provides more positive than negative
acknowledgements
gt80 STUDENTS can describe typical classroom
routine
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Nonclassroom Setting Systems
STAFF has at least 4 positive for each negative
contact with students

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

STAFF has continuous positive interactions w/
variety of students
gt80 STUDENTS can describe what SW expectation
looks like in specific setting
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Individual Student Systems
TEAM to monitor status of sever problem behaviors

• 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

STAFF can describe how to obtain intensive
behavor supports
DISTRICT supports available to schools
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SW-PBS Monthly Planning Guide
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Purpose

• Give SWPBS leadership teams extra organizational
  tool for reviewing planning their current
  future implementation activities
• Use self-assessment to guide teams in their
  action planning
• Ending Beginning School Year

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Monthly Activity Schedule
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Guidelines

• Work as school-wide leadership team.
• Begin by reviewing current behavioral data
• Link all activities to measurable action plan
  outcomes objectives.
• Use effectiveness, efficiency, relevance to
  judge whether activity can be implemented w/
  accuracy sustained.
• Use, review, update this planning guide at
  monthly team meetings.
• Plan activities 12 months out.

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Planning Guide Self-Assessment

• Highlights essential SWPBS practices systems
  for years 1-2 implementation
• F fully in place (e.g., gt80)
• P partially in place
• N not in place/dont know

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STAFF

• State definition of SWPBS?
• State purpose of SWPBS team?
• State SW positive expectations?
• Actively supervise in non-classroom settings?
• Agree to support SWPBS action plan?
• Have more positive than negative daily
  interactions with students?
• Have opportunities to be recognized for their
  SWPBS efforts?

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STUDENTS

• State SW positive expectations give
  contextually appropriate behavior examples?
• Received daily positive academic and/or social
  acknowledgement?
• Have 0-1 major office discipline referrals for
  year?
• Have secondary/tertiary behavior intervention
  plans if gt5 major office referrals?

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TEAM

• Representative membership?
• At least monthly meetings?
• Active administrator participation?
• Active current action plan?
• Designated coaching/facilitation support?

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DATA

• Measurable behavioral definitions for rule
  violations?
• Discipline referral or behavior incident
  recording form that is efficient and relevant?
• Clear steps for processing, storing, summarizing,
  analyzing, and reporting data?
• Schedule for monthly review of school-wide data?

www.swis.org
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SW POSITIVE EXPECTATIONS

• Agreed to 3-5 positively stated SW expectations?
• Complete (behaviors, context, examples) lesson
  plan or matrix for teaching expectations?
• Schedule for teaching expectations in context to
  all students?
• Schedule for practice/review/boosters of SW
  expectations?

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ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS

• Continuum or array of positive consequences?
• At least daily opportunities to be acknowledged?
• At least weekly feedback/acknowledgement?

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RULE VIOLATIONS

• Leveled definitions of problem behavior?
• Procedures for responding to minor
  (nonrecordable) violations?
• Procedures for responding to minor (non-office
  referable, recordable) violations?
• Procedures for responding to major
  (office-referable) violations?
• Procedures for preventing major violations?
• Quarterly review of effectiveness of SW
  consequences for rule violations

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NONCLASSROOM SETTINGS

• Active supervision by all staff across all
  settings?
• Daily positive student acknowledgements?

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Monthly Activity Schedule