School wide PositiveSchool-wide Positive Behavior Support & CT-SRBIpp
G S iGeorge SugaiOSEP Center on PBIS
C t f B h i l Ed ti d R hCenter for Behavioral Education and ResearchUniversity of Connecticut
April 8, 2009p
www.pbis.org www.cber.org [email protected] g @
IMPLEMENTATION
Response to Intervention
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED
UNIVERSAL SCREENING
R I INTERVENTIONSDATA-BASEDDECISION MAKING
RtISTUDENT
PERFORMANCEDECISION MAKING
& PROBLEM SOLVING
CONTINUOUSPROGRESS
SOLVING
PROGRESSMONITORING
Responsiveness to Intervention
Etc.Social
Intervention
Social Sciences
Literacy & WritingSpecials
Numeracy u e acy&
SciencesSWPBS
Responsiveness to Intervention
Academic Systems Behavioral Systems
1-5% 1-5%Intensive, Individual Interventions
Individual StudentsAssessment-based
High Intensity
Intensive, Individual InterventionsIndividual StudentsAssessment-based
Intense durable procedures5-10% 5-10%
g y Intense, durable proceduresTargeted Group Interventions
Some students (at-risk)High efficiencyRapid response
Targeted Group InterventionsSome students (at-risk)
High efficiencyRapid response
80-90% 80-90%
p p p p
Universal Interventions Universal Interventions80 90%All students
Preventive, proactiveAll settings, all studentsPreventive, proactive
Circa 1996
Responsiveness to Intervention
Academic++
Social Behavior
Tertiary Prevention:Specialized
IndividualizedCONTINUUM OFSCHOOL-WIDE
FEW
Secondary Prevention:
Systems for Students with High-Risk Behavior~5%
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
FEW
P i P ti
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
FRTI
Intensive Few Continuum of Support for
Targeted SomeSupport for
ALL
Universal AllUniversal All
Dec 7, 2007
Our Challenges.SWPBS is framework for.5. COMPETING INITIATIVES SW discipline
Improving classroom &
SW discipline Class management Social skills programs Character education
3. NEGATIVE SCHOOL CLIMATE
Bullying & harassment
school climateDecreasingIntegratingd i &5. COMPETING
Character education Bully proofing Life skills
Anger management
447 teacher abs yr Staff/parents unsafe
1.REACTIVE MANAGEMENTDecreasing
reactive management
academic & behavior i iti ti
5. COMPETING INITIATIVES
SW discipline Class manage
Anger management HIV/AID education Conflict management
D f
MANAGEMENT 5100 ref/yr Marcus 14 days management
MaximizingImproving initiatives
4 INEFFECTIVE SPED
Class manage Social skills program Drug-free Parent engagement School spirit
Vi l ti 2 POOR
det.
Maximizing academic
achievement
p o gsupport for students w/
4. INEFFECTIVE SPED 25% on IEPS EBD sent to Alt school
Violence prevention Dropout prevention Relaxation room
2. POOR ACHIEVEMENT
25% 3rd at grade >50% 9th 2+ FachievementEBD Tasha spends day w/ nurse
Afterschool peer support School based mental health
clinic
>50% 9 2+ F
Supporting Social Competence &Academic Achievement
SWPBS?Approach for
OUTCOMES
Academic AchievementApproach for operationalizing
SRBI/RtI
Supporting
SRBI/RtI
SupportingStaff Behavior
pp gDecisionMaking
PRACTICESPRACTICES
SupportingStudent Behavior
VIOLENCE PREVENTION
Surgeon Generals Report on Youth
Positive, predictable school-wide climate Violence (2001)
Coordinated Social Emotional &
climate
High rates of academic & social success
Learning (Greenberg et al., 2003)
success
Formal social skills instruction
Center for Study & Prevention of Violence (2006)
Positive active supervision & reinforcement
( )
White House Conference on School Violence
Positive adult role models
Multi-component, multi-year School Violence (2006)
Multi component, multi year school-family-community effort
Effective Academic I t tiInstruction
Effective Behavioral Interventions POSITIVE,
Continuous & Efficient Data
PREVENTIVE SCHOOL CULTURE
=Continuous & Efficient Data-
based Decision MakingCULTURE(SWPBS)
Systems for Durable & Accurate Implementation
SWPBSPractices
Classroom
Practices
Classroom
Non-classroom Family Smallest #
Evidence-based Biggest, durable effectgg ,
Student
School-wide1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4 Procedures for teaching SW & classroom-wide4. Procedures for teaching SW & classroom wide expected behavior
5. Continuum of procedures for encouraging expected5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule p g gviolations
7. Procedures for on-going data-based monitoring & g g gevaluation
Non-classroom
Positive expectations & routines taught & encouragedtaught & encouraged
Active supervision by all staff Scan, move, interact
P ti & i d Precorrections & reminders Positive reinforcementPositive reinforcement
Classroom All school-wide Maximum structure & predictability in routines &
Classroom
p yenvironment
Positively stated expectations posted, taught, reviewed, prompted, & supervised.p p p
Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economieseconomies
Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors differentialfor academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.
Individual Student
Behavioral competence at school & district
Individual Student
levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning &Comprehensive person centered planning &
wraparound processes Targeted social skills & self-management g g
instruction Individualized instructional & curricular
accommodations
Family
Continuum of positive behavior support for
Family
p ppall families
Frequent, regular positive contacts, communications & acknowledgementscommunications, & acknowledgements
Formal & active participation & involvement as equal partneras equal partner
Access to system of integrated school & community resources
TeamGENERAL
TeamIMPLEMENTATION PROCESS
Agreements
D t b d
Readiness agreements, prioritization, & investments
3 4 i l t ti it tData-based Action Plan
3-4 year implementation commitment
Local capacity for training, coordination, coaching & evaluation
ImplementationEvaluation
coaching, & evaluation
Systems for implementation integrityp
Initiative Purpose Outcome Target Staff SIP/SID/e
Working SmarterInitiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance CommitteeCharacter EducationEducation
Safety CommitteeS SSchool Spirit Committee
Discipline CommitteeCommittee
DARE Committee
EBS Work Group
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Sample Teaming Matrix
Committee Group Involved
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
y
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3Committee to threat/crisis students
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Improve behavior Decrease office Bullies Ellen Eric Goal #3Discipline Committee
Improve behavior Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals increase
All students Eric, Ellen, Marlee Otis
Goal #2
G l #3model referrals, increase attendance, enhance academic engagement, improve grades
Marlee, Otis, Emma
Goal #3
Teaching Academics & B h iBehaviors
DEFINESimply
ADJUST forEfficiency
MODELMONITOR &
ACKNOWLEDGEConti
