Transcript Systems Logic for Sustained Large Scale Implementation George Sugai National Center on Positive Behavioral Interventions & Supports UConn Center for Behavioral Education & Research January 14, 2009 www.pbis.org www.cber.org.

Systems Logic for
Sustained Large Scale
Implementation
George Sugai
National Center on Positive Behavioral
Interventions & Supports
UConn Center for Behavioral Education &
Research
January 14, 2009
www.pbis.org
www.cber.org
• What are PBIS Center & SWPBS?
• What are we doing?
• How do we approach systemic
implementation of scientifically-based
practice?
• What does it look like?
Implementation Challenges
Limited resources with unlimited & exponentially
growing needs & requests
Multiple competing, uncoordinated, uninformed, &
independently functioning efforts
Inefficient & ineffective continuous professional
development & regeneration
Limited attention to implementation integrity & endconsumer improvement
Lack of conceptual framework & functional logic
model
SWPBS Logic!
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)
1985
SWPBS is approach for….
Improving classroom &
school climate
Integrating academic &
behavior initiatives
Establishing continuum of
evidence-based behavior
interventions for all
students
Decreasing reactive
management
Maximizing academic
achievement
Evidence-based Investments to
Prevent Youth Violence
• Positive, predictable school-wide
climate
•
Surgeon General’s
Report on Youth
Violence (2001)
• High rates of academic & social
success
•
Coordinated
Social Emotional
& Learning
(Greenberg et al.,
2003)
•
Center for Study &
Prevention of
Violence (2006)
•
White House
Conference on
School Violence
(2006)
• Formal social skills instruction
• Positive active supervision &
reinforcement
• Positive adult role models
• Multi-component, multi-year schoolfamily-community effort
SWPBS Conceptual Foundations
Behaviorism
ABA
Laws of Behavior
Applied Behavioral Technology
PBS
Social Validity
IDEA: Positive Behavioral
Interventions & Supports
SWPBS
All Students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Classroom
Non-classroom
Evidence-based
SWPBS
Practices
Family
• Smallest #
• Evidence-based
• Biggest, durable effect
Student
SCHOOL-WIDE
1.
Leadership team
2.
Behavior purpose statement
3.
Set of positive expectations & behaviors
4.
Procedures for teaching SW & classroomwide expected behavior
CLASSROOM
1. All school-wide
5.
Continuum of procedures for encouraging
expected behavior
6.
Continuum of procedures for discouraging
rule violations
7.
EVIDENCEBASED
INTERVENTION
PRACTICES
2. Maximum structure & predictability in routines
& environment
3. Positively stated expectations posted, taught,
reviewed, prompted, & supervised.
4. Maximum engagement through high rates of
opportunities to respond, delivery of evidencebased instructional curriculum & practices
5. Continuum of strategies to acknowledge
displays of appropriate behavior.
6. Continuum of strategies for responding to
inappropriate behavior.
Procedures for on-going data-based
monitoring & evaluation
INDIVIDUAL STUDENT
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
1.
2.
5.
6.
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
FAMILY ENGAGEMENT
NONCLASSROOM
1.
Continuum of positive behavior support for all
families
2.
Frequent, regular positive contacts,
communications, & acknowledgements
3.
Formal & active participation & involvement
as equal partner
4.
Access to system of integrated school &
community resources
Positive expectations & routines
taught & encouraged
Active supervision by all staff
(Scan, move, interact)
3.
Precorrections & reminders
4.
Positive reinforcement
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~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
National ODR/ISS/OSS
July 2008
K-6
6-9
9-12
2409
# Sch
1756
476
177
# Std
781,546 311,725 161,182 1,254,453
# ODR 423,647 414,716 235,279 1,073,642
ISS
# Evnt
6
38
38
avg/100 # Day
12
49
61
OSS
# Evnt
6
30
24
avg/100 # Day
10
74
61
# Expl
0.03
0.29
0.39
100,000 schools ~ 45,000,000 ODRs
July 2, 2008
% Students
3
100%
8
9
15
16
8
90%
80%
70%
60%
6+
50%
2-5
89
77
40%
0-1
74
30%
20%
10%
0%
K-6
6-9
School Level
ODR rates vary by level
9-12
% Major ODRs
100%
90%
33
45
80%
44
70%
60%
6+
50%
42
2-5
0-1
40%
38
38
17
18
30%
20%
26
10%
0%
K-6
6-9
School Level
July 2, 2008
9-12
Bethel School District Office Discipline Referrals
1000
900
800
Number of Referrals
700
600
2001-02
2002-03
2003-04
500
2004-05
2005-06
400
2006-07
2007-08
300
200
100
0
K
1
2
3
4
5
6
Grade Level
7
8
9
10
11
12
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
Pre
3000
Total ODRs
2500
2000
Post
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
Mean Proportion of
Students
1
05%
11%
0.8
20
%
22%
0.6
84%
0.4
58
%
0.2
0
Met SET (N = 23)
Not Met SET (N =12)
6+ ODR
2-5 ODR
0-1 ODR
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
2008
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
Evaluation Criteria
Effective
• Desired Outcomes?
Efficient
• Doable?
Relevant
• Contextual & Cultural?
Durable
• Lasting?
Scalable
• Transportable?
Quotable Fixsen
“Policy is allocation of limited
resources for unlimited needs
– Opportunity, not guarantee, for good
action”
“Training does not predict action”
– “Manualized treatments have created
overly rigid & rapid applications”
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
PBS Systems Implementation Logic
PBS
Implementation
Blueprint
www.pbis.org
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Need,
Agreements,
Adoption, &
Outcomes
1.
Local
Demonstration
w/ Fidelity
IMPLEMENTATION2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
Sustained
Capacity,
3. Elaboration, &
Replication
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of
students attending
daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety
Committee
Improve safety
Predictable response
to threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office
referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
Audit
• Wraparound/PCP
• Specially designed instruction
1. Identify existing
~5%•
practices by tier
2. Specify outcome for each effort
~15%
SECONDARY PREVENTION
3. Evaluate implementation
• Check in/out
• Targeted social
skills instruction
accuracy
& outcome
• Peer-based supports
effectiveness
• Social skills club
•
4. Eliminate/integrate based on
PRIMARY PREVENTION
outcomes
• Teach & encourage
positive
SW expectations
5. discipline
Establish
• Proactive SW
• Effective instruction
• Parent engagement
•
~80% of Students
decision rules (RtI)
Sustainability Guiding Principles
Relevant
outcomes
Implementation
Is Student
integrity
Affected
Directly
Leadership
priority
Continuous
Regeneration
Resource
consolidation
Local expert
capacity &
professional
development
Evidence
based
Data-driven