Universal Prevention Introduction

1

• Universal Prevention Introduction
• June 21-22, 2007
• www.cenmi.org/miblsi

2
Acknowledgements
The material for this training day was developed
with the efforts of

• Content was based on the work of
• Rob Horner, Anne Todd, University of
  Oregon
• George Sugai, University of Connecticut

• Susan Bogart
• Sue Mack
• Brenda Tarsa
• Jerry Zielinski

3
Setting Group Expectations

• To make this day the best possible, we need your
  assistance and participation
• Be Responsible
• Attend to the Come back together signal
• Active participationPlease ask questions
• Be Respectful
• Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Share air time
• Be Safe
• Take care of your own needs

4
Purpose

• This day provides a workshop for school teams to
  develop foundations of schoolwide Positive
  Behavior Support (PBS). Descriptions and
  multiple examples will be provided for the
  various components of Universal PBS. Throughout
  the workshop, school teams will be given time to
  individualize implementation strategies to meet
  their schools unique needs.

5
Agenda

• Introduction/Review Agenda
• Strengthening Commitment
• Behavior Expectations Identified/Defined
• Teaching Behavior Expectations
• Data Tools
• Action Planning/Next Steps

6
Mission Statement

• To develop support systems and sustained
  implementation of a data-driven, problem solving
  model in schools to help students become better
  readers with social skills necessary for success.

7
The Big Idea of School-Wide Support Systems

• Goal is to establish host environments that
  support adoption, sustained use, expansion of
  evidence-based practices
• (Zins Ponti, 1990)

8
Moving UpstreamA Story of Prevention and
Intervention
9

• In a small town, a group of fishermen gathered
  down at the river. Not long after they got there,
  a child came floating down the rapids calling for
  help. One of the group on
  the shore quickly
  dived in and pulled
• the child out.

10

• Minutes later another child came, then another,
  and then many more children were coming down the
  river. Soon everyone was diving in and dragging
  children to the shore,
• then jumping
• back in to save
• as many as
• they could.

11

• In the midst of all this frenzy, one of the group
  was seen walking away. Her colleagues were irate.
  How could she leave when there were so many
  children to save? After long hours, to everyones
  relief, the flow of children stopped, and the
  group could finally catch their breath.
• At that moment, their colleague came back. They
  turned on her and angrily shouted
• HOW COULD YOU WALK
• OFF WHEN WE NEEDED
• EVERYONE HERE TO SAVE
• THE CHILDREN?

12

• She replied, It occurred to me that someone ought
  to go upstream and find out why so many kids were
  falling into the river. What I found is that the
  old wooden bridge had several planks missing, and
  when some children tried to jump over the gap,
  they couldnt make it and fell through into the
• river. So I got someone
• to fix the bridge.

13
School-Wide Support Systems for Student Success
Intensive Intervention Individualized,
functional assessment, highly specific
1-5
Targeted Intervention Supplemental, some
students, reduce risk
7-15
Universal Prevention Core Instruction, all
students Preventive
80
Behavior
14
Providing support at all three levels
Implement Intensive Intervention

Students needing intensive/ individualized
Interventions
Implement Targeted Intervention
Students needing strategic/targeted
interventions
Students performing at desired levels
15
How do we do this in our school?

• Use existing teams/committees as much as possible
• Embed project activities into current initiatives
  (i.e., school improvement, safe schools,
  character education, etc.)
• School-wide support activities are mapped out
  within an action plan (school improvement plan)
• Establish three levels of implementation, each
  with different functions
• School-wide
• Grade level
• Individual student

16
Three Important Themes

• Create systems, not just programs, to support
  each and all students
• Earlier rather than later
• Evidence, not opinion

17
Big Ideas to Improve Behavior

• Specify appropriate behavior
• Teach appropriate behavior
• Monitor behavior
• Encourage appropriate behavior
• Correct inappropriate behavior
• Use data to problem solve

18
We want to create a culture of positive behavior
support within schools with shared values,
language, expectations and experiences.
Loftis Elementary
19
Outcomes

• By the end of todays session your school team
  will have completed
• School committee audit
• Behavior expectation matrix
• Sample behavior lesson plan with teaching
  schedule
• Team implementation checklist
• Action plan for next steps in schoolwide PBS
  implementation

20
Important!

• Some schools say they are implementing Positive
  Behavior Support or Schoolwide Reading Support
• You cannot really say that you are implementing
  until you have demonstrated that practices and
  support structures are in place on standard
  evaluation measures