Sustained Implementation of School-wide PBIS for All Students George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of.
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Sustained Implementation of School-wide PBIS for All
Students
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Aug 4, 2010
www.pbis.org www.pbisillinois.org www.scalingup.org www.swis.org
PURPOSE
Provide suggestions for
maximizing accurate AND
sustained implementation of
SWPBS continuum for all
students• Problem Statement• 6 Questions to Consider
Problem Statement
“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
SWPBS Implementation “Infidelity”
“SWPBS is intervention”
“Let’s schedule in-service day”
“Bring Rob Horner to our staff meeting”
“Can I visit your school & see SWPBS in action?”
“SWPBS is about giving kids tangible rewards”
“We reserved ISD/OSS for tier 2 & 3”
“Let’s do SWPBS during morning advisory”
Sustainability =Organizational capacity for & documentation of
Durable results with
Accurate implementation (>90%) of
Evidence-based practice across desired
Context over
Time w/
Local resources &
Systems for continuous regeneration
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
6 Sustainability Questions (Yes No ?)
1. Do you remember SWPBS is more than just interventions & practices?
2. Can you describe your organizations SWPBS implementation approach(IA)?
3. Does your IA consider SWPBS implementation stages?
4. Does your IA give high priority to accuracy of SWPBS implementation & student outcomes?
5. Does your IA have resource utilization plan for scaled SWPBS implementation?
6. Does your IA have continuous measurement system for decision making?
YES NO ?
1. Do you remember that
SWPBS is more than just
interventions & practices?
SWPBS isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
All about implementation
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of
Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Universal
Targeted
IntensiveContinuum of
Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Classroom
SWPBSPractices
Non-classroom Family
Student & Family
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
YES NO ?
2. Can you describe your
organization’s SWPBS
implementation approach?
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
• Achieve desired outcome?Effective
• Doable by real implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
Evaluation Criteria
YES NO ?
3. Does your implementation
approach consider SWPBS
stages of implementation?
Stages of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure)
INSTALLATION
• Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
YES NO ?
4. Does your SWPBS
implementation approach
give high priority to
implementation accuracy &
student outcomes?
“Treatment integrity is extent to which essential intervention components are delivered in comprehensive & consistent manner by interventionist trained to deliver intervention”
Sanetti & Kratochwill, in press.
Implementation as designed
Need verification & practice alignment
Modified for culture/context
Evidence-based confirmed
Continuous progress monitoring for intended outcomes
Continuous performance feedback
Resources adequate
Ada
pted
YES NO ?
5. Does your implementation
approach have resource
utilization plan for scaled
SWPBS implementation?
Are outcomes
measurable?
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
Sample Teaming Matrix
Are outcomes
measurable?
YES NO ?
6. Does your implementation
approach have continuous
measurement system for
decision making?
Educationally relevant outcomes
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Sustainability is about planned &systemic implementation w/ integrity =
Activities or functions, not person
Competent supports & resources
Maximized durability & scalability of evidenced-based practice experienced by students
Phases w/ varied levels of intensity
Shared responsibilities
Capacity at multiple organizational levels (teacher, school, district, region, state)
Continuous progress monitoring & regeneration
• Keep max. air pressureBicycling
• Keep knife sharpCooking
• Keep cue level & follow throughBilliards
• Examine behavior in contextBehavior analysis
• Describe mechanism of applied problemsResearch
• Establish expert local capacity linked to measurable outcomePBIS
Practice your Fundamentals
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