Preparing for End & Beginning SWPBS Year: Evaluation & Action Planning
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Transcript of Preparing for End & Beginning SWPBS Year: Evaluation & Action Planning
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Preparing for End & Beginning SWPBS Year: Evaluation &
Action Planning
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
April 29 2010
www.pbis.org www.cber.org www.swis.org
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Agenda
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Review
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SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
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Host Environment Features
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SWPBS is
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~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
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4.__
____
___
3.___________
1._______Supporting
Staff Behavior
SupportingStudent Behavior
2.____________
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
SYST
EMSPRACTICES
DATA
OUTCOMES
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SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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RtI
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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
FEW
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based
• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based
• Intense, durable proceduresTargeted 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
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
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RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
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Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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Continuum of Support for
ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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What does SWPBS look like? • >80% of students can tell you what is expected of
them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for
addressing problem behavior.• Data- & team-based action planning &
implementation are operating.• Administrators are active participants.• Full continuum of behavior support is available to all
students
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Action Planning: End/Start
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End/Start of School Year
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SYSTEMS Guidelines
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PRACTICES Guidelines
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Other questions
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Action Planning: 2010-2011
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SWPBS Team Monthly Planning Guide
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Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
Kids Benefit
Effective Practices & Systems