SWPBIS: Sustainability. Action Planning Considerations Ending This Year Beginning of Next Year March 2015

Transcription

1 SWPBIS: Sustainability Action Planning Considerations Ending This Year Beginning of Next Year March 2015

2 Goals: Review SW PBIS IDEAS Sustainability Action Planning Considerations End of the Year Beginning of Next Year Network with other teams

3 CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings FEW ~5% ~15% SOME Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ALL ~80% of Students

4 Academic Continuum MTSS Integrated Continuum Behavior Continuum

5 Anger man. Continuum of Support for ALL Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior not people Dec 7, 2007

6 What does SWPBIS look like? >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students

7 Implementation Takes Time: 2 4 Years Exploration Installation Stages of Implementation Initial Implementation Full Implementation/ Continuous Improvement

8 SUSTAINABILITY Durable implementation of a practice at a level of fidelity that continues to produce valued outcomes. (McIntosh et al., 2009)

9 Sustainability = Organizational capacity for and documentation of Durable results with Accurate implementation (>80%) of Evidence-based practice across desired Context over Time with Local resources and Systems for continuous regeneration & scaling

10 Do you have an understanding of the principles of sustainability? Common perception that sustainability is a ethereal, theoretical concept (Vaughn et al., 2000) We all have experiences with it

11 Professionally Any individual intervention (academic or behavioral) with any student at any grade level Progress monitoring Tier 2 interventions Check In/Check Out, Check & Connect Read 180, System 44, Success for All

12 The same principles of individual behavior apply to systems Antecedent Behavior Consequence On-Going Challenge Select Practices & Implement with Fidelity Student Outcomes McIntosh et al., 2014

13 Development & Sustainability

14 Action Planning Where we are and where we want to go

15 End of the Year/Beginning of the Year The two most important guidelines are to: maintain routines and expectations until the last day of school establish and begin teaching and learning activities on the first day of school

16 Work as a team. General Guidelines Make decisions based upon data. Consider needs of all students. Integrate PBIS activities into other initiatives and projects. Begin teaching, learning, and behavioral expectations on the first day. Involve students, staff, parents, and community. Maintain typical daily instructional and behavioral routines until the last day of school. Increase use of reminders and pre-corrections before and after transitions. Increase/maintain high rates of positive acknowledgements. Specify expected outcomes of every activity.

17 PRACTICES Guidelines

18 SYSTEMS Guidelines

19 End of the Year PRIORITIZE! DIVIDE AND CONQUER! 1. Prepare students for next grade/teachers 2. Prepare teachers for new students 3. Prepare students for transition to new school 4. Teach/precorrect expectations and routines for end of school year 5. Review and reinforce expected behaviors 6. Arrange events to celebrate successes of all students and staff 7. Survey staff on status of school-wide PBS (e.g., Self-assessment survey) 8. Review and evaluate office referral and/or discipline data for year 9. Review/evaluate PBIS accomplishments (action plans) for year 10. Prepare proactive transition plans for at-risk and high risk students

20 End of the Year Questions

21 Start of the Year 1. Set PBIS team meeting schedule 2. Review membership of PBIS team 3. Update written policies and procedures 4. Collect data to establish/modify PBIS action plan for next year 5. Orient new staff members 6. Teach expectations to new students 7. Review/re-teach expectations with returning students 8. Orient parents 9. Set up data management system 10. Develop proactive transition plan for at-risk or high-risk students

22 Getting Ready for Next Year Re-teach Expectations - Building Matrix - Classroom Matrix - Based on Data

23 Beginning of the year

24 Research Questions What is the most important enabler of sustainability? What is the most important barrier to sustainability? Perceived Importance of Contextual Features for Sustainability of PBIS McIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of School-wide Positive Behavior Support. Journal of Positive behavior Interventions, 16,

25 Most Important Single Perceived Factor in Sustainability? School Administrator Support OK what do we do when 1. A committed administrator moves on? 2. An administrator is opposed to PBIS? Or doesn t know enough about PBIS at your school to be supportive yet?

26 Sustaining Practices through Administrator Turnover (Strickland-Cohen, McIntosh, & Horner, 2014) School Team Maintain the practice handbook Document support among staff and stakeholders Collect and share outcomes data Meet with the new administrator

27 Your year in review Planning Guides that Might Be Helpful

28 SWPBIS Team Monthly Planning Guide

29 Monthly Planning Sept Oct Nov Dec Jan Feb Mar April May June Students Staff Families

30 Yearly Planning