RISWPBS Updates, Review,

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RI-SWPBSUpdates, Review, Planning

• George Sugai
• University of Connecticut
• Center on Positive Behavioral Interventions
  Supports
• May 8, 2006
• www.pbis.org

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Purpose

• Give SWPBS leadership teams extra organizational
  tool for reviewing planning their current
  future implementation activities
• Use self-assessment to guide teams in their
  action planning

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• School-Wide Positive Behavior Support
  Interventions for Improving Discipline and
  Academic Achievement
• September 27, 2006
• Four Points Sheraton - Norwood
• 1125 Boston Providence Turnpike
• Norwood, MA 02062

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(No Transcript)
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3-5 min. Team Reports

• Name of school
• Current data
• 1-2 accomplishments/successes since February
  meeting
• 1-2 current implementation efforts

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Review of Best Practices SystemsWhere have we
been? Where are we going?
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Monthly Activity Schedule
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Guidelines

• Work as school-wide leadership team.
• Begin by reviewing current behavioral data
• Link all activities to measurable action plan
  outcomes objectives.
• Use effectiveness, efficiency, relevance to
  judge whether activity can be implemented w/
  accuracy sustained.
• Use, review, update this planning guide at
  monthly team meetings.
• Plan activities 12 months out.

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Planning Guide Self-Assessment

• Highlights essential SWPBS practices systems
  for years 1-2 implementation
• F fully in place (e.g., gt80)
• P partially in place
• N not in place/dont know

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STAFF

• State definition of SWPBS?
• State purpose of SWPBS team?
• State SW positive expectations?
• Actively supervise in non-classroom settings?
• Agree to support SWPBS action plan?
• Have more positive than negative daily
  interactions with students?
• Have opportunities to be recognized for their
  SWPBS efforts?

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Monthly Activity Schedule
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STUDENTS

• State SW positive expectations give
  contextually appropriate behavior examples?
• Received daily positive academic and/or social
  acknowledgement?
• Have 0-1 major office discipline referrals for
  year?
• Have secondary/tertiary behavior intervention
  plans if gt5 major office referrals?

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TEAM

• Representative membership?
• At least monthly meetings?
• Active administrator participation?
• Active current action plan?
• Designated coaching/facilitation support

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DATA

• Measurable behavioral definitions for rule
  violations?
• Discipline referral or behavior incident
  recording form that is efficient and relevant?
• Clear steps for processing, storing, summarizing,
  analyzing, and reporting data?
• Schedule for monthly review of school-wide data?

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Monthly Activity Schedule
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SW POSITIVE EXPECTATIONS

• Agreed to 3-5 positively stated SW expectations?
• Complete (behaviors, context, examples) lesson
  plan or matrix for teaching expectations?
• Schedule for teaching expectations in context to
  all students?
• Schedule for practice/review/boosters of SW
  expectations?

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ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS

• Continuum or array of positive consequences?
• At least daily opportunities to be acknowledged?
• At least weekly feedback/acknowledgement?

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RULE VIOLATIONS

• Leveled definitions of problem behavior?
• Procedures for responding to minor violations?
• Procedures for responding to major non-referrable
  violations?
• Procedures for responding to major
  office-referrable violations?
• Procedures for preventing major violations?
• Quarterly review of effectiveness of SW
  consequences for rule violations

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NONCLASSROOM SETTINGS

• Active supervision by all staff across all
  settings?
• Daily positive student acknowledgements?

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CLASSROOM SETTINGS

• Agreement about classroom nonclassroom managed
  problem behaviors?
• Linkage between SW classroom positive expected
  behaviors?
• High rates of academic success for all students?
• Typical classrooms routines directly taught
  regularly acknowledged?
• Higher rates of positive than negative social
  interactions between teacher students?
• Students with PBS support needs receiving
  individualized academic social assistance?

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STUDENTS W/ PROBLEM BEHAVIORS

• Regular meeting schedule for behavior support
  team?
• Behavioral expertise/competence on team?
• Function-based approach?
• District/community support?
• SW procedures for secondary prevention/interventio
  n strategies?
• SW procedures for tertiary prevention/intervention
  strategies?

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Monthly Activity Schedule
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1 min report

• New spokesperson
• Name of school
• 1-2 major discussion topics/decisions