SWPBS Workbook 1 School-wide Positive Behavior Support Getting Started Workbook 1 Center on Positive Behavioral Interventions and Supports University of Oregon & Connecticut Ver. April 27, 2010 1 This document is supported in part by the OSEP Center on Positive Behavioral Interventions and Supports (http://pbis.org). The Center is supported by a grant from the Office of Special Education Programs, US Department of Education (H326S98003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred. SWPBS Workbook 2 School-Wide Positive Behavior Support OSEP Center on Positive Behavioral Interventions and Supports2 University of Oregon & Connecticut www.pbis.org The OSEP Center on Positive Behavioral Interventions and Supports is grateful to the students, educators, administrators, families, support providers, researchers, and teacher trainers who have worked tirelessly to improve educational outcomes for all students and who have contributed to our understanding of the critical practices and systems of school-wide positive behavior support. These training materials have been developed to assist schools in their efforts to improve school climate and school-wide positive behavior support for all students. An individual personal copy may be made without permission and by citing Center on PBIS as source. Multiple copy photocopying, use, and/or sale of these materials are forbidden without expressed written permission by the OSEP Center on Positive Behavioral Interventions and Supports. For additional information about use of these materials, contact the Center at www.pbis.org. 2 The Center is supported by a grant from the Office of Special Education Programs, US Department of Education (H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred. SWPBS Workbook 3 How Should I Use this Workbook? What is the Purpose of this Workbook? To provide implementers of a School-wide Positive Behavior Support (SWPBS) approach with supplemental, user-friendly information to support on-going training and implementation. Who Should Use this Workbook? Trainers, Coaches, Facilitators – to support efforts to implement SWPBS at the school level Coordinators and Administrators – to provide an overview of and reference to the content and process of SWPBS to others School and District Implementation Leadership Teams – to support and guide development, implementation, and monitoring of SWPBS implementation How is this Workbook Organized? Each chapter generally has the following organizational features: Organizing introduction (green) that provides rationale, definitions, “big ideas,” etc. Implementation guidelines (blue) that are used to support training, selfassessment, and action planning. Generic activity worksheets (yellow) that guide contextualized implementation and product development. Generic action planning (red) that structures commitments to follow-up activities and tasks. The Table of Contents serves as a summary and roadmap to the organization of the content and process of SWPBS. Generally, the chapter sequence approximates the typical order in which SWPBS trainers, coordinators, and coaches guide School Leadership Teams through the practices and processes of SWPBS. Appendices include (a) tools and instruments, (b) supporting stand-alone information and activities, and (c) materials referenced in workbook sections. SWPBS Workbook 4 Table of Contents Page Chapter 5 Appendices Description 7 1 – Overview of School-Wide Positive Behavior Support 41 2 – Getting Started with School-Wide Positive Behavior Support 75 What is SWPBS? Why not “get tough” with problem behavior? What principles guide implementer use of SWPBS? What operational elements define SWPBS? What evidence-based behavioral interventions are included in SWPBS? What is the school-wide continuum of behavior support? o Responsiveness-to-intervention o Practices and systems by prevention tier o Developing a SW continuum of PBS What is the SWPBS team-based implementation process? o Basic action planning Primary prevention tier Step 1 – Establish team membership Conducting leadership team meetings worksheet Step 2 – Develop brief statement of behavior purpose Step 3 – Identify positive school-wide behavior expectations Step 4 – Develop procedures for teaching school-wide expectations Step 5 – Develop procedures for teaching classroom-wide behavior expectations Step 6 – Develop continuum of procedures for encouraging and strengthening student use of school-wide behavior expectations Step 7 – Develop continuum of procedures for discouraging student behavior violations of school-wide behavior expectations Step 8 – Develop data-based procedures for monitoring implementation of SWPBS (primary tier) 3 – SWPBS Practices and Systems in Non-Classroom Settings SWPBS Workbook 5 84 4 – Classroom Management Practices and Systems Appendices Appendix Description A School-Wide PBS Implementation Example An example of one school’s implementation of SWPBS is provided: leadership team, behavior purpose statement, school-wide and classroom-wide behavioral expectations, teaching matrices, encouragement procedures, behavior expectation violation procedures, and progress monitoring and data systems B Committee/Group/Team Self-Assessment and Action Planning This standalone activity gives leadership teams a structure for identifying what behavioral initiatives, programs, and interventions are in place, and evaluating how SWPBS fits with these efforts. The specific goal is to develop an effective, efficient, and relevant continuum of positive behavior support practices and processes for all students C Effective Behavior Support Self-Assessment Survey This self-assessment is used by leadership teams to determine staff perceptions about the status of the social and behavioral climate of the school. Perceptions about supports for school-wide, classroom, nonclassroom, and individual students are assessed. All school staff are usually included. D Team Implementation Checklist (TIC) Leadership teams and coaches use this self-assessment to monitor their initial and on-going SWPBS implementation. As such, leadership teams self-manage their implementation efforts. E SWPBS Team Monthly Planning Guide This organizational tool is used by leadership teams, coaches, coordinators teams to supplement their review and action planning efforts, especially at the beginning and end of the school year. Emphasis is on first year implementation of primary intervention tier of SWPBS. F Detention and Suspension: Frequently Asked Questions This FAQ has been developed to provide a general summary of the implementation considerations and features of detention and suspension consequences. A question/answer format is used. The p SWPBS Workbook 6 G Functional Assessment and Behavior Support Plan Checklists Two self-assessment checklists are provided to enable review of the components and processes of completing a functional behavioral assessment and developing a behavioral intervention plan. H Functional Assessment Checklists for Teachers and Staff The FACTS is an instrument used to guide the completion of a functional behavioral assessment and facilitate the development of a behavior intervention plan. I Emergency Prevention and Response This primer provides general guidelines and considerations for being prepared, preventing, and responding to crises and emergency situations. J Teaching Social Skills A basic and general lesson plan and examples for teaching social behavior are provided. K SWPBS and RtI A brief overview of the similar and different features of school-wide positive behavior support and responsiveness to intervention. L Selected References These references provide additional and supporting information for the contents of this workbook. M Data-based Decision Making and Office Discipline Referrals Guidelines and examples for establishing efficient and effective data-based decision making systems. Emphasis is on formalizing and enhancing office disciplinary procedures. N Restraint and Seclusion Considerations and SWPBS Guidelines and considerations for the appropriate and ethical use of restraint and seclusion in the context of the implementation of SWPBS. O Planning for the Beginning/Ending of the School Year Worksheet to guide planning for the beginning and end of the school year in a SWPBS school. SWPBS Workbook 7 CHAPTER 1 Overview of School-Wide Positive Behavior Supports SWPBS Workbook 8 SWPBS Message Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990) What is SWPBS? School-Wide Positive Behavior Supports (SWPBS) provides an organizational approach or framework for improving the social behavior climate of the schools and supporting or enhancing the impact of academic instruction on achievement and increasing proactive (positive/preventive) management. SWPBS Workbook 9 The SWPBS approach or framework is comprised of evidence-based behavioral interventions and practices that can be implemented by real users to effectively address and support the socially and educationally important behavioral needs of students and their families. SWPBS has its conceptual foundations in Behavioral Theory - Behavior is learned, lawful, and malleable Applied Behavior Analysis - Behavioral theory, principles, and practices are applied to socially important observable behaviors in the applied settings in which they are observed Positive Behavior Support – Behavioral supports are considered in the larger context of improving quality of life SWPBS Workbook 10 Why “Not Get Tough” with Problem Behavior? When students display problem behavior that is unresponsive to our typical consequences or interventions, we often get stern or “tough” to see if the student’s behavior will eventually improve. For many students this level of consequence works because the student has strong alternative ways of responding that access success without having to use the problem behavior. The problem behavior of some students continues to be unresponsive, and we get “tougher” to get the student’s attention, make a clear statement or point about the behavior, and minimize the likelihood of future occurrences. A few students respond to this level of consequence but the improvement is often not long lasting. So, the problem behavior of a few students continues to be observed, and we resort to further intensifying the presumed aversiveness of our responses to force “compliance” and a halt to the problem behavior. SWPBS Workbook 11 See below for example of “Get Tough” Sequence “GET TOUGH” Initial problem Given initial “aversive” behavior consequence, e.g., Further occurrences of problem behavior Give additional and more “aversive” consequence, e.g., Continued occurrences and increasing intensity of problem behavior Say “no.” Remove “privilege Send to “think seat” Scream “NO!” louder Move closer and point finger Complete office discipline referral Threaten and establish bottom line Send to in-school detention Increase intensity, frequency, and duration of “aversive” consequences, e.g., Establish and enforce zero tolerance policies Increase monitoring and security Physically assist or intervene Give out of school suspension BEHAVIOR RESPONSE Behavior of many students improve; however, for some their problem behavior continues Behavior of a few more students improve; however, for a few individual students, their behavior continues Behavior escalates in intensity, frequency, and duration to levels that severely interfere with teaching and learning SWPBS Workbook 12 Why do we get tougher when student’s behavior does not improve? Because we… 1. Assume the student is inherently bad, and stubborn behaviors require much more intensive consequences. 2. Assume the student must “learn” to take responsibility for their own behavior, and prove that they deserve to be part of the classroom or group. 3. Assume aversive consequences “teach” the student to behave better. 4. The behavior of some students does improve….albeit short-lived; so, we get temporary relief. 5. Learn “tougher” consequences remove the student with irritating behavior which brings relief in the immediate environment, and the student’s behavior will be better “tomorrow.” 6. Experience an initial improvement in problem behavior, when the student responds. So, what’s wrong with a get tough approach? The research is clear that if the only thing we do is get tough and tougher when students display problem behavior, 1. Environments of control are fostered 2. Antisocial behavior is triggered and reinforced 3. Shared accountability is shifted away from school and to the student, family, and/or community 4. Child/youth-adult relationships are devalued and put at risk 5. Link between academic achievement and social behavior programming is weakened So, what should we do? The science on human behavior has taught us that students…. 1. Are not born with bad (or good) behavior 2. Do not learn through the sole use of “aversive” consequences 3. Learn better ways of behaving by being taught social skills directly and receiving positive feedback about what they are doing correctly or appropriately. SWPBS Workbook 13 In addition, results from research on the prevention of youth violence consistently indicates that preventing the development and occurrence of violent and behavior is associated with the following: Youth Violence Prevention Sample Sources • Positive, predictable school-wide climate • Surgeon General’s Report on Youth Violence (2001) • High rates of academic & social success • • Formal social skills instruction • Positive active supervision & reinforcement Coordinated Social Emotional & Learning (Greenberg et al., 2003) • • Positive adult role models Center for Study & Prevention of Violence (2006) • • Multi-component, multi-year schoolfamily-community effort White House Conference on School Violence (2006) SWPBS Workbook 14 What Principles Guide Implementer Use of SWPBS? Implementers of SWPBS use the following principles to guide their decisions and actions: 1. Use data to guide decision making 2. Establish school discipline as instrument for academic and behavior success 3. Make decisions that are linked to important and measurable outcomes 4. Utilize research-validated practices, interventions, and strategies 5. Emphasize an instructional approach to behavior management 6. Emphasize prevention 7. Integrate initiatives, programs, interventions that have common outcomes 8. Adapt products, activities, actions, etc. to align with cultural and contextual characteristics of local environment (e.g., family, neighborhood, community) 9. Build and sustain a continuum of behavior support 10. Consider and implement school-wide practices and systems for all students, all staff, and all settings 11. Evaluate continuously 12. Coordinate efforts with a school-wide leadership team SWPBS Workbook 15 What Operational Elements Define SWPBS? Effective, efficient, and relevant school-wide discipline is based on a balance of four key and interactive elements: Social Competence & Academic Achievement ST SY TA DA Supporting Staff Behavior EM S OUTCOMES PRACTICES Supporting Student Behavior Supporting Decision Making SWPBS Workbook 16 DATA: What do we currently see and know? Data-based decision making guides selection and modification of curricula and practices, evaluation of progress, and enhancement of systems. OUTCOMES: What do we want to see? Clearly specified outcomes are related to academic achievement and social competence PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see? Evidenced-based practices have a high probability of outcome achievement for students. SYSTEMS: What needs to be in place to support (a) practice adoption that is informed and (b) full implementation that is contextualized, accurate, and sustainable? Systems support adult adoption, high fidelity implementation, and sustained use of effective practices. SWPBS Workbook 17 What Evidence-based Behavioral Interventions are Included in SWPBS? SWPBS emphasizes selection and implementation of the most appropriate, effective, efficient, and relevant practices and interventions that match the needs, resources, and competence of users. These practices and interventions are organized in five SWPBS subsystems: SUBSYSTEMS School-wide Classroom PRACTICES, PROCESSES, AND SYSTEMS FOR…… All students and staff members, across all settings Settings in which delivery of instruction is emphasized Nonclassroom Settings and contexts in which the emphasis is on supervision and monitoring, not instruction (e.g., sporting events, assemblies, lunchrooms, hallways, buses, field trips, etc.). Student Individual students whose behaviors are not responsive to schoolwide or primary tier prevention (secondary/tertiary tiers) Family Engaging and supporting family participation in the activities and access to resources of the school. SWPBS Workbook 18 Behavioral Interventions and Practices 1. Leadership team School-Wide 2. Common behavior purpose & approach to discipline 3. Clear set of positive expectations & behaviors 4. Procedures for teaching expected behavior school-wide & classroomwide 5. Continuum of procedures for encouraging expected behavior 6. Continuum of procedures for discouraging inappropriate behavior 7. Procedures for on-going data-based monitoring & evaluation 1. All school-wide above. Classroom-Wide 2. Maximum structure & predictability (e.g., routines, environment) 3. Positively stated expectations posted, taught, reviewed, prompted, & supervised 4. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices 5. Continuum of strategies to acknowledge displays of appropriate behavior , including contingent & specific praise, group contingencies, behavior contracts, token economies Non-Classroom Settings 6. Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic and social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, and time out. 1. Positive expectations & routines taught & encouraged/acknowledged 2. Active supervision by all staff, emphasizing scanning, moving, & interacting 3. Precorrections, prompts, & reminders 4. Positive reinforcement Individual Student SWPBS Workbook 19 1. Behavioral competence at school & district levels 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 Family Engagement 1. Continuum of positive behavior support for all families 2. Frequent, regular, & positive contacts, communications, & acknowledgements 3. Formal & active participation & involvement as equal partners 4. Access to system of integrated school & community resources SWPBS Workbook 20 What is the PBS School-wide Continuum of Behavior Support?3 A relatively small proportion of students (1-15%) have learning histories that cause general school-wide interventions to be ineffective (i.e., behavior not responsive), and these students require additional specialized and individualized interventions. Thus, school-wide discipline systems should not be abandoned because the behaviors of these students are unresponsive. Instead, schools should think of school-wide discipline systems as being important foundations for 1. Supporting the majority of students 2. Preventing the development of chronic problem behavior for students with high risk backgrounds and learning histories 3. Identifying (screening) and providing more specialized and individualized behavior supports for students with high intensity, difficult-to-change problem behaviors. 3 Also referred to as “RtI” or Responsiveness-to-Intervention SWPBS Workbook 21 The three tiered prevention logic organizes practices and systems along a continuum of increasing intensity and/or complexity. Student behavior responsiveness to intervention is used to match intervention intensity. Although the continuum is dynamic and blended, the three tiers are generally described as follows: Prevention Tier Description General Response Criteria Primary (Universal) Practices and systems for all students and staff implemented across all settings. Behaviors of 7090% of students Secondary (Targeted) More intensive and specialized practices and systems for students whose behaviors have been documented as not responsive at the primary tier, and generally provided in a common or standardized manner in small student groupings, which provide more regular supervision, monitoring, interactions, corrective feedback, and positive reinforcement with and by adults and peers. Behaviors of 1030% of students Tertiary (Intensive) Most intensive and specialized practices and systems for students whose behaviors have been documented as not responsive at the primary or secondary tiers, and generally are highly individualized to the specific needs and strengths of an individual student. Family and community involvement is increased. Behaviors of 110% of students SWPBS Workbook 22 The following figure illustrates this important concept: CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students The following figure illustrates the an “applied” continuum of support in which sequencing and integration of practices and supports varies by setting (e.g., elementary v. middle v. high school; alternative programming; rural v. urban) and individual student strengths and needs: SWPBS Workbook 23 How does SWPBS Relate to Responsiveness to Intervention? “Responsiveness-to-Intervention” (RtI) has been described as an approach for establishing and redesigning teaching and learning environments so that they are effective, efficient, relevant, and durable for all students, families, and educators. Specifically, RTI is shaped by six defining characteristics4: 4 Brown-Chidsey & Steege, 2005; Christ, Burns, & Ysseldyke, 2005; Fuchs & Deschler, 2007; Fuchs & Fuchs, 2007; Fuchs, Mock, Morgan, & Young, 2003; Gresham, 2005; Gresham et al., 2005; Kame’enui, 2007; National Association of State Directors of Special Education, 2006; Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007; Sugai, 2007 SWPBS Workbook 24 RtI Feature Description 1. Universal screening Learner performance and progress should be reviewed on a regular basis and in a systematic manner to identify students who are (a) making adequate progress, (b) at some risk of failure if not provided extra assistance, or (c) at high risk of failure if not provided specialized supports. 2. Data-based decision making and problem solving Information that directly reflects student learning based on measurable and relevant learning criteria and outcomes should be used to guide decisions regarding instructional effectiveness, student responsiveness, and intervention adaptations and modifications 3. Continuous progress monitoring Student progress should be assessed on a frequent and regular basis to identify adequate or inadequate growth trends and support timely instructional decisions. 4. Prevention & Early Intervention Priority should be given to early and preventive assessment and intervention so that (a) conditions that promote the development of problem behavior are avoided and of prosocial behavior are established, and (b) triggering antecedent and maintaining consequence events of problem behavior are removed and of appropriate behavior are added 5. Continuum of evidence-based interventions An integrated and sequenced curriculum should be available such that a (a) core curriculum is provided for all students, (b) modification of this core is arranged for students who are identified as nonresponsive, and (c) specialized and intensive curriculum is developed for students whose performance is deemed nonresponsive to the modified core. Elements of this continuum must have empirical evidence to support efficacy (intervention is linked to outcome), effectiveness (intervention outcomes are achievable and replicable in applied settings), relevant (intervention can be implemented by natural implementers and with high fidelity), and durable (intervention implementation is sustainable and student outcomes are durable). 6. Implementation fidelity Team-based structures and procedures are in place to ensure and coordinate appropriate adoption and accurate and sustained implementation of the full continuum of intervention practices. SWPBS Workbook 25 Practices and Systems by Prevention Tier and SWPBS Working Elements Prevention Tier Primary Data Outcomes Practices SWPBS Working Elements Secondary Office discipline referrals (ODR) EBS SelfAssessment SET Benchmarks of Quality School Safety Survey Academic performance Curriculum based measurement ~80% of students with 0-1 major ODR ~1/500 students/day Teach and encourage small number of schoolwide behavioral expectations and behaviors Continuum of consequences for violations of behavior expectations Active supervision Effective classroom management Tertiary Office disciplinary referrals Points earned token economy Academic competence Curriculum based measurement FACTS ~15% of students with 2-5 major ODR Universal screening Group social skills instruction Daily performance feedback Self-management instruction At least hourly positive reinforcement Family engagement FACTS FBA Academic competence Curriculum based measurement Individualized academic and behavior objectives ~5% of students with >6 major ODR Function-based Individualized behavior support plan Targeted social skills instruction Academic accommodations and supports Family participation SWPBS Workbook 26 Systems SW leadership team Formative dataand team-based decision making and action planning High priority Active administrator involvement Behavioral competence Weekly program review Team based coordination and decision making Direct link to school-wide primary tier prevention system Specialized behavioral competence Team-based coordination and decision making Daily program review SWPBS Workbook 27 Developing a School-wide Continuum of Positive Behavior Support The development of a SW continuum of requires a careful consideration of local context (features and data), desired outcomes (data, priority needs, etc.), evidencebased practices, and systems capacities and supports. To enhance efficiency and relevance, the following steps for selecting practices within a school-wide continuum of positive behavior supports should be considered: Steps for Selecting Practices within a School-Wide Continuum of Positive Behavior Support Step 1: Identify what practices (e.g., interventions, programs, strategies) are available at each prevention tier. (See Practices Evaluation Chart) Step 2: Evaluate each practice against the following evaluation criteria Evidence-based – Does experimental research evidence exist to support the selection and use of a practice to achieve desired outcome? Outcome Data – Are relevant data collected to measure effectiveness? Non-Responder Decision Rule – Are data-based rules available and used to modify intervention for students who do not respond to practice? Implementation Fidelity – Are data collected to assess and improve accuracy of practice implementation? Effectiveness – Have data demonstrated that practice is effective in achieving desired outcomes? Step 3: Based on the above results, decide whether to (a) eliminate or discontinue, (b) integrate with other practices, (c) modify and continue or integrate, or (d) sustain as is. Step 4: Based on the above results, do new or different practices need to be considered and adopted to complete the continuum? Identify outcome that needs to be achieved. Evaluate practices that have experimental evidence of their effectiveness and are likely to produce desired outcome. Insert new practice into Practices Evaluation Chart Step 5: Complete display of continuum of behavior support practices (see following Continuum of School-wide Behavior Support triangle continuum) SWPBS Workbook 28 Practices Evaluation Chart Evaluation Secondary Tertiary Prevention Tier Primary Practices 5 6 Yes ? No Eliminate, Modify, Integrate, Sustain EvidenceBased? Outcome Data Collected? Y ? N5 Y ? N NonResponder Decision Rule? Y ? N Y ? N Y ? N Y ? N Implem. Fidelity Assessed? Effective? Decision Y ? N Y ? N E I M S6 Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S Y ? N Y ? N Y ? N Y ? N Y ? N E I M S SWPBS Workbook 29 Continuum of School-wide Positive Behavior Support Directions: Insert evaluated and selected practices and strategies into this table to establish a continuum of school-wide positive behavior supports. Tertiary Secondary Primary SWPBS Workbook 30 Tertiary Example: Continuum of School-wide Positive Behavior Support Function-based support Wraparound/person-centered planning Specialized & individualized instruction/intervention Crisis prevention & intervention Secondary Check in/out Targeted social skills training Peer-based tutoring Social skills club Behavioral contracting Cognitive-behavioral counseling Primary Teaching & rewarding positive school-wide behavioral expectations Proactive school-wide discipline Effective academic instruction/curriculum Parent engagement Active supervision SWPBS Workbook 31 What is the SWPBS Team-Based Implementation Process? SWPBS implementation process or approach is premised on the finding that sporadic one-time or occasional high intensity training events are ineffective and inefficient at achieving system or organization-wide implementation of an intervention or practice that is sustainable and accurate. Typical school inservice or professional development events are more likely to be “train-and-hope” (Stokes and Baer, 1977) events: SWPBS Workbook 32 In contrast, the SWPBS approach adopts a continuous multi-component, multiyear organizational approach. The features of the general team based implementation process are summarized in the following: Team Agreements Data-based Action Plan Evaluation Implementation SWPBS Workbook 33 When engaged in the general SWPBS implementation steps, consider the following guidelines: Establish Agreements Form Team Guidelines Yes No ? 1. Adequate representation Yes No ? 2. Active administrator membership and involvement Yes No ? 3. Efficient means for communications within team and with faculty as a whole Yes No ? 4. Capacity for on-going data-based decision making Yes No ? 5. Priority and status among committees and initiatives Yes No ? 6. Behavioral capacity on team Yes No ? 1. Commitment to 3-4 years of priority implementation Yes No ? 2. Use of 3-tiered prevention logic and continuum Yes No ? 3. Administrator participation and membership Yes No ? 4. On-going coaching and facilitation supports 5. Dedicated resources and time Yes No ? 6. Agreement about operating procedures for roles, agenda, Data-based Action Plan meeting times, action planning, etc. Yes No ? 7. Top three school-wide initiatives based on need Yes No ? 1. Regular self-assessment Yes No ? 2. Review and use of existing discipline data Yes No ? 3. Multiple subsystems of evidence-based behavioral interventions Yes No ? 4. Team-based decision making and action planning Yes No ? 5. Efficient system of data input, storage, and summarization SWPBS Workbook 34 2. Active administrator participation Yes No ? 3. Continuous staff involvement in planning Develop Procedures and Supports for Implementation Action Plan with Fidelity and Durability Yes No ? Yes No ? 7. Team coordinated and managed implementation Continuous Evaluation Fidelity of Implementation and Outcome Progress 1. Emphasis on evidence based practices and interventions Yes No ? Yes No ? 1. Team- and data-based decision making and planning Yes No ? 2. Relevant and measurable outcome indicators Yes No ? 3. Efficient input, storage, and retrieval of data Yes No ? 4. Effective, efficient, and informative visual displays Yes No ? 5. Regular data review Yes No ? Yes No ? Yes No ? Yes No ? 4. Efficient and effective support for staff training and implementation 5. Continuous monitoring of fidelity of implementation and progress 6. Regular and effective staff acknowledgements for participation and accomplishments 6. Continuous monitoring of fidelity of implementation and progress SWPBS Workbook 35 Basic Action Planning Action planning is a process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes. The process is guided by the following principles: Process Principles 1. Align with district goals. 2. Focus on measurable outcomes. 3. Base and adjust decisions on data and local characteristics. 4. Give priority to evidence-based programs. 5. Invest in building sustainable implementation supports. 6. Consider effectiveness, efficiency, relevance, and efficacy in decision making The action planning process can be facilitated by considering the following questions: Facilitating Questions Question 1. What need (problem, issue, concern, etc.) are we trying to address? 2. What evidence do we have to confirm, understand, characterize, etc. the need? Notes SWPBS Workbook 36 3. What factors seem to be contributing to the need? 4. How high of a priority is addressing this need? 5. What would the solution (data, strategy, policy, etc.) look like to address the need? 6. What existing activities also are addressing this need? 7. What would we see if we have been successful in addressing this need in 3 months, 1 year, 2 years, etc.? 8. What would a 1-3 year action plan look like to address this need? 9. What factors ($, roadblocks, agreements, capacity, leadership, etc.) need to be considered to support and maximize the successful implementation of this action plan? SWPBS Workbook 37 The following flowchart has been designed to improve decisions related to selection and use of instructional and behavioral interventions. Start Review questions & data on regular basis Does problem exist? Yes Specify features of need/problem No Identify practice that addresses need/problem Is practice research based? No Yes Yes Can practice be adapted? Yes No Implement & monitor effects Is adequate progress observed? Yes Improve efficiency & sustainability of practice implementation Is evidence of effectiveness available? No No Consider another practice SWPBS Workbook 38 Generic Action Planning Worksheet – Example #1 Action Plan Outcome (measurable, achievable, priority): Due Date: Activity 1. Persons Due Outcome Notes SWPBS Workbook 39 GENERAL PLANNING WORKSHEET – Example #2 Planning Questions Planning 1. What did we propose to accomplish? 2. What have we done so far? Data? 3. How much have we accomplished? Are we satisfied? 4. What do we need to accomplish next? 5. What do we need to do next? What 1. 2. 3. 4. 5. 6. 7. 8. 9. Who When SWPBS Workbook 40 Actions Needed for Using SWPBS Basic Information and Concepts Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 41 CHAPTER 2 Getting Started with School-Wide Positive Behavior Supports SWPBS Workbook 42 GETTING STARTED WITH SWPBS: PRIMARY PREVENTION TIER In the following sections, planning steps for getting started with the implementation of SWPBS are described. Examples of outcomes for each step are provided in the Appendices. Guidelines Yes No ?7 STEP 1 - Establish Leadership Team Membership Yes No ? STEP 2 - Develop Brief Statement of Behavior Purpose Yes No ? STEP 3 - Identify Positive School-wide Behavioral Expectations Yes No ? STEP 4 - Develop Procedures for Teaching School-wide Behavior Expectations Yes No ? STEP 5 - Develop Procedures for Teaching Classroom-wide Behavioral Expectations Yes No ? STEP 6 - Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavior Expectations Yes No ? STEP 7 - Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations Yes No ? STEP 8 - Develop Data-based Procedures for Monitoring Implementation of SWPBS (Primary Tier) Descriptions for each step (pink) include 7 Guidelines (blue) for improving the completion of each step Sample worksheets (yellow) for completing each step Action planning (red) forms to organize and manage “next activities” Uncertain, unknown, more information needed SWPBS Workbook 43 STEP 1 - Establish Team Membership When establishing a school-wide PBS leadership team, consider the following guidelines: Guidelines Yes No ?8 1. Representative of demographics of school and community Yes No ? 2. 1-2 individuals with behavior/classroom management competence Yes No ? 3. Administrator active member Yes No ? 4. Schedule for presenting to whole staff at least monthly Yes No ? 5. Schedule for team meetings at least monthly Yes No ? 6. Integration with other behavior related initiatives and programs Yes No ? 7. Appropriate priority relative to school and district goals Yes No ? 8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. Yes No ? Yes No ? 8 9. Schedule for annual self-assessments EBS Self-Assessment Survey Review Office Discipline Referrals Benchmarks of Quality School-wide Evaluation Tool 10. Coaching support (school and/or district/region) ? = uncertain, unknown, more information needed SWPBS Workbook 44 Team Profile and Agreements School Name: ___________________________ Level: El, Md/Jr, Sr, other_________ City: _____________________________ State: ________________________ District: __________________________ Team Member Name by Role Principal: _______________________ Teacher: ______________________ Teacher: _______________________ Teacher: ______________________ Teacher: _______________________ Teacher: ______________________ Counselor: _____________________ Parent: _______________________ Classified: ______________________ Classified9: _____________________ Special Educator: ________________ Student10: _______________________ Other: _________________________ Other: ________________________ Other: _________________________ Other: ________________________ Coaching Name: ________________________ Email: ________________________ Contact Telephone: ______________ Agreements for Getting Started Dates for next two team meetings: ______________ ________________ Date for next presentation to whole staff: ______________ Date for completion of EBS Self-Assessment Survey: ________________ Date for collection and summarization of office discipline data: ______________ Date for completion/review of action plan: ______________ 9 Representatives from non-classroom settings (e.g., office staff, cafeteria and hallway supervisor, bus driver, school resource officer, custodian, community member) 10 Students are recommended particularly for secondary level school teams. SWPBS Workbook 45 Conducting Leadership Meetings Worksheet How did we do? Preparing H M L na11 Review agreements/tasks from previous minutes H M L na Identify/review/develop agenda items H M L na Invite/remind/prepare participants H M L na Prepare/review materials H M L na Check/confirm logistics (e.g., room, location, time) H M L na Other: Beginning H M L na Acknowledge/introduce participants H M L na Review purpose H M L na Review/assign roles H M L na Review/modify agenda items (e.g., discussion, decision, information) H M L na Assign # of minutes for each agenda item H M L na Set/review meeting rules/routines (Routines below) H M L na Other: Conducting H M L na Follow agenda items H M L na Stay within timelines H M L na Follow/review rules/routines H M L na Restate/review/remind of purpose/outcomes 11 H = high, M = medium, L = low, na = not applicable SWPBS Workbook 46 H M L na Other: Concluding H M L na Review purpose H M L na Review/summarize agreements/products/assignments H M L na Review/evaluate extent to which agenda items addressed H M L na Review new agenda items H M L na Review compliance with rules/routines H M L na Acknowledge/reinforce participation/actions/outcomes H M L na Indicate next meeting date/time/place H M L na Other: Following-Up H M L na Distribute minutes H M L na Complete agreements/products/assignments H M L na Contact/remind participants H M L na Prepare for next agenda H M L na Other: Other Notes/Observations SWPBS Workbook 47 Routines for Conducting Effective and Efficient Meetings 1. How are decisions made? 2. How are problems/conflicts/disagreements resolved and processed? 3. How are roles/responsibilities (e.g., leadership, facilitation, recording minutes, reporting) assigned and conducted? 4. How is participation encouraged and reinforced? SWPBS Workbook 48 Actions Needed for Establishing Team Membership and Agreements Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 49 STEP 2 - Develop Brief Statement of Behavior Purpose Each school has or should develop a brief statement of purpose relative to the development and support of the social and behavioral climate of the school. When reviewing or developing this purpose statement, consider the following guidelines: Guidelines Yes No ? 1. Positively stated Yes No ? 2. 2-3 sentences in length Yes No ? 3. Supportive of academic achievement Yes No ? 4. Contextually/culturally appropriate (e.g., age, level, language) Yes No ? 5. Comprehensive in scope (school-wide – ALL students, staff, and settings) Yes No ? 6. Agreement by >80% faculty and staff Yes No ? 7. Communicated to stakeholders (e.g., families, community members, district administrators) Yes No ? 8. Included in school publications (e.g., handbook, posters, newsletters) School-wide Behavior Purpose Statement SWPBS Workbook 50 Actions Needed for Developing Brief Statement of Behavior Purpose Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 51 STEP 3 - Identify Positive School-wide Behavior Expectations When identifying 3-5 positive school-wide behavior expectations (a.k.a., rules, character traits, values), consider the following guidelines: Guidelines Yes No ? 1. Linked to social culture of school (e.g., community, mascot). Yes No ? 2. Considerate of social skills and rules that already exists. Yes No ? 3. 3-5 in number Yes No ? 4. 1-3 words per expectation Yes No ? 5. Positively stated Yes No ? 6. Supportive of academic achievement Yes No ? 7. Comprehensive in scope (school-wide – ALL students, staff, and settings) Yes No ? 8. Mutually exclusive (minimal overlap) Yes No ? 9. Contextually/culturally appropriate (e.g., age, level, language) Yes No ? 10. Agreement by >80% faculty and staff Yes No ? 11. Communicated to stakeholders (e.g., families, community members, district administrators) Yes No ? 12. Included in school publications (e.g., handbook, posters, newsletters) SWPBS Workbook 52 School-wide Behavior Expectations 1. 2. 3. 4. 5. SWPBS Workbook 53 Actions Needed for Identifying Positive School Wide Behavior Expectations Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 54 STEP 4 - Develop Procedures for Teaching School-wide Behavior Expectations Teach Social Behavior Like Academic Skills A frequent misrule is that social behavior is learned and encouraged through the use of aversive consequences (especially, for errors). However, these types of consequences do little to promote desired social skills, except to signal that an error has occurred. “A behavior is a behavior” regardless of whether it is an academic or a social skill. As such, whether teaching an academic skill or concept, a social skill, or a character trait, the basic instructional process is the same. The following figure illustrates those basic instructional steps, beginning with “define the skill.” ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting Like academic skills that have been learned initially, social skills must be practiced regularly and acknowledged/reinforced frequently for mastery, sustained use, and generalized applications to be realized. If a student has a firmly learned problem behavior, then formally and continually prompting, practicing, and reinforcing the desired alternative becomes especially important and necessary. SWPBS Workbook 55 SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Study, read, compute. Sit in one spot. Watch for your stop. 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. Respect Property 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. High School Example ROUTINE/SETTING Classroom Respect RULE/EXPECTATION Expectations Teaching Matrix Responsibility Community Cafeteria Common Area Hallways Parking Lot Library & Computer Lab Activities SWPBS Workbook 56 RAH – Athletics RAH Practice Competitions Eligibility Lettering Team Travel Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; Solve problems in mature manner; Positive interactions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition; Compete x%. Take care of your own possessions and litter; be where you are directed to be. Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Attend school regularly; only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble – set a good example for others. Suit up for any competitions you are not playing. Show team honor. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride. Cheer for teammates. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others • Use inside voice • ________ • Eat your own food •__________ • Stay in your seat •_________ • Stay to right • _________ • Arrive on time to speaker •__________ Respect Environment & Property • Recycle paper •_________ • Return trays •__________ • Keep feet on floor •__________ • Put trash in cans •_________ • Take litter with you •__________ Respect Yourself • Do your best •__________ • Wash your hands •__________ • Be at stop on time •__________ • Use your words •__________ • Listen to speaker •__________ Respect Learning • Have materials ready •__________ • Eat balanced diet •__________ • Go directly from bus to class •__________ • Go directly to class •__________ • Discuss topic in class w/ others •__________ SWPBS Workbook 57 The following worksheet provides a task analysis of the main steps involved in developing a teaching matrix for school-wide behavior expectations: Date Completed Implementation Worksheet Develop and list on the Teaching Matrix 3-5 positively stated rules or expectations that support the school’s mission/purpose. These rules should use common and few words (e.g., Respect Others, Respect Yourself, Respect Property), and should apply to all students and staff members. Identify and list on the Teaching Matrix all school setting or classroom contexts in which rules are expected For each rule or expectation, provide at least two positively stated, observable behavioral indicators or examples (e.g., Walk with hands and feet to self, return lunch tray to kitchen) for each setting Develop a standard lesson plan for teaching each expectation (e.g., Cool Tool). Develop a schedule for presenting each lesson plan. Develop a procedure for prompting, precorrecting, and encouraging appropriate displays of expectations. Develop a procedure for proactively correcting errors in displays of expectations. Develop system for determining the extent to which students (a) have acquired the rule or expectation and (b) are using the expectation in natural school settings or classroom contexts. SWPBS Workbook 58 When developing lesson plans for teaching school-wide behavior expectations, consider the following guidelines: Guidelines Yes No ? 1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) Yes No ? 2. Considerate of lessons that already exists. Yes No ? 3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. Yes No ? 4. Teach social behavior like academic skills. Yes No ? 5. Involvement by staff, students, families in development Yes No ? 6. Contextually/culturally appropriate (e.g., age, level, language) Yes No ? 7. Schedule for initial instruction in natural and typical contexts Yes No ? 8. Schedule for regular review, practice, and follow-up instruction Yes No ? 9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings Yes No ? 10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings Yes No ? 11. Procedures for providing instruction to new faculty, staff, students Yes No ? 12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Yes No ? 13. Agreement by >80% faculty and staff Yes No ? 14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching Yes No ? 15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations Yes No ? 16. Included in school publications (e.g., handbooks) SWPBS Workbook 59 School-Wide Teaching Matrix Typical Settings/ Contexts School-Wide Behavior Expectations 1. 2. 3. 4. 5. SWPBS Workbook 60 Actions Needed for Developing Plan for Teaching School-wide Behavior Expectations Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 61 STEP 5 - Develop Procedures for Teaching Classroom-wide Behavior Expectations When developing lesson plan for teaching classroom-wide behavior expectations, the school leadership team’s goal is to increase consistency between school-wide and classroomwide expectations and procedures. However, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines. Guidelines Yes No ? 1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment Yes No ? 2. Definitions and processes for responding to classroom versus officemanaged (minor) or administrator-managed (major) violations of behavior expectations. Yes No ? 3. Teaching matrix, procedures, and schedules developed for teaching schoolwide behavior expectations in typical classroom contexts and routines. Yes No ? 4. Data system in place to monitor office discipline referral from classrooms Yes No ? 5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management Yes No ? 6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines Yes No ? 7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines Yes No ? 8. Involvement by staff, students, and families in development Yes No ? 9. Contextually/culturally appropriate (e.g., age, level, language) Yes No ? 10. Schedule for initial instruction Yes No ? 11. Schedule for regular review, practice, follow-up instruction Yes No ? 12. Agreement by >80% faculty and staff Yes No ? 13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching Yes No ? 14. Included in school publications (e.g., handbooks) SWPBS Workbook 62 Classroom-Wide Teaching Matrix Typical Contexts/ Routines Classroom-Wide Behavior Expectations 1. 2. 3. 4. 5. SWPBS Workbook 63 Actions Needed for Developing Plan for Teaching Classroom-wide Behavior Expectations Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 64 STEP 6 - Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavior Expectations When developing continuum of procedures for encouraging and strengthening student use of school-wide behavior expectations, consider the following guidelines: Guidelines Yes No ? 1. Easy and quick form of acknowledgement (e.g., object, event) for all staff members to use. Yes No ? 2. Considerate of strategies/processes that already exists. Yes No ? 3. Contextually appropriate name for acknowledgements Yes No ? 4. Culturally, developmentally, contextually appropriate/relevant form of acknowledgement Yes No ? 5. Back- or follow-up acknowledgements Yes No ? 6. Schedule for daily, weekly, monthly, quarterly feedback to students and staff Yes No ? 7. Use by all staff (e.g., office, security, supervisors, bus drivers) Yes No ? 8. Schedule for initial introduction of acknowledgements. Yes No ? 9. Schedule for regular boosters or re-implementation of acknowledgements Yes No ? 10. Procedures for providing orientation to new faculty, staff, students Yes No ? 11. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Yes No ? 12. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide acknowledgements Yes No ? 13. Agreement by >80% faculty and staff Yes No ? 14. Included in school publications (e.g., handbooks) Yes No ? 15. Instructions and practice on how to pair acknowledgements with positive social acknowledgements Yes No ? 16. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. Yes No ? 17. Schedule and procedures for regular review and enhancement of acknowledgements. SWPBS Workbook 65 Acknowledgements Worksheet Type of Acknowledgement Consideration What When By Whom How Often How Many Where SWPBS Workbook 66 Actions Needed for Developing Continuum of Procedures for Encouraging and Strengthening Student Use of School-wide Behavior Expectations Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 67 STEP 7 - Develop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavior Expectations When developing procedures for discouraging violations of school-wide behavior expectations, consider the following guidelines: Guidelines 1. Specification of Definitions for Violations of School-wide Behavior Expectations Yes No ? a. Contextually appropriate labels/names Yes No ? b. Definitions represent continuum of severity (e.g., minor, major, illegal) Yes No ? c. Definitions comprehensive in scope (school-wide) Yes No ? d. Definitions in measurable terms Yes No ? e. Mutually exclusive (minimal overlap) 2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations Yes No ? a. Agreement regarding office staff versus teacher/staff responsibilities Yes No ? b. Office discipline form for tracking discipline events that specifies the following: Who violated rule (name, grade) Who observed and responded to the violation of behavior expectations When (day, time) the violation of behavior expectation occurred Where the violation of behavior expectation occurred Who else was involved in the problem situation What was the possible motivation or purpose of the problem behavior What school-wide behavior expectation was violated Yes No ? c. Agreement regarding options for continuum of consequences Yes No ? d. Data decision rules for intervention and support selection SWPBS Workbook 68 3. Implementation of Procedures Yes No ? a. Use by all staff (e.g., office, security, supervisors, bus drivers) Yes No ? b. Schedule for teaching to students and staff members Yes No ? c. Schedule for regular review of use and effectiveness Yes No ? d. Procedures for providing orientation to new faculty, staff, students Yes No ? e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff) Yes No ? f. Agreement by >80% faculty and staff Yes No ? g. Included in school publications (e.g., handbooks) Yes No ? h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations. Yes No ? i. Schedule and procedures for regular review and enhancement of acknowledgements. Yes No ? j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff Yes No ? k. Included in school publications (e.g., handbook, posters, newsletters) Yes No ? l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations. • • • • • Pre-referral intervention or behavior support team Data-decision rule for initiating positive behavior support (e.g., 3 office discipline referrals for major rule violating infraction) Precorrection intervention to prevent future occurrences of problem behavior Formal procedures for teaching, practicing, and reinforcing positively prosocial behaviors to replace problem behavior Adult mentor/advocate SWPBS Workbook 69 Behavior Expectation Violations Level I. Name/Label Definition Examples Procedures II. III. IV. SWPBS Workbook 70 Actions Needed for Developing Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Rules Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 71 STEP 8 - Develop Data-based Procedures for Monitoring Implementation of SWPBS Establishment of a data system is preceded by determination of what questions you want to answer. To guide this process, four steps should be considered: Steps for Selecting Practices within a School-Wide Continuum of Positive Behavior Support Step 1: Develop evaluation questions. What do you want to know? Step 2: Identify indicators or measures for answering each question. What information can be collected? Step 3: Develop methods and schedules for collecting and analyzing indicators. How and when should this information be gathered? Step 4: Make decisions and action plan from analysis of indicators. How was the question answered and what should be done next? To ensure the effective, efficient, relevant, and sustained implementation of a school-wide discipline system, school staff members must receive information that is accurate, timely, and easily available to guide decision making. In general, a record keeping and decision making system must have (a) structures and routines for data collection, (b) mechanisms for data entry, storage, and manipulation, and (c) procedures and routines for review and analysis of data. In general, record keeping and data decision making systems must be effective, efficient, and relevant. A readily available source of information about the disciplinary climate of a school is the office discipline system. After a specific question has been answered and a specific outcome is determined, a practice or intervention must be selected to achieve that outcome. In general, an evidence-based practice should be identified. However, if an evidence-based practice is not identified, a promising practice can be carefully considered. See decisionmaking flowchart described previously. SWPBS Workbook 72 Data and Evaluation Worksheet Evaluation Question 1. 2. 3. 4. 5. 6. Who needs the information? When do they need the information? Data Indicators & Sources Data Collection Methods & Schedule SWPBS Workbook 73 Guidelines 1. General data collection procedures Yes No ? a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports). Yes No ? b. Data collection procedures regularly checked for accuracy of use Yes No ? c. Data collection limited to information that answers important student, classroom, and school questions Yes No ? d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-wide discipline Yes No ? e. Decision rules for guiding data analysis and actions Yes No ? f. Schedule for daily, weekly, monthly, quarterly feedback to students and staff Yes No ? g. Data system managed by 2-3 staff members Yes No ? h. No more than 1% of time each day for managing data system. Yes No ? i. Efficient, timely, and graphic displays of data 2. Office discipline referral procedures Yes No ? a. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7). Yes No ? b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report) Yes No ? c. School-wide procedures for processing or responding to violations of behavior expectations. Yes No ? d. Efficient and user-friendly procedures for inputting and storing information Yes No ? e. Efficient and user-friendly procedures for summarizing and analyzing information. Yes No ? f. Yes No ? g. Procedures for presenting data to staff on routine basis. Yes No ? h. Procedures for making decisions and developing actions based on the Efficient and user-friendly procedures for producing visual displays of the data. data. SWPBS Workbook 74 Actions Needed for Developing Data-based Procedures for Monitoring Implementation of SWPBS Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 75 CHAPTER 3 SWPBS Practices and Systems in NonClassroom Settings SWPBS Workbook 76 Problematic Non-Classroom Settings Development and implementation of a formal, consistent, and continuous system of SWPBS in nonclassroom settings is important because behavior success (or failure) in those settings can carry-over into the classroom, and vice versa. Consider the following examples: Non-Classroom Behavior Examples 1. An elementary school principal found that over 45% of their behavior incident reports were coming from the playground. 2. High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.” 3. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on and off school grounds. 4. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. 5. At least 2 times/month, police are called to settle arguments by parents and their children in parking lot. 6. Dean of Students has made a request to the district school board to cancel all after school dances and pep rallies because student behavior is unruly, disrespectful, and unmanageable. 7. Cafeteria staff have filed a complaint to the school administration because transitions into and out of the lunchroom are “plagued” by student Strategy? SWPBS Workbook 77 misbehavior and staff shouting and complaining. Definitions and Intervention Considerations Nonclassroom settings are characterized as particular times or places where supervision is emphasized, and where instruction is not available as a behavior management tool. – – – – Cafeteria, hallways, playgrounds, bathrooms Buses & bus loading zones, parking lots Study halls, library, “free time” Assemblies, sporting events, dances Compare and Contrast Classroom v. Nonclassroom Settings Classrooms are… V. Nonclassoom settings are… Teacher directed V. Student focused Instructionally focused V. Socially focused Small # of predictable students V. Large # of unpredictable students Basic Management Considerations Physical/environmental arrangements Routines and expectations Staff behavior and practices Student behavior Basic Management Practices Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Precorrect and remind Positively reinforce expected behavior SWPBS Workbook 78 When establishing a plan for implementing practices and systems in nonclassroom settings, consider the following guidelines: Guidelines Yes No ? 1. Implementation is school-wide by all staff Yes No ? 2. School-wide behavior expectations taught in context Yes No ? 3. Administrator active member Yes No ? 4. Context-specific expectations and routines taught directly and early in school year/term Yes No ? 5. Regular opportunities for review, practice, & positive reinforcement Yes No ? 6. Team –based review, action planning, and implementation coordination Yes No ? 7. Data-based progress monitoring and action planning Yes No ? 8. Regular review of accuracy of intervention implementation Self-Assessment of Non-Classroom Setting Practices The following self-assessment has been developed for teams and for multiple purposes: (a) exposure to best practice, (b) determination of current practice, (c) teaching of best practice, and (d) evaluation of changes in practice. SWPBS Workbook 79 Supervision Self-Assessment12 Name______________________________ Date_____________ Setting □ Hallway □ Entrance □ Cafeteria Time Start_________ □ Playground □ Other_________________ Tally each Positive Student Contacts Time End _________ Total # Ratio13 of Positives to Negatives: _____: 1 Tally each Negative Student Contacts Total # 1. Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor violations of behavior expectations quickly and quietly? Yes No 6. Did I follow school procedures for handling major violations of behavior expectations? Yes No 7. Do I know our school-wide behavior expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide behavior expectations Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” 12 13 Draft 3-10-04 Sugai To calculate, divide # positives by # of negatives. # Yes______ SWPBS Workbook 80 Action Planning The purposes of this assessment are to (a) determine the extent to which effective non-classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer. 1. Pick a typical non-classroom setting14 that has a specific learning outcome/objective. 2. During the activity, count number of positive and negative student contacts that occur during the activity. 3. After the activity, a. Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts. b. Assess whether each nonclassroom management practice was evident. c. Sum the number of “yes” to determine overall classroom management score. d. Based on your score, develop an action plan for enhancement/maintenance. Action Plan # 14 Current Level of Performance Enhancement/Maintenance Strategies15 Setting or activity in which academic instruction or teacher/staff-directed activities are not available to engage students (e.g., cafeteria, playground, common areas, bus, hallways, parking lots, assemblies, sporting events). 15 What? When? How? By When? SWPBS Workbook 81 Actions Needed for Establishing and Implementing Non-Classroom Practices and Systems Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 82 Selected Supporting Non-Classroom References Colvin, G., Kame’enui, E.J., & Sugai. G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381. Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Effect of active supervision and precorrection on transition behaviors of elementary students. School Psychology Quarterly, 12, 344-363. Colvin, G., Sugai, G., & Patching, B. (1993). Pre-correction: An instructional approach for managing predictable problem behaviors. Intervention in School and Clinic, 28, 143-150. DePry, R. I., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11, 255-267. Franzen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 3, 150-161. Haydon, T., & Scott, T. M. (2008). Using common sense in common settings: Active supervision and precorrection in the morning gym. Intervention in School and Clinic, 43, 283-290. Heck, A., Collins, J., & Peterson, L. (2001). Decreasing children’s risk taking on the playground. Journal of Applied Behavior Analysis, 34, 349-352. Kartub, D., Taylor-Greene, S., March, R.E., & Horner, R.H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2(3), 179-182. Leedy, A., Bates, P., & Safran, S. P. (2004). Bridging the research-to-practice gap: Improving hallway behavior using positive behavior supports. Behavioral Disorders, 19, 130-139. Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary school students. Education and Treatment of Children, 23, 109-121. Lewis, T. J., & Garrison-Harrell, L. (1999). Effective behavior support: Designing setting specific interventions. Effective School Practices, 17, 38-46. Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior and supports. Psychology in the Schools, 39, 181-190. Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a schoolwide scoal skills training program and contextual interventions. School Psychology Review, 27, 446-459. SWPBS Workbook 83 Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students’ social behavior in common areas of the school. The Journal of AtRisk Issues, Summer/Fall, 10-17. Putnam, R. F., Handler, M. W., Ramirez-Platt, C. M., & Luiselli, J. K. (2003). Improving student bus-riding behavior through a whole-school intervention. Journal of Applied Behavior Analysis, 36, 583-589. Todd, A., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching recess: Low-cost efforts producing effective results. Journal of Positive Behavior Interventions, 4(1), 46-52. SWPBS Workbook 84 CHAPTER 4 Classroom Management Practices and Systems SWPBS Workbook 85 Effective Classroom Management Practices Maximizing academic achievement is directly linked to academic engagement. In turn, academic engagement is linked to (a) effective curriculum, (b) effective delivery of curriculum (instruction), and (c) effective classroom management. More importantly, accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including SWPBS. SWPBS Workbook 86 Although a review of the literature on effective classroom management practices does not reveal a definitive list of evidence based practices, a “short-list” of recommended best practices emerges from over 50 years of descriptive and evaluation research: Classroom Management Practice 1. Minimize crowding and distraction Description Design environment to elicit appropriate behavior: o Arrange furniture to allow easy traffic flow. o Ensure adequate supervision of all areas. o Designate staff & student areas. o Seating arrangements (classrooms, cafeteria, etc.) Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc. Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students’ behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up. 4. Provide more acknowledgement s for appropriate than inappropriate behavior Maintain at least 4 to 1 Interact positively once every 5 minutes Follow correction for violation of behavior expectations with positive reinforcement for rule following 5. Maximize varied opportunities to respond Vary individual v. group responding Vary response type 2. Maximize structure & predictability 3. State, teach, review & reinforce positively stated expectations o Oral, written, gestural SWPBS Workbook 87 Increase participatory instruction o Questioning, materials 6. Maximize Active Engagement Vary format o Written, choral, gestures Specify observable engagements Link engagement with outcome objectives Move Scan Interact Remind/precorrect Positively acknowledge 8. Respond to Inappropriate Behavior Quickly, Positively, & Directly Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively & anticipate next occurrence 9. Establish Multiple Strategies for Acknowledging Appropriate Behavior Social, tangible, activity, etc. Frequent v. infrequent Predictably v. unpredictably Immediate v. delayed 10. Generally Provide Specific Feedback for Errors & Corrects Provide contingently Always indicate correct behaviors Link to context 7. Actively & Continuously Supervise SWPBS Workbook 88 When establishing a plan for implementing practices and systems in classroom settings, consider the following guidelines: Guidelines Yes No ? 1. Academic achievement is linked to social success, active engagement, and effective teaching Yes No ? 2. Good teaching is used as a behavior management strategy Yes No ? 3. Behavior management is used as an instructional management strategy Yes No ? 4. The three-tiered prevention logic is applied to the classroom context Yes No ? 5. Classroom management is linked to school-wide behavior support Yes No ? 6. Typical classroom routines have been taught, practiced, and reinforced regularly Yes No ? 7. School-wide support systems are used to sustain effective classroom management strategies Yes No ? 8. Data-based progress monitoring and action planning Yes No ? 9. Regular review of accuracy of intervention implementation SWPBS Workbook 89 Classroom Management Self-Assessment Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End _______ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Total # Ratio16 of Positives to Negatives: _____ to 1 Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed” 16 To calculate, divide # positives by # of negatives. # Yes____ SWPBS Workbook 90 Action Planning The purposes of this assessment are to (a) determine the extent to which effective general classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self-assessment” or by an observer. 1. Pick a teacher-led/directed activity that has a specific learning outcome/objective. 2. During the activity, count number of positive and negative student contacts that occur during the activity. 3. After the activity, a. Sum the number of positive and negative contacts and calculate the ratio of positive to negative contacts. b. Assess whether each classroom management practice was evident. c. Sum the number of “yes” to determine overall classroom management score. d. Based on your score, develop an action plan for enhancement/maintenance. Action Plan # 17 Current Level of Performance What? When? How? By When? Enhancement/Maintenance Strategies17 SWPBS Workbook 91 Classroom Routine Lesson Plan ROUTINE #1 What does routine look/sound like? Where/when should routine be used? When will routine be taught and for how long? How and when will routine be practiced? How will learning be confirmed? How, where, and how often will displays of routine be acknowledged? #2 #3 SWPBS Workbook 92 Actions Needed for Establishing and Implementing Classroom Management Practices and Systems Action 1. 2. 3. 4. 5. 6. 7. 8. Person(s) Date SWPBS Workbook 93 Selected Supporting Classroom References Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West. Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150. Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman. Evertson, C. M., & Weinstein C. S. (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum. Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon. Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill. Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University. Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30. Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon. Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidencebased practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351-380. Wehby, J. H., & Lane, K. L. (2009). Proactive instructional strategies for classroom management. In A. Akin-Little, S. G. Little, M. A. Bray, & T. J. Kehle (Eds). Behavioral interventions in schools: Evidence-based positive strategies (pp. 141-156). Washington DC: American Psychological Association.
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