SchoolWide PBIS: Action Planning

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School-Wide PBISAction Planning

• George Sugai
• OSEP Center on PBIS
• Center for Behavioral Education Research
• University of Connecticut
• August 11, 2008
• www.pbis.org www.cber.org www.swis.org
• George.sugai_at_uconn.edu

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PURPOSE Enhance 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 Orientation Tomorrow Team Action
Plan
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What does SWPBIS look like? (Appendix C)

• gt80 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
ORGANIZATION MEMBERS
Common Language
Common Experience
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WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

• Surgeon Generals Report on Youth Violence (2001)
• Coordinated Social Emotional Learning
  (Greenberg et al., 2003)
• Center for Study Prevention of Violence (2006)
• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate
• High rates of academic social success
• Formal social skills instruction
• Positive active supervision reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-communit
  y effort

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Train Hope
8
PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
p. 10-11
Supporting Student Behavior
10
p. 12-14
SWPBS Subsystems
School-wide
Classroom
p. 33 A
p. 78
Family
Non-classroom
p. 69
Student
11
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
p. 16
80 of Students
12
p. 19
ESTABLISHING A CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Special Education

• Audit
• Identify existing practices by tier
• Specify outcome for each effort
• Evaluate implementation accuracy outcome
  effectiveness
• Eliminate/integrate based on outcomes
• Establish decision rules (RtI)

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15

• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• PRIMARY PREVENTION
• Teach encourage positive SW expectations
• Proactive SW discipline
• Effective instruction
• Parent engagement

80 of Students
13
Main Messages
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
p. 24-26
Implementation
Evaluation
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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 (gt80)
• Consider effectiveness, efficiency, relevance
  sustainability in decision making

p. 30-31
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Year 1 Action Planning Priorities (330)

• Present PBIS proposal to staff (gt80 agreement)
• Improve school climate
• Support academic achievement
• Establish leadership/ coordination team
• Secure Principal participation agreement

• 2. Review data
• Discipline
• PBS Self-Assessment (C)
• Develop proposed SWPBIS action plan
• Behavior purpose statement
• SW Expectations Teaching Matrix
• Continuum of acknowledgements
• Schedule for year

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Action Planning (300)

• Review big ideas (content from today)
• Action plan (what, when, how, who) (B, E)
• Getting Started with SWPBS (Ch 1-2, A)
• EBS Self-Assessment Survey (C)
• School data
• Logistics
• Develop report for staff (Ch 1)
• Complete TIC (D)
• Schedule next team meeting date
• Report 1-2 planned activities from your team
  action planning (1 min.)

Attention Please
1 Minute New Spokesperson