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SWPBS: Sustainability

SWPBS: Sustainability. George Sugai OSEP Center on PBIS University of Connecticut March 5, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu. Problem Statement.

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SWPBS: Sustainability

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  1. SWPBS:Sustainability George Sugai OSEP Center on PBIS University of Connecticut March 5, 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. Logic

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

  5. Sustainability = Phase in which accurate implementation (90%) of an evidence-based practice across desired context(e.g., classroom, school-wide, nonclassroom) over time with local resources is documented.

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

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

  8. 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

  9. 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?

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

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

  12. 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?

  13. 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

  14. 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

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

  16. 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

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

  18. 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

  19. 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

  20. 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

  21. 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)?

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

  23. Working Smarter

  24. It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

  25. RtI

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

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

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

  30. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

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

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

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

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

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

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