Transcript Overview of training sequence - All 9 Days Sharing Clock Partners

Minnesota PBIS Training
Adapted from George Sugai
University of Connecticut
Center on Positive Behavioral Interventions & Supports
Center on Behavioral Education & Research
and
Rob Horner, Ph.D.
University of Oregon
www.pbis.org www.cber.org
OUTCOME OBJECTIVES
Rationale for adopting SWPBIS
Features of SWPBIS
Description of implementation framework
Examples
Why SWPBIS?
• The fundamental purpose of SWPBIS is to
make schools more effective and
equitable learning environments.
Predictable
Positive
Consistent
Safe
School-wide Positive Behavioral Interventions
and Supports (PBIS)
• School-wide PBIS is:
• A multi-tiered framework for establishing the social culture
and behavioral supports needed for a school to achieve
behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS
•
•
•
•
•
•
•
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Implementation of the systems that support effective
practices
End Goal
Common
Language &
Behaviors
Effective
Organizations
Common
Vision/Values
Common
Experience
Quality
Leadership
PBIS is about….
Improving classroom
& school climate
Integrating
academic &
behavior
initiatives
Improving
support for
students w/ EBD
Decreasing reactive
management
Maximizing
academic
achievement
Biglan, Colvin, Mayer,
Patterson,
Reid, Walker
A FUNDAMENTAL
Establish
positive school
climate
Communicating
positively
Maximizing
academic
success
Active
supervision
Teaching
important
social skills
Modeling good
behavior
HOW?
Recognizing
good behavior
IMPLEMENTATION W/
FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
CORE FEATURES
MTSS/RtI
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
CONTENT
EXPERTISE &
FLUENCY
TEAM-BASED
IMPLEMENTATION
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICE
S
Supporting
Student Behavior
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
Culturally Equitable Academic &
Social Behavior Expectations
OUTCOMES
Culturally Valid
Information for
Decisions
Culturally
Knowledgeable
Staff
PRACTICES
Culturally Relevant & Effective
Instruction
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Continuum of
Support
“Terri”
Math
Intensive
Science
Targeted
Writing
Spanish
Comprehension
Soc skills
Decoding
Universal
Technology
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007
Intensive
Continuum of
Support for
ALL:
“Molcom”
Anger man.
Prob Sol.
Targeted
Technology
Ind. play
Adult rel.
Self-assess
Attend.
Universal
Homework
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
Continuum of
Catalan
Support for
Intensive
ALL:
Statistics
Expressing “George”
Targeted
Emotions
Technology
Lawn Mowing
Tennis
Reading
Comprehension
Universal
Cooking
Billiards
Teaching
Bicycle Touring
Label behavior…not
Dec 7, 2007 people
Intensive
__________
__________
Targeted
__________
Continuum of
Support for
ALL:
“________”
_________
_________
________
_______
________
Universal
___________
_________
Dec 7, 2007
_________
Minnesota’s PBIS Training Sequence
• 9 Days of Training over 2 years
• First year is focused on Tier 1
SWPBS
Practices
Classroom
Non-classroom
Student
Family
SCHOOL-WIDE
CLASSROOM
1.1. Leadership team
1.All school-wide
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide
expected behavior
5.Continuum of procedures for encouraging
expected behavior
EVIDENCEBASED
INTERVENTION
PRACTICES
6.Continuum of procedures for discouraging rule
violations
INDIVIDUAL STUDENT
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management
instruction
6. Individualized instructional & curricular
accommodations
3.Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4.Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
1.Behavioral competence at school & district levels
2.Maximum structure & predictability in routines &
environment
NONCLASSROOM
1.Positive expectations & routines
taught & encouraged
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all
families
2.Frequent, regular positive contacts,
2.Active supervision by all staff (Scan, communications, & acknowledgements
move, interact)
3.Formal & active participation & involvement as
3.Precorrections & reminders
equal partner
4.Positive reinforcement
4.Access to system of integrated school &
community resources
Year 1
Procedures for
on-going databased monitoring
& evaluation
(throughout)
Continuum of
procedures for
discouraging rule
violations
(Day 4)
Leadership team
(Day 1 of training)
Behavior purpose
statement
(Day 1)
CORE FEATURES:
School-Wide
PBIS (Tier 1)
Continuum of procedures
for encouraging expected
behavior
(Day 4)
Set of positive
expectations &
behaviors
(Day 1)
Procedures for teaching
SW (Days 2, 3) &
classroom-wide expected
behavior (Day 5)
Year 2
Team & data
driven
Behavior
expertise
Increased
precorrection
CORE FEATURES
Targeted PBIS
(Tier 2)
Continuous
progress
monitoring
Increased opportunity for
positive reinforcement
Increased social
skills instruction &
practice
Increased adult supervision
Year 2
Multi-disciplinary
Team & data
driven
Increased
precorrection
Continuous progress
monitoring, positive
reinforcement & adult
supervision
Behavior
expertise
CORE FEATURES
Intensive PBIS
(Tier 3)
Comprehensive School
Mental Health Supports
Functional Based
Behavior Support
Planning
Wraparound Supports &
Culture Driven Person
Centered Planning
Discussion
What are you thoughts about the
Framework of PBIS so far?
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
Factors Directly & Indirectly Contributing To
Student Learning
Student/ Family
Background
School
Leadership
School
Conditions
Teachers
Classroom
Conditions
Louis, Leithwood, Wahlstrom, & Anderson (2010).
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
“Plan”
Evaluation
“Check”
Implementation
“Do”
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Respect
Property
Acknowledge & Recognize
PRACTICE
Implementation
Fidelity
IMPLEMENTATION
Effective
Not Effective
Effective
Reduced
Probability of
Student Benefit
Not
Effective
Low Probability Low Probability
for Student
for Student
Benefit
Benefit
Fixsen & Blase, 2009
Cultural/Context
Considerations
Start w/
effective,
efficient, &
relevant,
doable
BASIC PBIS LOGIC
PRACTICES
Implementation
Fidelity
Prepare &
support
implementation
Training
+
Coaching
+
Evaluation
Improve “Fit”
Maximum
Student
Outcomes
High
School
Student
writing
to her
grade
school
principal
I write to you today as a former Jackson Elementary school student who
wishes to convey her fondest of gratitude toward a fantastic school. As I
grow older and move from state to state, I never forget my roots and
where my future began….
Though I had only attended Jackson for roughly four years during
kindergarten, first, second, and third grade, I realize now that those
years were just as important as any other and I am proud to say that I
was once a Jaguar.
Without further ado, I would like to state that nine years later I still
remember your kindness, your positivity, and most of all the three R's:
Respect yourself, Respect others, and Respect property.
Those three lessons have stuck with me throughout the years, from age
eight to seventeen, and have bettered me as a human being.
In essence, I simply dropped by to express my thanks, and to reassure
the staff of Jackson Elementary that their hard work does not go to
waste, and that even the simplest of actions or words can spur on a
revolution.
Thank you very much for giving me the opportunity to live my life to its
fullest.
Sincerely,
Never stop doing what already works
Always look for the smallest change that will produce
the largest effect
Avoid defining a large number of goals
Do a small number of things well
Do not add something new without also defining what
you will stop doing to make the addition possible.
Collect and use data for decision-making
Adapt any initiative to make it “fit” your school
community, culture, context.
Families
Students
Faculty
Fiscal-political structure
Discussion
How is your understanding of
SWPBIS different than when you
walked in the door today?