School-Wide PBIS: Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education &...
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Transcript of School-Wide PBIS: Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education &...
![Page 1: School-Wide PBIS: Action Planning George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 11, 2008.](https://reader035.fdocuments.us/reader035/viewer/2022070401/56649f205503460f94c383fc/html5/thumbnails/1.jpg)
School-Wide PBIS:Action Planning
George SugaiOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutAugust 11, 2008
www.pbis.org www.cber.org www.swis.org
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PURPOSEEnhance capacity of
school teams to provide the best
behavioral supports for all students and
maximize academic & social achievement.
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MAIN YR 1-2 OUTCOME OBJECTIVES
• Leadership team
• Staff agreements
• Working knowledge of SW-PBS practices & systems
• Yr 1 SW-PBS individualized action plan– Proposal, Agreements, Team, Data
Today: Content OrientationTomorrow: Team Action Plan
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What does SWPBIS look like? (Appendix C)
• >80% of students (& staff) can tell you what is expected & give contextually relevant positive behavioral example
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for addressing problem behavior.
• All school settings are positively & actively supervised
• Data- & team-based action planning & implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is formally available to all students
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Organization
Common Vision
Common Language
Common Experience
ORGANIZATION MEMBERS
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“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
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Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Leadership Team
Active & Integrated Coordination
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
p. 10-11
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Classroom
SWPBSSubsystems
Non-classroomFamily
Student
School-w
ide
p. 12-14
p. 69
p. 78p. 33 A
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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
p. 16
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~80% of Students
~15%
~5%
ESTABLISHING A CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices 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)
p. 19
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Main Messages
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
p. 24-26
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Getting Started
p. 35 Establish Team
p. 41 Behavior Purpose Statement
p. 43 SW Behavioral Expectations
p. 46 & 53 Teaching SW & CW Behavioral Expectations
p. 56 Encouraging Behavioral Expectations
p. 59 Discouraging Violations of Behavioral Expectations
p. 63 Data Monitoring
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Action Planning: Guidelines
• Agree upon decision making procedures
• Align with school/district goals.
• Focus on measurable outcomes.
• Base & adjust decisions on data & local contexts.
• Give priority to evidence-based programs.
• Invest in building sustainable implementation supports (>80%)
• Consider effectiveness, efficiency, relevance & sustainability in decision making
p. 30-31
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Year 1 Action Planning Priorities (3:30)
1. Present PBIS proposal to staff (>80% agreement)
Improve school climate
Support academic achievement
Establish leadership/ coordination team
Secure Principal participation agreement
2. Review data Discipline
PBS Self-Assessment (C)
3.Develop proposed SWPBIS action planBehavior purpose
statement
SW Expectations & Teaching Matrix
Continuum of acknowledgements
Schedule for year