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SWPBS: Sustainability

SWPBS: Sustainability

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SWPBS: Sustainability

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  1. SWPBS:Sustainability George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut March 11, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu

  2. 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.”

  3. 1 million workers, 80,000 managers, 400 companies Predictable work environments are places where employees(Buckingham & Coffman 2002, Gallup) 1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well.

  4. 1 million workers, 80,000 managers, 400 companies Predictable work environments are places where educators, students, family members, etc…. 1. Know what is expected 2. Have curriculum & instruction to do job correctly 3. Receive recognition for demonstrating expectations. 4. Have teacher/parent/principal who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify someone who they can relate to.” 7. Feel mission of classroom/school makes them feel like their efforts are important 8. See students/teachers/principals around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their learning/teaching well.

  5. Logic

  6. Sustainability = Documentation of accurate implementation (90%) of an evidence-based practice across desired context(e.g., district, classroom, school-wide, nonclassroom) over time with local resources.

  7. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

  8. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

  9. SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

  10. Achieving & Supporting Sustainability Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  11. Achieving & Supporting Sustainability Important, Achievable, Relevant, Supported, Measurable Team, Outcome & Resource Prioritization, Integration, Fidelity Accountability, Acknowledgement, Leadership, Formative Action Planning Linked to Outcomes, Continuous Monitoring, Efficiently Monitored OUTCOMES DATA SYSTEMS PRACTICES Evidence-based, Contextualized, Aligned w/ Outcomes, Implemented w/ Fidelity

  12. 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?

  13. OUTCOMES • Is achievement of outcomes supported with adequate resources? • Is outcome progress measurable & measured on continuous basis?

  14. SWPBS DATA Questions • Are data linked to outcomes? • Are data used to identify outcomes? • Are data monitored continuously? • Is data management efficient?

  15. 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?

  16. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? • Surgeon General’s 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 & socialsuccess • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

  17. 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

  18. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

  19. 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

  20. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  21. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

  22. 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

  23. 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

  24. 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)?

  25. SYSTEMS • Is high implementation fidelity monitored & supported (e.g., SET)? • Regular & meaningful opportunities for feedback & acknowledgments? • Active & collaborative leadership involvement?

  26. RtI

  27. 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

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

  29. 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

  30. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation

  31. Team-led Process Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications

  32. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

  33. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices

  34. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support

  35. Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review

  36. Sustainability Suggestions • Maintain priority • Monitor fidelity & outcomes continuously • Keep data regular, easy, & relevant • Strive for efficiency & economy • Adopt evidence-based practices • Celebrate successes & improvement

  37. PBIS Messages • Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation