Transcript Document

Systems for Success:
Lessons Learned
George Sugai
Center on PBIS
November 3, 2005
www.pbis.org
[email protected]
Why this Plenary?
•
Celebrate system successes by
acknowledging your efforts
•
Review 13 “lessons learned”
about success-full systems
•
Dispel rumors….Why CT?
Celebrate your/our
accomplishments &
successes!
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DIBELS, Academic Assessment & Programming
K-12 Implementation
Safe Schools & Social Responsibility
Wraparound
Family & Community Participation
Functional Behavioral Assessment
School-wide & District-wide
BC, Alberta, Yellowknife
Etc.
Basics
• Team led process
• Redesign of teaching & learning
environments
• Few school-wide expectations defined,
taught, & encouraged in natural context
• All kids included & involved in all settings
• Contextually/culturally relevant
• Sustained implementation & controlled
expansion
Multiple Implementation
Systems
Student
Classroom
School
District
State
Organizational
Change
Need
Demo w/ Outcomes
Adoption w/ Vision
Implementation w/ Fidelity
Sustained w/ Policy
Controlled Expansion
Worries…
• Competing initiatives… achievement, special
education, bullying,…
• Rapid expansion with level funding
• Limited local capacity
• Increased coordination complexity
• Decreased implementation fidelity
• Increased requests for training & support
• …..etc.
Systems for Success:
13 Lessons Learned
Successful individual student
behavior support is linked to host
environments or school climates
that are effective, efficient,
relevant, & durable
(Zins & Ponti, 1990)
#1 Invest in Effective, Efficient, Relevant, &
Durable Host Environments
Supporting Social Competence &
Academic Achievement
Visibility
Political
Support
Funding
SY
ST
E
TA
DA
Supporting
Staff Behavior
MS
OUTCOMES
Leadership Team
Supporting
Decision
Making
Active Coordination
Training
Coaching
Evaluation
PRACTICES
Local School Teams/Demonstrations
Supporting
Student Behavior
Student
Classroom
Team
~5%
School
~15%
District
Agreements
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Data-based
Action Plan
Evaluation
State
Implementation
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
#2 Give priority
to prevention
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
#3 Establish predictable
learning/teaching environments
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
1 million workers; 80,000 managers; 400 companies
Predictable work environments are places
educators, students,
where employees
(Buckingham & Coffman 2002, Gallup)
family members, etc.
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend”
7. Feel mission of organization makes them feel like their
jobs are important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well
#4 Embed staff development
into regular school routines
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
#5 Establish
agreements &
commitments
before moving to
implementation
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Office Re fe rrals pe r Day pe r M onth
A v e R efer r als per D ay
#6
Decide w/ data
Last Year and This Year
20
15
10
5
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
School Months
Apr
May
Jun
N um ber of O ffic e R efer r als
Referrals by Location
50
40
30
20
10
0
B ath R B us A
B us
C af
C lass C omm
Gym
H all
School Locations
Libr
P lay G S pec
Other
N um ber of R efer r als
Re fe rrals pe r Prob Be havior
50
40
30
20
10
0
L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p
Types of Problem Behavior
N um ber of R efer r als per S tudent
Referrals per Student
20
10
0
Students
N um ber of R efer r als
Re fe rrals by Tim e of Day
30
25
20
15
10
5
0
7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0
Time of Day
• If many students are making same mistake,
consider changing system… not students
Problem?
• If same student is making same mistake,
consider changing system… not student
• Start by teaching, monitoring &
rewarding…before increasing punishment
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How often?
Who?
What?
Where?
When?
How much?
If problem,
• What system?
• What intervention?
• What outcome?
#7 Priority to evidence-based practices
Classroom
Setting Systems
School-wide
Systems
SW PBS Practices
SCHOOLWIDE
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Classroom-wide positive expectations taught &
encouraged
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Teaching classroom routines & cues taught &
encouraged
Continuum of procedures for encouraging
expected behavior
•
Ratio of 6-8 positive to 1 negative adult-student
interaction
Continuum of procedures for discouraging
inappropriate behavior
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Active supervision
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Redirections for minor, infrequent behavior errors
Procedures for on-going monitoring & evaluation
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Frequent precorrections for chronic errors
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Effective academic instruction & curriculum
1
Common purpose & approach to discipline
2.
Clear set of positive expectations & behaviors
3.
Procedures for teaching expected behavior
4.
5.
6.
CLASSROOM-WIDE
SECONDARY/TERTIARY INDIVIDUAL
NONCLASSROOM SETTINGS
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Positive expectations & routines taught &
encouraged
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Behavioral competence at school & district levels
•
Function-based behavior support planning
Active supervision by all staff
•
Team- & data-based decision making
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Comprehensive person-centered planning &
wraparound processes
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Targeted social skills & self-management instruction
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Individualized instructional & curricular
accommodations
–
Scan, move, interact
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Precorrections & reminders
•
Positive reinforcement
#8-11 PBS Implementation Blueprint
Visibility
Funding
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
#8 Lead with Team
Leadership Team
Active Coordination
• Coordinator
• Behavioral capacity
• Representation
• Administrator
• Data-based decisions
• Priority & status
• Communications
• Etc….
#9 Invest in capacity building
Training
Training
• Continuous
• Embedded
• Team-coordinated
• Data-based
• Local expertise
• Action plan linked
• Etc….
Coaching
Coaching
• Continuous
• Local support
• Data-based
• Preventive
• Positive
• Competent
• Etc….
Evaluation
Evaluation
• Continuous
• Question-based
• Academic & social
• Efficient
• Team-coordinated
• Public
• Etc….
#10 Institutionalize efforts
Funding
• General fund
• 3 years of support
• Integrated
• Data-based
• Etc….
Visibility
• Demos & research
• Multiple formats
• Multiple audiences
• Acknowledge others
• Etc….
Political
Support
• Continuous
• Top 3 priorities
• Quarterly/annually
• Policy
• Participation
• Etc….
#11 Lead with exemplars
Local School Teams/Demonstrations
• Fidelity implementation
• >80% of staff
• >80% of students
• Administrator leadership
• Team-based
• Data driven
• Contextually relevant
• Teaching focused
• Integrated initiatives
• Etc…..
#12 Provide evidence of outcomes
R e fe r r a l s p e r 1 0 0 S tu d e n ts
FRMS ODR per 100 Students per Year
500
Graph 4: Number of Out-of-School Suspensions
400
70
60
50
40
30
20
10
0
300
200
100
61
38
31
23
10
99-00
0
00-01
01-02
02-03
03-04
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03
Academic Years
Patterson
North Illinois Schools (Elem, Middle)
Triangle Summary 03-04
1
100
Mean Proportion of
Students
% M eeting S tandar ds
Reading: % Meeting Standards 3rd Grade
90
80
70
60
50
97-98
98-99
Academic Years
99-00
0.8
0.6
6+ ODR
2-5 ODR
0-1 ODR
0.4
0.2
0
Met SET N = 28
Not Met SET N = 11
#13 Invest in effective & competent
behavioral expertise
*Response class
*Routine analysis
*Hypothesis statement
*Function
Problem
Behavior
*Alternative behaviors
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
Functional
Assessment
Intervention
& Support
Plan
• Function-based
• Team-based
• Behavior competence
*Implementation support
*Data plan
*Continuous improvement
*Sustainability plan
Fidelity of
Implementation
Impact on
Behavior &
Lifestyle
To conclude…successful systems….
1.
2.
3.
4.
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6.
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13.
Host environments
Prevention
Predictable learning environments
Embedded staff development
Agreements & commitments
Data
Evidence based practices
Leadership team
Capacity building
Institutionalized effort
Exemplars
Outcomes
Behavioral competence