SWPBS Implementation Blueprint - revised George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Mar 25 2010 www.pbis.org www.cber.org www.swis.org.
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SWPBS Implementation Blueprint - revised George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Mar 25 2010 www.pbis.org www.cber.org www.swis.org “Abbreviated” SWPBS History 1980s RTC 2001 OR Beh Res Ctr 2002 PBIS-II 1988 PBS 2000 PBIS TA Guide 2004 PBS Impl Blue Oct 2010 SWPBS Train Blue 2007 SISEP Mar 2010 SWPBS Impl Blue 2008 PBIS-III Jan 2010 SWPBS Eval Blue 1991 Proj PREPARE 1997 EBS Demo 1998 PBIS-I 1997 IDEA-r Implementation Challenge Selecting effective, efficient, relevant, durable evidence-based solution Establishing systems level infrastructure to support scaled implementation of evidence-based solution Arranging for accurate, sustained, & generalized local implementation of evidence-based solution Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES 1. Implementation is Supporting Interactive & Informing Student Behavior 2. Implementation involves stakeholders at multiple levels Student Classroom School District State 3. Implementation progresses through phases 1. Exploration • Need, priority, agreements, resources, & outcomes 2. Demonstration • Local adoption & implementation with fidelity, outcome documentation, & visibility 3. Elaboration • Adapted, accurate, & documented replication, outcomes, & leadership support 4. Continuous Regeneration • Systems adoption, implementation capacity, durability, planned scale-up, progress monitoring, & efficiency adaptations. 4. Sustainable Implementation requires continuous regeneration Continuous Self-Assessment Relevance Valued Outcomes Priority Efficacy Fidelity Practice Implementation Effective Practices 5. Implementation success based on multiple criteria EFFECTIVENESS • Desired outcomes documented EFFICIENCY • Doable by local implementers RELEVANCE • Culturally & contextually appropriate SUSTAINABILITY SCALABILITY DEFENDA BLE • Lasting implementation & durable outcomes • Transportable & generalizable • Conceptually sound & theoretically logical 6. Implementation based on scalable evidencebased practices Horner, 2010 Has convincing functional relationship been documented experimentally between practice & desired outcome? Has effectiveness of practice been replicated across similar populations &contexts? Has practice been implemented effectively, accurately, efficiently, &durably by real or local users? Does practice have sufficient scope to affect multiple educational outcomes? Are measurable benchmarks specified to assess student outcomes? Do local implementers consider practice to have high social & educational acceptability & value? Is practice described w/ sufficient detail for high implementation accuracy & fluency? Are systems specified for quality professional development & sustained & scalable implementation “Is SWPBS evidencebased practice?” Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. www.pbis.org SWPBS Practices Classroom Non-classroom Student • Smallest # • Evidence-based Family • Biggest, durable effect SCHOOL-WIDE CLASSROOM 1.Leadership team 1.All school-wide 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior EVIDENCEBASED INTERVENTION PRACTICES 6.Continuum of procedures for discouraging rule violations INDIVIDUAL STUDENT 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning & wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations 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. 7.Procedures for on-going data-based monitoring & evaluation 1.Behavioral competence at school & district levels 2.Maximum structure & predictability in routines & environment NONCLASSROOM 1.Positive expectations & routines taught & encouraged FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, 2.Active supervision by all staff (Scan, communications, & acknowledgements move, interact) 3.Formal & active participation & involvement as 3.Precorrections & reminders equal partner 4.Positive reinforcement 4.Access to system of integrated school & community resources 7. Practices must be implemented with integrity Sanetti & Kratochwill, 2009 Is practice being implemented as designed & tested? Are individual practice components emphasized & implemented as recommended? Can practice be modified based on local data & context without affecting intended outcomes? Are implementation integrity procedures & tools available? Are implementation ceilings &/or floors for maximizing practice outcomes recommended by developers? Is amount of implementation adaptation or change that can be made w/o affecting outcomes? Are procedures for implementers to receive implementation feedback on regular basis? Are adaptations for accommodating context factors (e.g., language, cultural/ethnic customs, community values) available? 8. Policy & practice inform each other Fixsen & Blase, 2007 9. Implementation is systemic Establish a visible, effective, efficient, & functional leadership team. Review existing information/data. Analyze, describe, & prioritize issue w/in context. Specify measurable outcome that is related directly to issue & context.. Select evidence-based practice to achieve specified outcome. Provide supports for accurate adoption & sustained implementation. Monitor practice implementation & progress toward outcome. Modify practice implementation based on analysis of progress data. 10. Implementation decisions based on student responsiveness to intervention IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING RtI DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTENT EXPERTISE & FLUENCY PREVENTION & EARLY INTERVENTION 4 Main Data Concerns Student outcomes Practice selection Practice implementation Progress monitoring & systems integration 11. Implementation is team-based, strategic action planning process Team Agreements Data-based Action Plan Evaluation Implementation SWPBS Implementation Blueprint www.pbis.org Funding Visibility Political Support Policy LEADERSHIP TEAM (Coordination) Training Coaching Evaluation Local School/District Implementation Demonstrations Behavioral Expertise User’s Quick Access Guide Other • Implementation Science • Policy & Expertise • 15+ Years Implementation Experience Dean Fixsen Karen Blase UNC Effective Implementation Science (SISEP) Plan-Do-Study-Act Cycle Blueprint Self-Assessment Blueprint Blueprint Planning Tool Leadership Team 1. Multi-school & district capacity 2. Membership representation 3. Blueprint self-assessment 4. Three-five year action plan 5. Regular meeting schedule 6. Coordinator 7. Implementation team 8. Evaluator 9. Decision making authority Training 22. Evidencebased practices & professional development 23. Plan for local training capacity 24. Plan for continuous regeneration Coaching 25. Local & regional coaching network 26. Monthly (new) & quarterly (established) coaching 27. Internal & external coaching functions Evaluation Expertise 28. Implementation 33. At least 2 evaluation individuals w/ process & SWPBS schedule systems expertise 29. School based data system 34. Individuals w/ behavioral 30. District/state expertise systems evaluation 35. Academicbehavioral 31. Dissemination expertise of annual report 36. Process & organizational 32. Quarterly expertise celebration & acknowledgement of accomplishments & outcomes CT Training Capacity Feb 2010 See PBIS Training Blueprint Funding Visibility 10. Three years stable district/state funding 12. Dissemination strategies to inform stakeholders 11. Assessment & Integration of organizational resources 13. Quarterly & public acknowledgem ents Political Support Policy 14. Social behavior 17. Endorsed in top 3 SWPBS policy priorities statement 15. Annual leadership report to political unit 18. Written procedural guidelines & agreements 16. State chief participation & support 19. Semi-annual outcome review to inform policy 20. Cross-initiative audit of implementation integrity 21. Action plan for integrated implementation 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 Local School/District Implementation Demonstration 37.At least 10 local school demonstrations of SWPBS process & outcomes 38.At least 2 districts/regional demonstrations of system-level leadership teams (25% of schools)