Transcript Sustaining Systems Level Implementation of SWPBS: Lessons Being Learned

Sustaining Systems Level
Implementation of SWPBS:
Lessons Being Learned
George Sugai & Rob Horner
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
March 26, 2009
www.pbis.org www.cber.org www.swis.org
[email protected]
FRMS Total Office Discipline Referrals
DURABLE IMPACT
Pre
3000
Total ODRs
2500
2000
Post
• School-wide PBS
• BEP
• Function-based support
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
District-Wide SET Scores
Bethel SET Scores K-12
100
•
•
•
•
•
90
% of Implementation Points
80
70
60
50
District Team
Coaching
Coordination
Evaluation
Behavioral Capacity
Fall 00
Spring 01
Spring 02
Spring 03
Spring 04
Spring 05
40
Spring 06
Spring 07
30
20
10
0
1
2
3
4
5
6
7
8
9
10
Mean
400
369
EXPONENTIAL GROWTH
350
276
300
250
190
200
125
150
100
50
68
15
35
0
FY
99
FY
00
FY
01
FY
02
FY
03
FY
04
FY
05
•
•
•
•
•
State Team
Coaching & Training
Regional Coordination
Evaluation
Behavioral Capacity
Sustainability =
Organizational capacity for & documentation of
 Durable results with
 Accurate implementation (>90%) of
 Evidence-based practice across desired
 Context over
 Time w/
 Local resources &
 Systems for continuous regeneration
Know CONTEXT: We are
sustaining
• Intervention supports for kid
outcomes
• Classroom & school supports for
accurate intervention use
• District/regional/state supports for
continued school implementation
Our
Challenges…….
5. SWPBS
COMPETING INITIATIVES
is framework for….
• SW discipline
3. NEGATIVE SCHOOL
• Class management
CLIMATE
• Social skills programs
• Bullying & harassment
• Character education• 447 teacher abs yr
• Bully proofing
• Staff/parents unsafe
• Life skills
1.REACTIVE
5.
COMPETING
• Anger management
MANAGEMENT
INITIATIVES
• HIV/AID education
• 5100 ref/yr
•• Conflict
SW discipline
management
• Marcus 14 days
•• Drug-free
Class manage
det.
•• Parent
Social skills
program
engagement
• School spirit
2. POOR
4. INEFFECTIVE
• Violence
prevention SPED
ACHIEVEMENT
• 25% prevention
on IEPS
• Dropout
• 25% 3rd at grade
• EBD sent
to Alt school
• Relaxation
room
• >50% 9th 2+ “F”
• Tasha spends
day w/
• Afterschool
peer support
nurse
• School
based mental health
clinic……
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
Effective Academic
Instruction
Effective Behavioral
Interventions
=
Continuous & Efficient Databased Decision Making
Systems for Durable &
Accurate Implementation
POSITIVE,
PREVENTIVE
SCHOOL
CULTURE
(SWPBS)
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
4 Evaluation Criteria
• Effectiveness = works
– Documentation that practice produced desired
outcome?
• Efficiency = doable
– What are costs (time, resources, $) to implement
practice?
• Relevance = culturally relevant
– Is practice & outcomes appropriate/adaptable for
situation?
• Conceptually soundness = logical
– Is practice based on theory?
www.pbis.org
Horner, R., & Sugai, G. (2007). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
www.pbis.org
click “Research” “Evidence Base”
90-School Study
Horner et al., in press
• Schools that receive technical assistance from
typical support personnel implement SWPBS
with fidelity
• Fidelity SWPBS is associated with
▫ Low levels of ODR
▫ .29/100/day v. national mean .34
▫ Improved perception of safety of the school
▫ reduced risk factor
▫ Increased proportion of 3rd graders who meet state
reading standard.
Project Target: Preliminary Findings
Bradshaw & Leaf, in press
• PBIS (21 v. 16) schools reached & sustained high
fidelity
• PBIS increased all aspects of organizational health
• Positive effects/trends for student outcomes
– Fewer students with 1 or more ODRs (majors + minors)
– Fewer ODRs (majors + minors)
– Fewer ODRs for truancy
– Fewer suspensions
– Increasing trend in % of students scoring in advanced &
proficient range of state achievement test
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
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
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
SCHOOL-WIDE
1.
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.
Procedures for on-going data-based
monitoring & evaluation
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.
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
5.
6.
Targeted social skills & self-management
instruction
Individualized instructional & curricular
accommodations
FAMILY ENGAGEMENT
NONCLASSROOM
1.
2.
Positive expectations & routines
taught & encouraged
Active supervision by all staff
(Scan, move, interact)
3.
Precorrections & reminders
4.
Positive reinforcement
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
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your
feet.
Sit
appropriately.
Respect
Property
Teach
Expectations &
Routines
Supervise Actively:
Scan, Move,
Interact
NONCLASSROOM
BASICS
Positively
Reinforce
Precorrect
(Remind Early)
School-wide
1. Leadership team
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
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Classroom
• All school-wide
• Maximum structure & predictability in routines &
environment
• Positively stated expectations posted, taught, reviewed,
prompted, & supervised.
• Maximum engagement through high rates of opportunities
to respond, delivery of evidence-based instructional
curriculum & practices
• Continuum of strategies to acknowledge displays of
appropriate behavior, including contingent & specific
praise, group contingencies, behavior contracts, token
economies
• Continuum of strategies for responding to inappropriate
behavior, including specific, contingent, brief corrections
for academic & social behavior errors, differential
reinforcement of other behavior, planned ignoring,
response cost, & timeout.
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
Need,
Agreements,
Adoption, &
Outcomes
Local
Demonstration
w/ Fidelity
1.
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
My Worry
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
GENERAL
IMPLEMENTATION
PROCESS
Team
Agreements
• Readiness agreements, prioritization, &
investments
• 3-4 year implementation
commitment
Data-based
Action
Plan
• Local capacity for
training,
coordination,
coaching, & evaluation
• Systems for implementation integrity
Evaluation
Implementation
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
# IL PBIS Schools & # Ext. & Int. Coaches
June 30, 2008
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
PREVENTION
TERTIARY
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
PREVENTION
SECONDARY
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PREVENTION
PRIMARY
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Sustainability
Guiding Principles
Relevant
outcomes
Implementation
integrity
Leadership
priority &
commitment
Is Student
Affected
Directly
Continuous
Regeneration
Resource
consolidation
Local expert
capacity
Evidence
based
Data-driven
Investing in
Sustainability & Scaling
Wayne Gretzky Wisdom