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SWPBS: Leadership Team Follow-up. Jon Dyson, Lavonne Nkomo, George Sugai Center on Disabilities University of Connecticut Center on Positive Behavioral Interventions & Supports Nov 15, 2007 www.pbis.org www.swis.org. SW-PBS Logic!.

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SWPBS: Leadership Team Follow-up

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SWPBS:Leadership Team Follow-up

Jon Dyson, Lavonne Nkomo, George Sugai

Center on Disabilities University of Connecticut

Center on Positive Behavioral Interventions & Supports

Nov 15, 2007

www.pbis.org www.swis.org


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)


SWPBS is about….


2 Worries & Ineffective Responses to Problem Behavior

  • Get Tough (practices)

  • Train-&-Hope (systems)


2001 Surgeon General’s Report on Youth Violence: Recommendations

  • Change social context to break up antisocial networks

  • Improve parent effectiveness

  • Increase academic success

  • Create positive school climates

  • Teach & encourage individual social skills & competence


School-based Prevention & Youth Development ProgrammingCoordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist

  • Teach children social skills directly in real context

  • “Foster respectful, supportive relations among students, school staff, & parents”

  • Support & reinforce positive academic & social behavior through comprehensive systems

  • Invest in multiyear, multicomponent programs

  • Combine classroom & school- & community-wide efforts

  • Precorrect & continue prevention efforts


Characteristics of Safe School Center for Study & Prevention of Youth Violence

  • High academic expectations & performance

  • High levels of parental & community involvement

  • Effective leadership by administrators & teachers

  • A few clearly understood & uniformly enforced, rules

  • Social skills instruction, character education & good citizenship.

  • After school – extended day programs


Lessons Learned: White House Conference on School Safety

  • Students, staff, & community must have means of communicating that is immediate, safe, & reliable

  • Positive, respectful, predictable, & trusting student-teacher-family relationships are important

  • High rates of academic & social success are important

  • Positive, respectful, predictable, & trusting school environment/climate is important for all students

  • Metal detectors, surveillance cameras, & security guards are insufficient deterrents


It’s not just about behavior!

STUDENT ACHIEVEMENT

Good Teaching

Behavior Management

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems


Basics: 4 PBS Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior


OUTCOMES

DATA

SYSTEMS

DATA

  • Clear definitions

  • Efficient procedures

  • Easy input/output

  • Readable displays

  • Regular review

PRACTICES


OUTCOMES

  • OUTCOMES

  • Data-based

  • Relevant/valued

  • Measurable

DATA

SYSTEMS

PRACTICES


OUTCOMES

  • PRACTICES

  • Evidence-based

  • Outcome linked

  • Cultural/contextual adjustments

  • Integrated w/ similar initiatives

  • Doable

DATA

SYSTEMS

PRACTICES


  • SYSTEMS

  • Training to fluency

  • Continuous evaluation

  • Team-based action planning

  • Regular relevant reinforcers for staff behavior

  • Integrated initiatives

OUTCOMES

DATA

SYSTEMS

PRACTICES


Response to Intervention


General 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


Major SWPBS Tasks

  • Establish leadership team

  • Establish staff agreements

  • Build working knowledge & capacity of SW-PBS practices & systems

  • Develop individualized action plan for SW-PBS


Team

GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Agreements

Data-based

Action Plan

Evaluation

Implementation


Team-led Process

Behavioral

Capacity

Priority &

Status

Representation

Team

Data-based

Decision

Making

Administrator

Communications

Start with

Team that

“Works.”


3-4 Year

Commitment

Top 3 School-

Wide

Initiatives

3-Tiered

Prevention

Logic

Agreements &

Supports

Coaching &

Facilitation

Administrative

Participation

Dedicated

Resources

& Time


Self-Assessment

Efficient

Systems of Data

Management

Existing

Discipline

Data

Data-based

Action Plan

Team-based

Decision

Making

Multiple

Systems

Evidence-

Based

Practices

SWIS


Team Managed

Staff

Acknowledgements

Effective

Practices

Implementation

Continuous

Monitoring

Administrator

Participation

Staff Training

& Support


Relevant &

Measurable

Indicators

Efficient

Input, Storage, &

Retrieval

Team-based

Decision Making &

Planning

Evaluation

Continuous

Monitoring

Effective

Visual Displays

Regular

Review


Office Discipline Referrals

  • Definition

    • Kid-Teacher-Administrator interaction

    • Underestimation of actual behavior

  • Improving usefulness & value

    • Clear, mutually exclusive, exhaustive definitions

    • Distinction between office v. classroom managed

    • Continuum of behavior support

    • Positive school-wide foundations

    • W/in school comparisons


School-wide Positive

Behavior Support

Systems

Classroom

Setting Systems

Nonclassroom

Setting Systems

Individual Student

Systems

School-wide

Systems


School-wide Systems

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


Nonclassroom

Setting Systems

  • Positive expectations & routines taught & encouraged

  • Active supervision by all staff

    • Scan, move, interact

  • Precorrections & reminders

  • Positive reinforcement


Classroom

Setting Systems

  • Classroom-wide positive expectations taught & encouraged

  • Teaching classroom routines & cuestaught & 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


Individual Student

Systems

  • 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


CONTINUUM of SWPBS

  • Tertiary Prevention

  • Function-based support

Audit

Identify existing efforts by tier

Specify outcome for each effort

Evaluate implementation accuracy & outcome effectiveness

Eliminate/integrate based on outcomes

Establish decision rules (RtI)

~5%

~15%

  • Secondary Prevention

  • Check in/out

  • Primary Prevention

  • SWPBS

~80% of Students


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