SWPBS Fidelity

1
SWPBSFidelity Sustainability

• George Sugai
• OSEP Center on PBIS
• University of Oregon
• Center for Behavioral Education Research
• University of Connecticut
• August 5, 2008
• www.cber.org www.pbis.org
• George.sugai_at_uconn.edu

2
www.pbis.org
3
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.

4
Pre
Post
5
Sustaining Scaling Change

• Know your basics
• Adopt adapt evidence-based practices
• Monitor implementation fidelity
• Give priority to what matters
• Keep data regular, easy, relevant
• Know your outcomes
• Integrate for efficiency
• Build durable capacity
• Celebrate successes improvement

6
Basics SWPBS/PBIS
7
Supporting Social Competence Academic
Achievement
Achieving Supporting Sustainability
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
8
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
9
GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
10
WHAT DO WE KNOW ABOUT SAFE EFFECTIVE SCHOOLS?

• Surgeon Generals Report on Youth Violence (2001)
• Coordinated Social Emotional Learning
  (Greenberg et al., 2003)
• Center for Study Prevention of Violence (2006)
• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate
• High rates of academic social success
• Formal social skills instruction
• Positive active supervision reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-communit
  y effort

11
SWPBS Subsystems
School-wide
Classroom
Family
Non-classroom
Student
12
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

13
Non-classroom

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

14
Classroom

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

15
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

16
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

17
Some Sustainability Basics
18
Local Demonstration w/ Fidelity
Need, Agreements, Adoption, Outcomes
1.
IMPLEMENTATION PHASES
2.
Sustained Capacity, Elaboration, Replication
4. Systems Adoption, Scaling,
Continuous Regeneration
3.
19
Implementation Stageswww.scalingup.org

• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability

Fixsen, Naoom, Blase, Friedman, Wallace, 2005
20
Sustainability Elements
Organizational Capacity Documentation of.
Accurate Implementation
Evidence-Based Practice
Consideration for Context Culture
Over Time
Local Resources Utilization
Continuous Regeneration
21
SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity
22
Detrich, Keyworth, States (2007). J.
Evid.-based Prac. in Sch.
23
Implementation Levels
State
District
School
Classroom
Student
24
PBS Systems Implementation Logic
Visibility
Funding
Political Support
PBS Implementation Blueprint www.pbis.org
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
25
Integration 1 2 Rule
26
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
27
ESTABLISHING A CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Special Education

• Audit
• Identify existing practices by tier
• Specify outcome for each effort
• Evaluate implementation accuracy outcome
  effectiveness
• Eliminate/integrate based on outcomes
• Establish decision rules (RtI)

5
15

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

• PRIMARY PREVENTION
• Teach encourage positive SW expectations
• Proactive SW discipline
• Effective instruction
• Parent engagement

80 of Students
28
Evaluation Criteria
29
Its not just about behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
30
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
31
Responsiveness to InterventionAcademic
Social Behavior
32
RtI
33
RtI Good IDEiA Policy

• Approach or framework for redesigning
  establishing teaching learning environments
  that are effective, efficient, relevant,
  durable for all students, families educators
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new

34
Quotable Fixsen

• Policy is
• Allocation of limited resources for unlimited
  needs
• Opportunity, not guarantee, for good action
• Training does not predict action
• Manualized treatments have created overly rigid
  rapid applications

35
RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007