SWPBS: Sustainability George Sugai OSEP Center on PBIS University of Connecticut March 5, 2008 www.cber.org www.pbis.org [email protected] Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, &
Download ReportTranscript SWPBS: Sustainability George Sugai OSEP Center on PBIS University of Connecticut March 5, 2008 www.cber.org www.pbis.org [email protected] Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, &
SWPBS: Sustainability George Sugai OSEP Center on PBIS University of Connecticut March 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.” Logic Need, Agreements, Adoption, & Outcomes Local Demonstration w/ Fidelity 1. IMPLEMENTATION 2. PHASES 4. Systems Adoption, Scaling, & Continuous Regeneration 3. Sustained Capacity, Elaboration, & Replication Sustainability = Phase in which accurate implementation (90%) of an evidence-based practice across desired context (e.g., classroom, schoolwide, nonclassroom) over time with local resources is documented. 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? 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 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 IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCEUNIVERSAL BASED SCREENING INTERVENTIONS DATA-BASED DECISION STUDENT MAKING & PERFORMANCE PROBLEM SOLVING CONTINUOUS PROGRESS MONITORING RtI 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 PBS Systems Implementation Logic Funding Visibility Political Support Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations Sustainability Suggestions Maintain priority Monitor fidelity & outcomes continuously Keep data regular, easy, & relevant Strive for efficiency & economy Adopt evidence-based practices Celebrate successes & improvement