Sustaining Systems Level Implementation of SWPBS: Lessons Being Learned

1
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
• George.sugai_at_uconn.edu

2
www.pbis.org
3
www.scalingup.org
4
PURPOSE Share some lessons being learned when
attempting sustained accurate SWPBS Implementation
Four Lessons
5
1. Know where you want to go what your
sustaining to get there.
6
Pre

• School-wide PBS
• BEP
• Function-based support

Post
7
District-Wide SET Scores

• District Team
• Coaching
• Coordination
• Evaluation
• Behavioral Capacity

8
EXPONENTIAL GROWTH
9

• State Team
• Coaching Training
• Regional Coordination
• Evaluation
• Behavioral Capacity

10
Sustainability

• Organizational capacity for documentation of
• Durable results with
• Accurate implementation (gt90) of
• Evidence-based practice across desired
• Context over
• Time w/
• Local resources
• Systems for continuous regeneration

11

• 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

12
SWPBS is framework for.

• 5. COMPETING INITIATIVES
• SW discipline
• Class management
• Social skills programs
• Character education
• Bully proofing
• Life skills
• Anger management
• HIV/AID education
• Conflict management
• Drug-free
• Parent engagement
• School spirit
• Violence prevention
• Dropout prevention
• Relaxation room
• Afterschool peer support
• School based mental health clinic

Our Challenges.
2

• 3. NEGATIVE SCHOOL CLIMATE
• Bullying harassment
• 447 teacher abs yr
• Staff/parents unsafe

• 1.REACTIVE MANAGEMENT
• 5100 ref/yr
• Marcus 14 days det.

• 5. COMPETING INITIATIVES
• SW discipline
• Class manage
• Social skills program

• 2. POOR ACHIEVEMENT
• 25 3rd at grade
• gt50 9th 2 F

• 4. INEFFECTIVE SPED
• 25 on IEPS
• EBD sent to Alt school
• Tasha spends day w/ nurse

13
Effective Academic Instruction
Effective Behavioral Interventions
POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS)

Continuous Efficient Data-based Decision Making
Systems for Durable Accurate Implementation
14
Implementation Challenges
15
2. Invest in evidence-based practice
16
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?

17
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

18
90-School StudyHorner 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.

19
Project Target Preliminary FindingsBradshaw
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

20
Detrich, Keyworth, States (2007). J.
Evid.-based Prac. in Sch.
21
3. Know your basics (SWPBS).
22
Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
15
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
23
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
23
ALL
80 of Students
24
Response to Intervention
24 K
RtI
25
23
RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
26
17
SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
27
SCHOOL-WIDE 1. Leadership team Behavior purpose statement Set of positive expectations behaviors Procedures for teaching SW classroom-wide expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging rule violations Procedures for on-going data-based monitoring evaluation EVIDENCE-BASED INTERVENTIONPRACTICES 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. Continuum of strategies for responding to inappropriate behavior.
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 NONCLASSROOM Positive expectations routines taught encouraged Active supervision by all staff (Scan, move, interact) Precorrections reminders Positive reinforcement FAMILY ENGAGEMENT 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
28
58
Teaching Matrix Teaching Matrix SETTING SETTING SETTING SETTING SETTING SETTING SETTING
Teaching Matrix Teaching Matrix All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus
Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop.
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.
Respect Property 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.
2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

29
(No Transcript)
30
18
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

31
Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

32
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.

33
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

34
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

35
4. Work from conceptually sound implementation
logic
36
Local Demonstration w/ Fidelity
Need, Agreements, Adoption, Outcomes
1.
IMPLEMENTATION PHASES
2.
Sustained Capacity, Elaboration, Replication
4. Systems Adoption, Scaling,
Continuous Regeneration
3.
37
My WorryTrain Hope
34
38
GENERAL IMPLEMENTATION PROCESS
Team

• Readiness agreements, prioritization,
  investments
• 3-4 year implementation commitment
• Local capacity for training, coordination,
  coaching, evaluation
• Systems for implementation integrity

Agreements
Data-based Action Plan
Implementation
Evaluation
39
PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
40
IL PBIS Schools Ext. Int. Coaches June
30, 2008
41
SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity
42
Working Smarter
Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Are outcomes measurable?
43
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 Goal 3
DARE Committee Prevent drug use High/at-risk drug users Don
EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal 2 Goal 3
Are outcomes measurable?
44
ESTABLISHING CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

5
15

• SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club

• SECONDARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

• PRIMARY PREVENTION

80 of Students
45
Sustainability Guiding Principles
Is Student Affected Directly
Continuous Regeneration
46
Investing inSustainability ScalingWayne
Gretzky Wisdom
Most players skate to where the puck is, but I
skate to where.... I want the puck to go
Most players skate to where the puck is, but I
skate to where the puck is going
47

• George.sugai_at_uconn.edu
• Robh_at_uoregon.edu
• www.pbis.org