swpb action planning for district leadership
DESCRIPTION
SWPB Action Planning for District Leadership. George Sugai & Susan Barrettt OSEP Center on PBIS University of Connecticut February 14, 2008 www.pbis.org [email protected]. Outcomes. Rationale for approach to behavior that is positive, systemic, & continuous - PowerPoint PPT PresentationTRANSCRIPT
SWPB Action Planning for District Leadership
George Sugai & Susan Barrettt
OSEP Center on PBIS
University of ConnecticutFebruary 14, 2008
www.pbis.org
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
Good Teaching Behavior Management
Student Achievement
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
RATIONALEWhy 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
Student
Classroom
School
State
District
FEATURESWhat 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
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Classroom
SWPBSSubsystems
Non-classroomFamily
Student
School-wid
e
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-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
Classroom
• 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
• 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
Family
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
DW Planning Features
What’s needed to support school
implementation?
IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
LocalDemonstration
w/ Fidelity
Sustained Capacity,
Elaboration, &Replication
4. SystemsAdoption, Scaling,
& ContinuousRegeneration
2.
3.
1.
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
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Leadership Team
Active & Integrated Coordination
Leadership TeamActive 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
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
Working Smarter
~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)
Training Coaching Evaluation
Training Coaching Evaluation• Continuous
• Embedded
• Team-coordinated
• Data-based
• Local expertise
• Action plan linked
• Etc….
• Continuous
• Local support
• Data-based
• Preventive
• Positive
• Competent
• Etc….
• Continuous
• Question-based
• Academic & social
• Efficient
• Team-coordinated
• Public
• Etc….
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)
Funding VisibilityPoliticalSupport
• General fund
• 3 years of support
• Integrated
• Data-based
• Etc….
• Demos & research
• Multiple formats
• Multiple audiences
• Acknow. others
• Etc….
• Continuous
• Top 3 priorities
• Quarterly/annually
• Policy
• Participation
• 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…..