Building a Sustainable System

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Building a Sustainable System

• Long-term Action Planning
• Jennifer Doolittle, PhD
• Oregon Department of Education

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Goals of the Presentation

• Describe the importance of implementation
  fidelity
• Demonstrate models of sustainability
• Describe how to create an action plan for
  sustainability

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Operational Definition of Sustained Use

• A minimum of three years of implementation with
  the last two years demonstrating fidelity of
  implementation
• Three to five years of implementation has been
  the level accepted by other studies (Mihalic
  Irwin, 2003 Rog et al., 2004 Schrag, 1996).

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Sustainability Assumptions

• Must be implemented with high accuracy if maximum
  effects are to be realized.
• Practices and systems must be durable if
  meaningful change and improvement are to be
  realized.

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Seven key features of school-wide PBS (SW-PBS)

• School-wide behavioral expectations defined
• Expectations taught to all students
• Rewards provided for following expectations
• A consistently implemented continuum of
  consequences for behavioral violations
• Problem behavior patterns monitored and data used
  to make changes
• Administrative support and involvement
• School district support (policies, training)

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Implementation Measures The SET (School-wide
Evaluation Tool)

• Assesses implementation of SW-PBS
• Seven subscales
• Fidelity An overall SET score of 80 or above
  (meaning 80 of the essential PBS features are in
  place)

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Team Checklist (PBS Surveys.org)

• Implementation measure that PBS team completes
• At beginning of PBS implementation and uses it at
  regular intervals (monthly or quarterly) to
  monitor progress
• Not a research tool
• Fidelity 80 or greater overall score

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Team Checklist Implementation Activities

• Six main activities in Startup Activities
  section
• Establish Commitment
• Establish Maintain Team
• Conduct Self-Assessment
• Establish School-wide Expectations
• Establish Information System
• Build Capacity for Function-based Support.

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TIC Activities Cont.

• Ongoing Activities section
• PBS Team Has met at Least monthly
• PBS Team has Given Status Report to Faculty at
  Least Monthly
• Activities for PBS Action Plan Implemented
• Accuracy of Implementation of PBS Action Plan
  Assessed
• Effectiveness of PBS Action Plan Implementation
  Assessed
• PBS Data Analyzed.

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Administrative Support
Team-based Action Planning
Collection and use of data for Decision-making
Sustained Use of SW-PBS
Policies Mission SIP Job Descrip
Handbook Expectations Lesson Plans Schedule BSP
tools Consequence Letters to Families
District Investment Coach Trainers Beh
Spec Data System
Family Collaboration Cultural Core Link to
comm Home link
Budget Planning Stud Train Team Devel Reward
Sys
Visibility Newsletter Newspaper Posters Etc
Horner Sugai, 2005
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Figure 3. Model of sustainability derived from
the literature.
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Sustainability Features from the Literature

• Contextually appropriate
• Shared vision and resources
• Buy-in and agreements
• Ongoing technical assistance
• Administrative Support
• Leadership from Various Levels
• Data-based decision making
• Lateral and vertical communication
• Regeneration

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Readiness

• Contextually Appropriate
• Community and parent support
• Shared Vision and Resources
• Where does your school want to be in 5 years?
• Mission statement
• Action Plan
• Financial Support for at least 3 years
• Buy-in and Agreements
• 80 of all staff
• Number of years will agree to implement

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Implementation

• Ongoing Technical Assistance
• Quality
• Regular access to knowledgeable coaches or
  facilitators and directive training materials
  (Bauchner et al., 1982)
• Beyond the initial implementation stage
• Teacher implementation rates can drop by 20 to
  60 one year after training (Rohrbach et al.,
  1993)
• Teacher turnover (Elias et al., 2003)
• Increased time spent on professional development
  equates to increased changes in teacher practices
  (Borko Putnam, 1995 Bryk, Lee, Holland,
  1993 Louis Marks, 1998 Parsad et al., 2001)

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Implementation cont.

• Principals are the Gatekeepers of change
  (Berman McLaughlin, 1776)
• Support equates to quality implementation
  (Bauchner et al., 1982 Berman McLaughlin,
  1976 Cherniss, 2006 Huberman, 1983 Loucks
  Zacchei, 1983 Mihalic et al., 2004)
• 5 Leadership functions
• Encouragement and recognition
• Adapting standard operating procedures
• Monitoring the improvement effort
• Handling disturbances
• Expanding the program (Firestone, 1998 Mihalic
  et al., 2004).

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Implementation cont.

• Leadership from Various Levels
• Lateral and Vertical Communication
• Data-based Decision Making

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Sustaining The second adoption decision

• Regeneration
• Using data to fit timely needs
• Sharing data outside the school
• Collaboration
• Training in new areas, review of others

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Figure 4. Comparison of the literature and PBS
sustainability models.
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Study of Sustainability

• Tested all elements of the model
• Study demonstrated that should have
• Administrative support and Communication in
  place,
• Data-based decision making

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Study of PBS Features

• Which PBS features are most significantly tied to
  sustainability?
• Expectations defined/taught
• Reward System
• Data-based decision making

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• Which features were most significantly different
  for those districts that had once implemented
  with fidelity and those that had sustained?
• Reward System
• Management (Administrative Support)

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Keeping in mind

• Implementation must be delivered by typical
  intervention agents.
• Data on child outcomes must be used to make
  decisions for continued adaptation and sustained
  implementation.
• Implementation of effective practices at the
  local level will require modification of
  procedures to fit the culture, structure, and
  needs of the local setting
• Establish systems that support functional,
  doable, and durable implementation of effective
  practices.

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Tools Blueprint and Self-assessment(pbis.org)

• The purpose of the blueprint is
• to present a rationale for adopting school-wide
  positive behavior support (SW-PBS),
• describe the key features of SW-PBS, and
• illustrate processes, structures, and supports of
  SW-PBS.

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Definition

• Designed to improve the efficiency and success of
  large-scale replications (i.e., school, district,
  state)
• Intended to make the conceptual theory,
  organizational models, and specific practices
  more accessible
• Considered dynamic and iterative in that
  guidelines will be improved as new
  implementations are tried and studied, and as new
  research is conducted

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Long Term Action Planning

• Focus on activities to maintain and strengthen
  current efforts
• Focus on next steps (next year)
• Plan for activities that will take time (e.g.,
  ISS, behav. capacity)

• Data
• System
• Practice

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Long Term Action Planning

• 2-5 Years
• Short term and long term goals
• Focus on Sustainability
• Team status (protected time, admin/staff support,
  staff resource)
• Behavioral capacity
• District-wide processes and supports
• Build continuum of support
• New student/staff training
• Data-based decision-making and evaluation
• Efficiency (like riding a bicycle)