School-wide Positive Behavioral Interventions and Supports (SW-PBIS) MA DESE PBIS Academy Team...

School-wide Positive Behavioral

Interventions and Supports (SW-PBIS)

MA DESE PBIS Academy Team Training2014-2015

Day 5Ann Marie Dubuque & Martha Wally

with support from Shawn Connelly, Mary-Ellen Efferen, Susannah Everett, Jen Freeman,

Brandi Simonsen, & George Sugai

MAIN TRAINING OBJECTIVES

• Establish leadership team

• Establish staff agreements

• Build working knowledge of SWPBS outcomes, data, practices, and systems

• Develop individualized action plan for SWPBS

• Organize for upcoming school year

• Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?)

• Stretch, break, stand as needed

SELF

• Cell phones (inaudible): Converse in lobbies and breaks

• Work as a team: Room for every voice, reinforce participation

OTHERS

• Recycle• Maintain neat working area

ENVIRONMENT

TRAINING EXPECTATIONS:

RESPECT…

neswpbs.orgpbis.org

Tools!

Evaluation PlanSchool-wide PBIS

Workbook and

Appendices

Action Plan

Advance Organizer

• Review Days 1-4

• Nonclassroom Setting Practices and Systems

• Classroom Setting Practices and Systems

• Team Action Planning

Review Overview & Getting Started with SWPBIS

1. OVERVIEW OF SCHOOL-

WIDE POSITIVE BEHAVIOR SUPPORT

(pp. 7-41)

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)

Critical Features of PBIS

SYST

EMS

PRACTICES

DATA

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally RelevantEvidence-based Interventions

OUTCOMES

Supporting Culturally Equitable Social Competence & Academic Achievement

SupportingCulturally Valid

DecisionMaking

(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)

15

Continuum of School-Wide Instructional & Positive Behavior Support

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%

22

Evaluation Implementation

Data-based Action Plan

Agreements

Team

GENERAL IMPLEMENTATION

PROCESS

33

2. GETTING STARTED WITH

POSITIVE BEHAVIOR SUPPORT

(pp. 42-77)

Basic“Logic”

SYST

EMS

PRACTICES

DATATraining

+Coaching

+Evaluation

Cultural/Context Considerations

Improve “Fit”

Start w/ effective,

efficient, & relevant, doable

Prepare & support

implementation

ImplementationFidelity

MaximumStudent

Outcomes

42

Getting Started with SWPBS

1. Establish leadership team membership2. Develop brief statement of behavioral purpose3. Identify positive SW behavioral expectations4. Develop procedures for teaching SW

expectations5. Develop procedures for teaching class-wide

expectations6. Develop continuum for strengthening

appropriate behavior7. Develop continuum for discouraging violations of

expectations8. Develop data-based procedures for monitoring

Step 1: Establish Team Membership

44

Team Composition

• Administrator• Grade/Department

Representation• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial,

Bus, Security, etc.• Parent• Community

– Mental Health, Business• Student

Step 2: Develop Brief Statement of Behavioral Purpose

50

Sample Behavior Statements

G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens.

At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

Step 3: Identify Positive School-wide Behavioral Expectations

52

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Step 4: Develop Procedures for Teaching SW Behavioral Expectations

55

Define

Teach

PromptMonitor

Evaluate

We discussed these key steps

RAH – at Adams City High SchoolRAH Classroom Hallway/

CommonsCafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

Behavioral expectations/Rules

Define

rules in the context of routines

Teach

Norrback Ave. School

or remind students of the rule

Prompt

McCormick Elementary School, MD

students’ behavior in natural context

Monitor

• Collect data– Are rules being followed?– If there are errors,

• who is making them?• where are the errors occurring?• what kind of errors are being made?

• Summarize data (look for patterns)

• Use data to make decisions

the effect of instructionEvaluate

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yers

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(20

12)

Step 5: Develop Procedures for Teaching Classroom-wide Behavioral Expectations

63

Define

Teach

PromptMonitor

Evaluate

Again…follow these key steps in classrooms

Step 6: Develop Continuum of Procedures to Encourage Appropriate Student Behavior

66

Establish a continuum of procedures to encourage rule following behavior.

Step 7: Develop Continuum of Procedures to Discourage Rule-Violating Student Behavior

70

2000-2001 Gotchas, Level 1, & ODR per Day per Month

0

10

20

30

40

50

60

70

80

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Months

# p

er D

ay Gotchas

Level 1

ODR

~10 positive : 1 correction

Step 8: Develop Data-based Procedures for Monitoring SWPBS Implementation

74

74

Steps for Selecting, Monitoring, and Evaluating SWPBS

Practices• Step 1: Develop evaluation questions.

• Step 2: Identify indicators or measures.

• Step 3: Develop methods for collecting and analyzing indicators.

• Step 4: Make decisions and action plan from analysis of indicators.

What do you want to know?

What information can be collected?

How/when should information be gathered?

How was the question answered and what should be done next?

Data-based Decision Making

Appendix

M

DISTRICTS/SCHOOLS IN TRAINING SCHEDULE

Purpose Measure FunctionYear 1 Training Year 2 Training

Winter Spring Fall Winter SpringCapacity Building—

District LevelDistrict Capacity

Assessment (DCA)

Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning.

  X     X

 Fidelity of

Implementation—Building Level

 PBIS Tiered Fidelity

Inventory (TFI)

Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III.

X X   X

Progress Monitoring—Building Level

 Self-Assessment

Survey (SAS)

Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning.

  X     X

Progress Monitoring—Team Level

 Team

Implementation Checklist (TIC)

A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities.

X X X X X

School Climate Georgia School Climate Surveys

An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention.

  X X    

 Student Outcomes

 School-wide

Information System (SWIS)

Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning.

 Weekly

 Weekly

 Weekly

 Weekly

 Weekly

To help us make sense of this……recall your evaluation plan

…and tools available at:

Data-based Decision Making

• Collect data, data, and more data!

• Present the data in a user friendly fashion (i.e., graph).

• Use the data to make decisions

Use your data today for action planning.Data should inform outcomes, practices, and systems!

Working Smarter

Appendix

B

Appendix

B

Response: Work Smarter

• Do less…better

• Do it once

• Invest in clear outcomes

• Invest in a sure thing

• Be strategic about problem solving

Appendix

B

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

Systems to Support Staff

“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

80% Rule

Primary Prevention:Systems to supportall staff:• Professional development• Reinforcement

Secondary Prevention:Specialized GroupSystems for Staff who are “At-Risk”• Additional instruction• Increased support

Tertiary Prevention:Specialized

IndividualizedSystems for Staff with

High-Risk Behavior

~80% of Staff

~15%

~5%

Apply the triangle to adult behavior!

Staff Acknowledgements

• What– Social contact– Professional

recognition– Time– Other

• Features– Regular & sincere– School/staff-wide– Culturally/

contextually appropriate

– Administrator & team involvement

Before moving on, let’s hear how its going!

Activity: Share Accomplishments

• 5 minutes• Discuss with your

group and identify

– 1-2 accomplishments

– 1-2 questions or concerns shared by most members of team

1 MinutePROMPT

AttentionPlease

2 minute reports from each team

3. SWPBS PRACTICES

AND SYSTEMS IN

NONCLASSROOM SETTINGS

(pp. 78-87)

Problematic Nonclassroom

Settings

79

79

ExamplesAn elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

A high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

Over 50% of referrals occurring on “buses” during daily transitions.

Definitions and Intervention Considerations

80

Non-classroom Settings

• Particular times or places where supervision is emphasized

• Where instruction is not available as behavior management tool

• Examples:– Cafeteria, hallways, playgrounds, bathrooms– Buses & bus loading zones, parking lots– Study halls, library, “free time”– Assemblies, sporting events, dances

80

Activity: Non-Classroom Systems

• 5 minutes• Pick 1 problematic non-classroom

setting you have experienced• Identify 2-3 features of problem• Identify 2-3 possible solutions• Report (<1 min.) main features of your

example

1 minute reports from each team

(new spokesperson)

AttentionPlease

1 MinutePROMPT

80

Classroom v. Non-classroom

Classroom Non-classroom

•Teacher directed •Student focus

•Instructional focus •Social focus

•Small # of predictable students

•Large # of unpredictable students

Nonclassroom Settings: Basic Management

Considerations

• Physical or environmental arrangements

• Routines & expectations

• Staff behavior

• Student behavior

Practices

• Teach directly expected behaviors and routines in context

• Actively supervise (scan, move, interact)

• Pre-correct and remind

• Positively reinforce expected behavior

81

Douglas County S.D., CO 4-08

Douglas County S.D., CO 4-08

82

Guidelines1. Implementation is school-wide by all

staff2. School-wide behavior expectations

taught in context3. Administrator is an active member4. Context-specific expectations and

routines taught directly and early in the school year/term

5. Regular opportunities for review, practice, and positive reinforcement

6. Team-based review, action planning, and implementation consideration

7. Data-based progress monitoring and action planning

8. Regular review of accuracy of intervention implementation

Supervision Self-assessment

YES or NO83

Did I have at least 4 positive for 1 negative student contacts?

• Have more positive student contacts than negative

• Use variety of contact forms

2000-2001 Gotchas, Level 1, & ODR per Day per Month

0

10

20

30

40

50

60

70

80

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Months

# p

er D

ay Gotchas

Level 1

ODR

~10 positive : 1 correction

Did I move throughout the area I was supervising?

• Obvious• Positive• Interactive• Unpredictable

Did I frequently scan the area I was supervising?

• Head up• Make eye contact• Overt body position

Did I positively interact with most of the students in the area?

• Variety of interaction types– Social positives– SW acknowledgements

• Variety of students• Quick• Noticeable• Publicly appropriate

“Good morning, class!”

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

Did I handle most minor rule violations quickly and quietly?

• Quickly• Privately• Neutrally• Follow-up with positive• Follow-up

Did I follow school procedures for handling major rule violations?

• Quick• By the book• Business like• Disengage • Precorrect for next

occurrence

Considerations• What are “costs” of compliance?• Can I follow-through with consequences?• Have I taught & reinforced compliance?

Disengage quickly

Do I know our school-wide expectations (positively stated rules)?

• Positively stated• Small in number• Easy• Comprehensive• Defined

Did I positively acknowledge at least 5 different students for displaying

school-wide expectations?

• Individualized

• Informative

• Sincere

“Readers’ Digest” Guide

• 7-8 “yes” = Super Supervision

• 5-6 “yes” = So-So Supervision

• <5 “yes” = Improvement Needed

Why does everyone need to be involved?

• Staff outnumbered

• Adult presence – Prompts desired behavior– Deters problem behavior

• “Being a good citizen”– Contribute to school climate

What’d you say?

Show you what?

Oh, the data?

0

10

20

30

40

50

60

5 minute observationDate

Baseline School-wide Intervention

0

10

20

30

40

50

60

3/1

4/9

5

3/2

8/9

5

3/2

9/9

5

4/3

/95

4/4

/95

4/7

/95

4/1

0/9

5

4/1

7/9

5

4/1

8/9

5

4/2

6/9

5

4/2

7/9

5

4/2

9/9

5

5/1

/95

5/2

/95

5/3

/95

5/4

/95

5/9

/95

5/1

0/9

5

5/1

2/9

5

5/1

5/9

5

5/1

6/9

5

5/1

7/9

5

5/1

8/9

5

5/2

3/9

5

5/2

4/9

5

5/2

5/9

5

5/2

6/9

5

5/3

0/9

5

5/3

1/9

5

6/1

/95

6/2

/95

6/5

/95

6/6

/95

6/8

/95

6/9

/95

6/1

2/9

5

6/1

3/9

5

0

10

20

30

40

50

60

Entering Cafeteria

Entering School

Exiting School

Problem Behaviors

Back to the ExamplesAn elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

“Talk, Walk, & Squawk”

1. School found out that most incidents were teasing that escalated.

2. Taught kids a simple social skill lesson called “talk, walk, squawk.” Talk: When someone teases you, say “I don’t like it when you say those things. Stop.” If teasing continues, look cool and walk away…don’t say anything. If teasing continues, “squawk: ask an adult to mediate a solution.” Teach school-wide so all students know what to do and can predict what will happen if they continue to tease.

3. Increase active supervision, practice of TWS, and reinforcement of use of TWS.

Back to the ExamplesA middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

“Neighborhood Watch”

1. Held school, community, and family meeting to talk about school-wide rules: respect self, others, property

2. Taught kids about respect in nonschool settings (i.e., neighborhoods).

3. Told all kids, parents, and staff that all neighbors have been given permission to report kids in neighborhood who should be in school and/or engaged disrespectful behavior. Law enforcement similarly informed…..i.e., increased active supervision.

4. Kids and neighbors participated in a community picnic after school once a month.

Back to the ExamplesA high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

“Adopt-a-Bathroom”

1. Lack of supervision was identified as problem, and students using nurses’ station because cleaner and safer.

2. All staff members “adopted a bathroom” and agreed to visit their bathroom at least three times daily. Didn’t have to use the bathroom, just walk through. Big school so every bathroom was visited numerous times by different faculty members.

3. Kids acknowledged for respecting privacy, good hygiene, etc.

Back to the Examples Over 50% of referrals occurring on “buses” during daily transitions.

“Music, Mags, & Munchies”

This was unusual situation: school campus divided by interstate, most classrooms on one side, and office, cafeteria, etc. on other side. So kids had to be bused 3-4 times to one side or the other.

1. Increased active supervision.

2. Bus drivers given school store discounts to give to kids who had appropriate transitions.

3. Each bus equipped with radio, box of magazines, and occasional snack or snack coupon to engage kids.

SYSTEMS FEATURES

• School-wide implementation– All staff– Direct teaching 1st day/week– Regular review, practice, & positive

reinforcement• Team-based identification, implementation,

& evaluation• Data-based decision making

Recap: BASIC MANAGEMENT PRACTICES

• Positive expectations taught and encouraged

• Active supervision– Move,– Scan, &– Interact

• Precorrections & Reminders• Positive reinforcement of expected

behavior

• Work as team for ~ 15 minutes

Activity:Nonclassroom Systems

• Review “Active Supervision Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

1 minute reports from each team

(new spokesperson)

AttentionPlease

1 MinutePROMPT

4. CLASSROOM MANAGEMENT

PRACTICES AND SYSTEMS

(pp. 88-105)

What “kind” of students can display problematic behavior?

All students. Students with/without labels who are served in general/special education can display problematic behavior.

This is not a special education issue. It is an education issue.

We need to learn more about

the critical features of

effective classroom management

to be able to help all students.

Effective Classroom Management Practices

88

Maximizing Academic Achievement

• Academic achievement is linked to academic engagement

• Academic engagement is linked to:– Effective curriculum– Effective delivery of curriculum (instruction)– Effective classroom management

89

Sustaining Classroom Management

Accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including SWPBS.

In other words…89

89

Effective Academic Instruction

Effective Behavioral Interventions

Continuous & Efficient Data-based Decision

Making

Systems for Durable & Accurate Implementation

Positive, Preventative

School Culture (SWPBS)

Evidence-based Practices in Classroom

Management1. Minimize crowding & distraction2. Maximize structure & predictability3. State, review, & reinforce positively

stated expectations.4. Provide more acknowledgement for

appropriate than inappropriate behaviors.

5. Maximize varied opportunities to respond.

6. Maximize active engagement.7. Actively & continuously supervise.8. Respond to inappropriate behaviors

quickly, positively, & directly.9. Establish multiple strategies for

acknowledging appropriate behavior.10. Generally provide specific feedback

for errors & corrects.

90

1. Minimize crowding & distraction.

• Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction:– Arrange furniture to allow easy traffic flow.

– Ensure adequate supervision of all areas.

– Designate staff & student areas.

– Seating arrangements (groups, carpet, etc.)

2. Maximize structure & predictability.

• Develop Predictable Routines

– Teacher routines: volunteers, communications, movement, planning, grading, etc.

– Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

3. State, review, & reinforce positively stated expectations.

• Establish behavioral expectations/rules.

• Teach rules in context of routines.

• Prompt or remind students of rule prior to entering natural context.

• Monitor students’ behavior in natural context & provide specific feedback.

• Evaluate effect of instruction - review data, make decisions, & follow up.

4. Provide more acknowledgement for appropriate than inappropriate behaviors.

• Maintain at least 4 to 1 ratio

• Interact positively once every 5 min

• Follow correction for violation of behavior expectations with positive reinforcement for rule following (once demonstrated)

5. Maximize varied opportunities to respond.

• Provide high rates of opportunities to respond

• Vary individual vs. group responding

• Vary Response type• Oral• Written• Gestural

• Increase participatory instruction• Questioning• Materials

6. Maximize active engagement.

• Vary format– Written responses – Choral responding– Gestures– Writing on individual white boards

– Other: ____________

• Specify observable engagements

• Link engagement with outcome objectives

Range of evidence based practices that promote

active engagement• Direct Instruction

• Computer Assisted Instruction

• Class-wide Peer Tutoring

• Guided notes

• Response Cards

7. Actively & continuously supervise.• Move

• Scan

• Interact

• Remind/pre-correct

• Positively acknowledge

• Respond efficiently

• Attend to students who are displaying appropriate behavior

• Follow school procedures for major problem behaviors objectively

• Anticipate next occurrence

8. Respond to inappropriate behaviors quickly, positively, & directly.

• Error Corrections

• Differential Reinforcement

• Planned ignoring

• Response Cost

• Time out from reinforcement

Multiple strategies for responding to inappropriate behavior may include....

Quick Error Corrections

• Your error corrections should be… –…contingent: occur immediately after the undesired behavior

–…specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future

–…brief: after redirecting back to appropriate behavior, move on

Types of Differential Reinforcement

• DR…of lower rates of behavior (DRL)

• DR…of other behaviors (DRO)

• DR…of alternative behavior (DRA)

• DR…of incompatible behavior (DRI)

Planned Ignoring

Definition: • If a behavior is maintained by adult attention …consider planned ignoring (e.g., ignore behavior of interest)

Example: • Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -).

• The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

Response CostDefinition: • The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behavior.

Examples:• A wrong answer results in a loss of points.

• Come to class without a pencil, buy one for 5 points.

Time-outDefinition: • A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing

Example:• Child throws a rock at another child on the playground. The child is removed to the office….

• REMEMBER the environment the child is removed to cannot be reinforcing!!! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child on time out

9. Establish multiple strategies for acknowledging appropriate behavior.

• Social vs. tangible vs. activity vs. …

• Frequent vs. infrequent

• Predictable vs. unpredictable

• Immediate vs. delayed

Multiple strategies for acknowledging appropriate behavior may include...

• Specific and Contingent Praise

• Group Contingencies

• Behavior Contracts

• Token Economies

Specific and Contingent Praise

• Praise should be… – …contingent: occur immediately following desired behavior

– …specific: tell learner exactly what they are doing correctly and continue to do in the future• “Good job” (not very specific)• “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

Group Contingencies• Three types:

– “All for one” (Interdependent Group-Oriented Contingency)

– “One for all” (Dependent Group Contingency)

– “To each his/her own” (Independent Group Contingency)

Behavioral Contracts

• A written document that specifies a contingency for an individual student or in this case…whole class

• Contains the following elements:– Operational definition of BEHAVIOR– Clear descriptions of REINFORCERS– OUTCOMES if student fails to meet expectations.

– Special BONUSES that may be used to increase motivation or participation.

(Wolery, Bailey, & Sugai, 1988)

Establishing a Token Economy

• Determine and teach the target skills

• Select tokens • Identify what will be back-up

reinforcers• Identify the number of tokens

required to receive back-up reinforcers

• Define and teach the exchange and token delivery system

• Define decision rules to change/fade the plan

• Determine how the plan will be monitored

Guidelines from Sulzer-Azaroff & Mayer, 1991

10. Generally provide specific feedback for errors & corrects.

• Provide contingently

• Always indicate correct behaviors

• Link to context

Recap: Evidence-based Practices in Classroom

Management1. Minimize crowding & distraction2. Maximize structure & predictability3. State, review, & reinforce positively

stated expectations.4. Provide more acknowledgement for

appropriate than inappropriate behaviors.

5. Maximize varied opportunities to respond.

6. Maximize active engagement.7. Actively & continuously supervise.8. Respond to inappropriate behaviors

quickly, positively, & directly.9. Establish multiple strategies for

acknowledging appropriate behavior.10. Generally provide specific feedback for

errors & corrects.

92

Guidelines1. Academic achievement is linked to social

success, active engagement, and effective teaching

2. Good teaching is used as a behavior management strategy

3. Behavior management is used as an instructional management strategy

4. The three-tiered prevention logic is applied to the classroom context

5. Classroom management is linked to school-wide behavior support

6. Typical classroom routines have been taught, practiced, and reinforced regularly School-wide support systems are used to sustain effective classroom management strategies

7. Data-based progress monitoring and action planning

8. Regular review of accuracy of intervention implementation

95

Classroom Routine Lesson Plan

• Work as team for ~ 15 minutes

Activity:Classroom Systems

• Review “Classroom Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting

• Report 2-3 “big ideas” from your team discussion (1 min. reports)

1 minute reports from each team

(new spokesperson)

AttentionPlease

1 MinutePROMPT

SWPBS Action Planning

• Work as team for ~ 105 minutes

Activity:Action Planning

• Return to your Action Plan

• Update each section based on what you’ve learned in the last 4 days.

• In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty!

• Present 2-3 “big ideas” from your group (1 min. reports)

1 minute reports from each team

(new spokesperson)

AttentionPlease

1 MinutePROMPT

Review of 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)

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for ALL

(Sugai, Dec 7, 2007)

Evaluation Implementation

Data-based Action Plan

Agreements

Team

GENERAL IMPLEMENTATION

PROCESS

Getting Started with SWPBS

1. Establish leadership team membership2. Develop brief statement of behavioral

purpose3. Identify positive SW behavioral

expectations4. Develop procedures for teaching SW

expectations5. Develop procedures for teaching class-

wide expectations6. Develop continuum for strengthening

appropriate behavior7. Develop continuum for discouraging

violations of expectations8. Develop data-based procedures for

monitoring

Establish Behavioral Expectations/Rules

Teach Rules in the Context of School Settings

Establish TeamDevelop Statement of Behavioral

Purpose or Vision

At BSG, we are responsible for

ourselves, respect each other, and

maintain safety in our school.

Establish Procedures for Encouraging Rule Following

Develop data-based procedures for monitoring

Teach Rules in the Context of Class Routines

Establish Procedures for Responding to Rule Violations

Nonclassroom Settings: Basic Management

Considerations

• Physical or environmental arrangements

• Routines & expectations

• Staff behavior

• Student behavior

Practices

• Teach directly expected behaviors and routines in context

• Actively supervise (scan, move, interact)

• Pre-correct and remind

• Positively reinforce expected behavior

81

Evidence-based Practices in Classroom

Management1. Minimize crowding & distraction2. Maximize structure & predictability3. State, review, & reinforce positively

stated expectations.4. Provide more acknowledgement for

appropriate than inappropriate behaviors.

5. Maximize varied opportunities to respond.

6. Maximize active engagement.7. Actively & continuously supervise.8. Respond to inappropriate behaviors

quickly, positively, & directly.9. Establish multiple strategies for

acknowledging appropriate behavior.10. Generally provide specific feedback

for errors & corrects.

90

Consider Tattoos!

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

School Systems

SWPBIS

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%

Classroom

Non-classroom Family

Student

School-w

ide

neswpbs.org

pbis.org