Overview of the 8 Steps 8 Steps of implementations- SWPBIS

THE 8 Steps….1. Establish Team Membership2. Develop Behavior Purpose Statement3. Identify Positive SW Expectations4. Develop Lesson Plans for Teaching SW

Expectations5. Develop Lesson Plans for Teaching CW

Expectations6. Develop a Continuum of Procedures for

Encouraging SW Expectations7. Develop a Continuum of Procedures for

Discouraging Behavior Rule Violations8. Develop Decisions for Data-Based Decision

Making and Monitoring

Step 1-Membership*Representative of your school culture*1-2 individuals with behavior/classroom management expertise*Administrator as an active member*Schedule for presenting to the whole staff monthly (train the trainer model)*Schedule for team meetings at least monthly*Integration with other programs/initiatives*Appropriate priority relative to other school and district goals*Rules and agreements established (confidentiality, record keeping, conflict…)*Schedule for annual self-assessments*Coaching support (School and/or district or region)

Step 2-Develop Behavioral Purpose Statement1. Positively stated2. 2-3 Sentences in length3. Supportive of academic achievement4. Contextually/Culturally appropriate (age, level, language)5. Comprehensive in scope (school-wide, all students, staff and

settings)6. Agreed by >80% faculty and staff7. Communicated to stakeholders (families, community members,

distict level administrators)8. Included in school publications (handbook, posters, newsletters)

Sample Behavior Statements

Ex. 1

Lincoln School is a community of learners and teachers. We are here to learn, grow, and become

good citizens.

Ex. 2

At West Middle School, we treat each other with

respect, take responsibility for our learning, and strive

for a safe and positive school for all!

Apollo Eagles Dare To S.O.A.R.

The Apollo Community will promote caring relationships, mutual respect,

and ownership of behaviors by providing a foundation of academic

success within a safe, caring learning environment.

Step 3- Identify positive SW expectations1. Linked to school culture (community, mascot)2. Considerate of social skills and rules that already exist.3. 3-5 in number4. 1-3 words per expectation5. Positively stated6. Supportive of academic achievement7. Comprehensive in scope (School-wide, ALL students, staff, and

settings8. Mutually exclusive (minimal overlap)9. Contextually/Culturally Appropriate (age, level, language)10.Agreement by >80% of staff11.Communicated to stakeholders (families, community members,

district level administration)12.Included in school publications (handbook, posters, newsletters)

Redesign learning

School RulesNO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

soar

SAFETYOPTIMISM

ACCEPTANCERESPECT

Tiger eye on success

Step 4-Develop lesson plans for teaching SW Positive Expectations1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)

2. Considerate of lessons that already exists.

3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.

4. Teach social behavior like academic skills.

5. Involvement by staff, students, families in development

6. Contextually/culturally appropriate (e.g., age, level, language)

7. Schedule for initial instruction in natural and typical contexts

8. Schedule for regular review, practice, and follow-up instruction

9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings

10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and settings

11. Procedures for providing instruction to new faculty, staff, students

12. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

13. Agreement by >80% faculty and staff

14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations

16. Included in school publications (e.g., handbooks)

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Tiger pride passport

Step 5-Develop lesson plans for teaching positive CW expectations1. SW action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major)

violations of behavior expectations.3. Teaching matrix and procedures developed for teaching SW behavior expectations in typical classroom contexts and

routines.4. Data system in place to monitor office discipline referral that come from classrooms5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide

management6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines8. Involvement by staff, students, and families in development9. Contextually/culturally appropriate (e.g., age, level, language)10. Schedule for initial instruction11. Schedule for regular review, practice, follow-up instruction12. Agreement by >80% faculty and staff13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching14. Included in school publications (e.g., handbooks)

Classroom rules

Typical Contexts/ Routines

Classroom-Wide Rules/Expectations

Respect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.Recycle paper.

Put writing tools inside desk.Do your best.

Ask.

Morning MeetingEyes on speaker.

Give brief answers.Put announcements in desk.

Keep feet on floor.Put check by my announcements.

HomeworkDo own work.

Turn in before lessonPut homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework night/day

before.

TransitionUse inside voice.

Keep hands to self.Put/get materials first.Keep hands to self.

Have plan.Go directly.

“I Need Assistance”Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.Have materials ready.

Have plan.Ask if unclear.

Teacher DirectedEyes on speaker.

Keep hands to self.Use materials as intended.

Have plan.Ask.

Independent WorkUse inside voice.

Keep hands to self.Use materials as intended.

Return with done.Use time as planned.

Ask.

Problem to Solve Stop, Step Back, Think, Act Stop, Step Back, Think, Act Stop, Step Back, Think, Act

Step 6-Develop a continuum of procedures for encouraging SW expectations

1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

4. Data system in place to monitor office discipline referral that come from classrooms5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to CW

management6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines8. Involvement by staff, students, and families in development9. Contextually/culturally appropriate (e.g., age, level, language)10. Schedule for initial instruction11. Schedule for regular review, practice, follow-up instruction12. Agreement by >80% faculty and staff13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching14. Included in school publications (e.g., handbooks)

Acknowledgement tickets

Step 7-Develop a continuum of procedures for discouraging behavior rule violations1. Specification of Definitions for Violations of School-wide Behavior Expectations

a. Contextually appropriate labels/names

b. Definitions represent continuum of severity (e.g., minor, major, illegal)

c. Definitions comprehensive in scope (school-wide)

d. Definitions in measurable terms

e. Mutually exclusive (minimal overlap)

2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations

a. Agreement regarding office staff versus teacher/staff responsibilities

b. Office discipline form for tracking discipline events

c. Agreement regarding options for continuum of consequences

d. Data decision rules for intervention and support selection

Decision flowchart

Continued….

Implementation of Proceduresa. Use by all staff (e.g., office, security, supervisors, bus drivers)

b. Schedule for teaching to students and staff members

c. Schedule for regular review of use and effectiveness

d. Procedures for providing orientation to new faculty, staff, students

e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

f. Agreement by >80% faculty and staff

g. Included in school publications (e.g., handbooks)

h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.

i. Schedule and procedures for regular review and enhancement of acknowledgements.

j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff

k. Included in school publications (e.g., handbook, posters, newsletters)

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

Step 8-Develop procedures for Data-based decision making and monitoring1. General data collection procedures

a. Data collection procedures that are integrated into typical routines (e.g., office discipline referrals, attendance rolls, behavior incident reports).

b. Data collection procedures regularly checked for accuracy of usec. Data collection limited to information that answers important student, classroom, and school questions d. Structures and routines for staff members to receive weekly/monthly data reports about the status of school-

wide disciplinee. Decision rules for guiding data analysis and actionsf. Schedule for daily, weekly, monthly, quarterly feedback to students and staffg. Data system managed by 2-3 staff membersh. No more than 1% of time each day for managing data system.i. Efficient, timely, and graphic displays of data

Step 8-Develop procedures for Data-based decision making and monitoring...Continued...2. Office discipline referral procedures

a. Agreed upon definitions of violations of behavior expectations organized in a continuum of increasing intensity (see Step 7).

b. A form for documenting noteworthy behavior incidents (e.g., office discipline referral form, behavior incident report)

c. School-wide procedures for processing or responding to violations of behavior expectations.d. Efficient and user-friendly procedures for inputting and storing informatione. Efficient and user-friendly procedures for summarizing and analyzing information.f. Efficient and user-friendly procedures for producing visual displays of the data.g. Procedures for presenting data to staff on routine basis.h. Procedures for making decisions and developing actions based on the data.

THE 8 Steps….1. Establish Team Membership2. Develop Behavior Purpose Statement3. Identify Positive SW Expectations4. Develop Lesson Plans for Teaching SW

Expectations5. Develop Lesson Plans for Teaching CW

Expectations6. Develop a Continuum of Procedures for

Encouraging SW Expectations7. Develop a Continuum of Procedures for

Discouraging Behavior Rule Violations8. Develop Decisions for Data-Based Decision

Making and Monitoring