Transcript SWPBS: Sustainability George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut March 11, 2008 www.cber.org www.pbis.org [email protected].

SWPBS:
Sustainability
George Sugai
OSEP Center on PBIS
University of Oregon
Center for Behavioral Education & Research
University of Connecticut
March 11, 2008
www.cber.org
www.pbis.org
[email protected]
Problem Statement
“We give schools strategies &
systems for developing positive,
effective, achieving, & caring
school & classroom environments,
but implementation is not accurate,
consistent, or durable. Schools
need more than training.”
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places
where employees
(Buckingham & Coffman 2002, Gallup)
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.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where
educators, students, family members, etc….
1. Know what is expected
2. Have curriculum & instruction to do job correctly
3. Receive recognition for demonstrating expectations.
4. Have teacher/parent/principal who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify someone who they can relate to.”
7. Feel mission of classroom/school makes them feel like their
efforts are important
8. See students/teachers/principals around them committed to
doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their learning/teaching well.
Logic
Sustainability =
Documentation of accurate
implementation (90%) of an
evidence-based practice across
desired context (e.g., district, classroom,
school-wide, nonclassroom) over time
with local resources.
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Need,
Agreements,
Adoption, &
Outcomes
Local
Demonstration
w/ Fidelity
1.
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Valued
Outcomes
Relevance
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
Achieving &
Supporting
Sustainability
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Achieving & Supporting Sustainability
Team, Outcome &
Resource
Prioritization,
Integration, Fidelity
Accountability,
Acknowledgement,
Leadership,
Formative Action
Planning
Important, Achievable, Relevant,
Supported, Measurable
OUTCOMES
PRACTICES
Linked to
Outcomes,
Continuous
Monitoring,
Efficiently
Monitored
Evidence-based, Contextualized,
Aligned w/ Outcomes, Implemented w/ Fidelity
SWPBS OUTCOME Questions
• Are outcomes important to
stakeholders (i.e., student, family,
school, district, state)?
• Are outcomes realistically
achievable?
• Are outcomes relevant to
stakeholder needs?
OUTCOMES
• Is achievement of outcomes
supported with adequate
resources?
• Is outcome progress measurable &
measured on continuous basis?
SWPBS DATA Questions
• Are data linked to outcomes?
• Are data used to identify
outcomes?
• Are data monitored continuously?
• Is data management efficient?
SWPBS PRACTICES Questions
• Are practices & interventions (P&I)
evidence-based?
• Are P&I adapted to local context?
• Are P&I aligned w/ outcomes?
• Are P&I implemented w/ fidelity?
WHAT DO WE KNOW ABOUT
PREVENTING VIOLENCE?
• Positive, predictable school-wide
climate
• Surgeon General’s
Report on Youth
Violence (2001)
• Formal social skills instruction
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• High rates of academic & social
success
• Multi-component, multi-year
school-family-community effort
Reinforcement Wisdom!
• “Knowing” or saying “know” does
NOT mean “will do”
• Students “do more” when “doing
works”…appropriate & inappropriate!
• Natural consequences are varied,
unpredictable, undependable,…not
always preventive
SWPBS
Subsystems
Classroom
Non-classroom
Student
Family
School-wide
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Individual Student
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
Family
• Continuum of positive behavior
support for all families
• Frequent, regular positive contacts,
communications, &
acknowledgements
• Formal & active participation &
involvement as equal partner
• Access to system of integrated
school & community resources
SWPBS SYSTEMS Questions
• Is implementation team guided?
• Is implementation a high priority?
– Outcomes? Resources?
• Is implementation linked &
integrated with other initiatives
(e.g., literacy, safe schools)?
SYSTEMS
• Is high implementation fidelity
monitored & supported (e.g., SET)?
• Regular & meaningful opportunities
for feedback & acknowledgments?
• Active & collaborative leadership
involvement?
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
EVIDENCEUNIVERSAL
BASED
SCREENING
INTERVENTIONS
DATA-BASED
DECISION
STUDENT
MAKING &
PERFORMANCE
PROBLEM
SOLVING CONTINUOUS
PROGRESS
MONITORING
RtI
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~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
Intensive
Targeted
Universal
Dec 7, 2007
Few
Some
All
RTI
Continuum of
Support for
ALL
CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Audit
• Special Education
~5%•
1. Identify existing practices
•
~15%
•
•
•
•
•
by tier
2. Specify outcome for each effort
SECONDARY PREVENTION
Check in/out
3. Evaluate
implementation
Targeted social
skills instruction
Peer-based supports
accuracy & outcome
Social skills club
effectiveness
Eliminate/integrate based on
PRIMARY4.
PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team-led Process
Behavioral
Capacity
Priority &
Status
Representation
Team
Data-based
Decision
Making
Administrator
Communications
Top 3 SchoolWide
Initiatives
Coaching &
Facilitation
3-4 Year
Commitment
Agreements &
Supports
Dedicated
Resources
& Time
3-Tiered
Prevention
Logic
Administrative
Participation
Self-Assessment
Efficient
Systems of Data
Management
Team-based
Decision
Making
Data-based
Action Plan
EvidenceBased
Practices
Existing
Discipline
Data
Multiple
Systems
Team Managed
Staff
Acknowledgements
Effective
Practices
Implementation
Continuous
Monitoring
Administrator
Participation
Staff Training
& Support
Team-based
Decision Making &
Planning
Relevant &
Measurable
Indicators
Efficient
Input, Storage, &
Retrieval
Evaluation
Continuous
Monitoring
Effective
Visual Displays
Regular
Review
Sustainability Suggestions

Maintain priority

Monitor fidelity & outcomes
continuously

Keep data regular, easy, & relevant

Strive for efficiency & economy

Adopt evidence-based practices

Celebrate successes & improvement
PBIS Messages
• Measurable & justifiable outcomes
• On-going data-based decision
making
• Evidence-based practices
• Systems ensuring durable, high
fidelity of implementation