SWPB Action Planning
for District Leadership
George Sugai & Susan Barrettt
OSEP Center on PBIS
University of Connecticut
February 14, 2008
www.pbis.org
George.sugai@uconn.edu
Outcomes
• Rationale for approach to behavior
that is positive, systemic, &
continuous
• Features of school-wide positive
behavior support (practices &
systems)
• Role/importance of district
leadership, coordination, & capacity
Main Messages
Student Achievement
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
RATIONALE
Why 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)
Main Messages
• Student Achievement = Good
Teaching + Behavior Management
• Good Teaching = Increasing
District & State Competence &
Capacity
• Competence/Capacity = Investing
in outcomes, data, practices, &
systems
Implementation
Levels
Student
Classroom
School
District
State
FEATURES
What does SWPBS look
like?
Logic!
Successful teaching & learning
environments are effective,
efficient, relevant, & durable
– Outcome-based
– Data-led decision making
– Evidence-based practices
– Systems support for accurate & sustained
implementation
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
SWPBS
Subsystems
Classroom
Non-classroom
Student
Family
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Individual Student
• 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
Family
• Continuum of positive behavior support
for all families
• Frequent, regular positive contacts,
communications, & acknowledgements
• Formal & active participation &
involvement as equal partner
• Access to system of integrated school &
community resources
School-wide
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
DW Planning
Features
What’s needed to
support school
implementation?
Need,
Agreements,
Adoption, &
Outcomes
Local
Demonstration
w/ Fidelity
1.
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
Sample 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
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Leadership Team
Active Coordination
FUNCTIONS
• Implementation support
• Data-based action plan
• Coordination
• Capacity building
• Policy & funding
• Communications
• Training capacity
• Exemplars
• Evaluation
MEMBERS
• Coordinator
• Representation
• Behavioral capacity
• Agency
• Parent/family
• Leadership
• Etc
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
CONTINUUM of SWPBS
Tertiary Prevention
• Function-based
Audit
support
~5%
•
1. Identify existing efforts by tier
•
~15%
2. Specify outcome for each effort
•Secondary
•Prevention
3. Evaluate implementation accuracy
• Check in/out
& outcome effectiveness
•
•
4. Eliminate/integrate based on
•Primary Prevention
outcomes
•• SWPBS
5. Establish decision rules (RtI)
•
•
•
~80% of Students
•
Training
Training
• Continuous
• Embedded
• Team-coordinated
• Data-based
• Local expertise
• Action plan linked
• Etc….
Coaching
Coaching
• Continuous
• Local support
• Data-based
• Preventive
• Positive
• Competent
• Etc….
Evaluation
Evaluation
• Continuous
• Question-based
• Academic & social
• Efficient
• Team-coordinated
• Public
• Etc….
Role of “Coaching”
• Liaison between school teams &
district/state leadership team
• Local facilitation of process
• Local resource for data-based
decision making
Tools (pbis.org)
•
•
•
•
•
•
EBS Self-assessment
TIC: Team Implementation Checklist
SSS: Safe Schools Survey
SET: Systems School-wide Evaluation Tool
BoQ: Benchmarks of Quality
PBS Implementation & Planning Selfassessment
• ISSET: Individual Student Systems Evaluation
Tool (pilot)
• SWIS: School-Wide Information System
(swis.org)
Funding
Visibility
• General fund
• 3 years of support
• Integrated
• Data-based
• Etc….
• Demos & research
• Multiple formats
• Multiple audiences
• Acknow. others
• Etc….
Political
Support
• Continuous
• Top 3 priorities
• Quarterly/annually
• Policy
• Participation
• Etc….
Local School Teams/Demonstrations
• Fidelity implementation
• >80% of staff
• >80% of students
• Administrator leadership
• Team-based
• Data driven
• Contextually relevant
• Teaching focused
• Integrated initiatives
• Etc…..