Developing & Implementing a State Plan

1. Developing & Implementing a State Plan George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 9, 2009 www.pbis.orgwww.cber.orgwww.swis.org

2. Purpose Discuss strategies for establishing & implementing state-wide plan for SWPBS. • SWPBS Basics • Organizational elements • Guidelines • Discussion

3. Problem Statement:How is Durable, Accurate, & Effective Implementation Achieved? “We give schools strategies & systems for developing positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools need more than training.”

4. ChallengesHow do we….. • Increase adoption of effective behavioral technologies in classrooms & schools? • Ensure high fidelity of implementation of these technologies? • Increase efficient, sustained implementation of these technologies? • Increase accurate, efficient, & durable institutionalized use of these technologies? • Decrease use of ineffective, inefficient, & irrelevant practices?

5. 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.

6. 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.

7. SWPBS “Basics”

8. SWPBS is

9. SWPBS Implementation Features Matrix Draft Sugai & Horner, Aug 8 09

10. Implementation Levels State District School Classroom Student

11. CONTINUOUS REGNERATION FOR SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS Continuous Self-Assessment Valued Outcomes Effective Practices Relevance Priority Efficacy Fidelity Practice Implementation Local Implementation Capacity

14. SWPBS Framework for operationalizing best practice Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

15. 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 Evaluation Implementation

16. Working Smarter

17. Basic Meeting Structure Verified Need Planning Purpose & Outcomes Follow-up & Evaluation Operations Summary of Outcomes & Agreements Content Decisions & Outcomes After Before During See Appendices

20. Practice & Policy

21. Integrated Continuum of Support for ALL Dec 7, 2007

22. RtI

23. Responsiveness to Intervention

25. 17 SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student

26. Evaluation Criteria

28. Non-Classroom Management: Self-Assessment

30. Classroom Management: Self-Assessment

32. 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

36. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan • Team-based • Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

42. Policy Practice Feedback Loops Policy Structure Procedure Practice Policy (Plan) Policy Enabled Practices (PEP) Practice Informed Policy (PIP) Practice (Do) Fixsen et al. (2005) NIRN. www.scalingup.org

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

44. Sustainability Guiding Principles Is Student Affected Directly Continuous Regeneration

45. Effective Social & AcademicSchool Culture Common Language SWPBS Common Experience Common Vision/Values

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. Some Lessons • Plan for sustained implementation & expansion early & formally • Invest in & adapt evidence-based practices to local context • Give priority to relevant, measurable outcomes • Treat school as basic unit for change, & districts/regions as main organizational units • Establish demonstrations & data to enhance understanding • Integrate initiatives based on common outcomes • Invest early in local implementation capacity • Emphasizecontinuous regeneration for efficacy, relevance, priority, & fidelity • Positively reinforce successive approximations of implementer behavior