Transcript Sustainability & Scaling & Failure of Friday In-service Day George Sugai & Rob Horner OSEP Center on PBIS University of Oregon Center for Behavioral Education.

Sustainability & Scaling &
Failure of Friday In-service Day
George Sugai & Rob Horner
OSEP Center on PBIS
University of Oregon
Center for Behavioral Education & Research
University of Connecticut
April 24, 2008
www.cber.org
www.pbis.org
[email protected]
Purpose
Purpose
Provide overview of "lessons learned"
from efforts to sustain & scale-up
school-wide continuum of evidencebased behavioral practices & systems
in schools.
• Why have traditional system change approaches
struggled to improve social & behavioral outcomes &
climate of schools?
• What have we learned about impediments & facilitators of
accurate, sustainable, & scalable implementation of
SWPBS?
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.”
Friday
In-Service
“141 Days!”
Intermediate/senior high school
with 880 students reported over
5,100 office discipline referrals in
one academic year. Nearly 2/3 of
students have received at least
one office discipline referral.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
Friday In-service: “Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
SWPBS?
SW-PBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable
(Zins & Ponti, 1990)
SWPBS is about….
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
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
SWPBS
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
SWPBS
Subsystems
& “Practice
Elements”
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
Lessons
Learned
Need,
Agreements,
Adoption, &
Outcomes
1.
Local & Documented
Demonstrations
w/ Fidelity
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
Sustainability + Scaling
Organizational capacity for &
documentation of accurate &
expanded implementation (90%) of
evidence-based practice across
desired context (e.g., district, classroom,
school-wide, nonclassroom) over time w/
local resources & systems for
continuous regeneration.
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Valued
Outcomes
Relevance
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
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
CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Alignment 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
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
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
EVIDENCEUNIVERSAL
BASED
SCREENING
INTERVENTIONS
DATA-BASED
DECISION
STUDENT
MAKING &
PERFORMANCE
PROBLEM
SOLVING CONTINUOUS
PROGRESS
MONITORING
RtI
Intensive
Targeted
Universal
Few
Some
RTI
Continuum of
Support for
ALL
All
Dec 7, 2007
“Big Ideas”
PBIS Messages
• Measurable & justifiable outcomes
• On-going data-based decision
making
• Evidence-based practices
• Systems ensuring durable, high
fidelity of implementation
Closing (Incomplete) Thoughts
• Give priority to evidence-based practices
• Establish local & fluent knowledge, skill, & systems
capacity
• Emphasize link between leadership behavior to
organizations outcomes
• Institutionalize outcomes, data, practices, & systems
• Plan for competent future generations
• Provide regular & overt positive reinforcement across
all levels of organization
• Build frequent & formal routines for self-assessment &
systemic regeneration (Dean’s clothes)