Transcript DW Leadership: Sustainable & Scalable SWPBS George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut August 5, 2008 www.cber.org www.pbis.org [email protected].

DW Leadership:
Sustainable & Scalable
SWPBS
George Sugai
OSEP Center on PBIS
University of Oregon
Center for Behavioral Education & Research
University of Connecticut
August 5, 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.”
Implementation Levels
Student
Classroom
School
District
State
Organizer
• What does district level systems
change look like (Outcome)
• What does SWPBS look like
(Practices)?
• What would district level coordination
look like to ensure accurate &
sustainable implementation? (Systems)
• How would we know if have sustainable
implementation? (Data)
See PBS Implementation Blueprint
Sustaining & Scaling Change
• Know your basics
• Adopt & adapt evidence-based practices
• Monitor implementation fidelity
• Give priority to what matters
• Keep data regular, easy, & relevant
• Know your outcomes
• Integrate for efficiency
• Build durable capacity
• Celebrate successes & improvement
SWPBS/PBIS
WHAT DO WE KNOW ABOUT SAFE &
EFFECTIVE SCHOOLS?
• 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
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
Achieving &
Supporting
Sustainability
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Team
GENERAL
IMPLEMENTATION
PROCESS
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
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
Some
Sustainability
Basics
Need,
Agreements,
Adoption, &
Outcomes
Local
Demonstration
w/ Fidelity
1.
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
Scaling Center:
Implementation Stages
• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Sustainability =
Organizational capacity for &
documentation of accurate
implementation (90%) of evidencebased practice across desired
context (e.g., district, classroom, school-wide,
nonclassroom) over time w/ local
resources & systems for continuous
regeneration.
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Valued
Outcomes
Relevance
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
Integration
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
ESTABLISHING A 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
It’s not just about behavior!
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Designing School-Wide Systems
for Student Success
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
RtI: Good “IDEiA” Policy
Approach or framework for redesigning
& establishing teaching & learning
environments that are effective,
efficient, relevant, & durable for all
students, families & educators
• NOT program, curriculum, strategy,
intervention
• NOT limited to special education
• NOT new
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”
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
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
PBIS
Implementation
Blueprint
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Leadership Team
Active Coordination
FUNCTIONS
• Implementation support
• Data-based action plan
• Coordination
• Capacity building
• Policy & funding
• Communications
• Training capacity
• Exemplars
• Evaluation
MEMBERS
• Coordinator
• Representation
• Behavioral capacity
• Agency
• Parent/family
• Leadership
• Etc
Training
Coaching
Evaluation
Training
Coaching
• Continuous
• Function oriented
• Local support
• Data-based
• Preventive
• Positive
• Competent
• Etc….
Evaluation
• Continuous
• Question-based
• Academic & social
• Efficient
• Team-coordinated
• Public
• Etc….
• Continuous
• Embedded
• Team-coordinated
• Data-based
• Local expertise
• Action plan linked
• Etc….
Funding
Visibility
• General fund
• 3 years of support
• Integrated
• Data-based
• Etc….
• Demos & research
• Multiple formats
• Multiple audiences
• Acknow. others
• Etc….
Political
Support
• Continuous
• Top 3 priorities
• Quarterly/annually
• Policy
• Participation
• Etc….
Local School Teams/Demonstrations
• Fidelity implementation
• >80% of staff
• >80% of students
• Administrator leadership
• Team-based
• Data driven
• Contextually relevant
• Teaching focused
• Integrated initiatives
• Positively oriented
• Etc…..