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Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 15 2011 www.pbis.org www.scalingup.org www.cber.org
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Page 1: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Maximizing Impact of PBIS Implementation at School &

District Levels

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

June 15 2011

www.pbis.org www.scalingup.org www.cber.org

Page 2: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

PURPOSE

Examination of practices &

systems for maximizing PBIS

implementation outcomes

Page 3: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Celebrate successes & accomplishments

Describe lessons learned at national level

Review PBIS basics

Link implementation fidelity & student outcomes

Show data

Link evidence-base practices to implementation science

“Notes to Self”

Page 4: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

SWPBS Implementation “Infidelity”

“SWPBS is intervention”

“Let’s schedule Rob Horner for our in-service day”

“Let’s do SWPBS during morning advisory”

“Can I visit your school & see SWPBS in action?”

“SWPBS is about giving kids tangible rewards”

“She’s a tier 3 kid; give her 2 day suspension”

“Shut up, & show me some respect”

Page 5: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Implementation

ChallengeLack of expert

capacity

Competing initiatives

Lacking implementation

framework

Nondata-based decision making Insufficient

resources

Limited differentiation

No theory of action or change

Page 6: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

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.”

Page 7: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

4 “Big Idea” Basics& brief history

Page 8: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

PBIS History

Page 9: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

1980s SW

Discipline Problem

Reactive

Non-constructive

Emphasis on punishment

Poor implementation

fidelity

Limited effects

Special

Education &

BD

Page 10: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

“Abbreviated” SWPBS History

1980s RTC

1988 PBS

1991 Proj PREPARE

1997 EBS Demo 1997 IDEA-r

1998 PBIS-I

2000 PBIS TA Guide

2001 OR Beh Res Ctr 2002 PBIS-II

2004 PBS Impl Blue

2007 SISEP

2008 PBIS-IIIJan 2010

SWPBS Eval Blue

Mar 2010 SWPBS Impl

Blue

May 2010 SWPBS Train

Blue

2011 Implementation Sustainability &

Scaling

Page 11: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

SWPBS FoundationsColvin, G., & Sugai, G. (1992). School-wide discipline: A behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.

Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.

Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.

Page 12: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

“Big Ideas” from Early Years

Teach & recognize behavior directly, school-wide

• Colvin & Sugai (1992)

Focus adult behavior in team-based SW action planning

• Colvin, Kame’enui, & Sugai (1993)

Consider ALL as foundation for some by establishing local behavioral expertise• Sugai & Horner (1994)

Integrate evidence-based practices in 3-tiered prevention logic• Walker, Horner, Sugai, Bullis, Sprague, Bricker, & Kaufman (1996)

Page 13: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

“Early Triangle”

(p. 201)Walker, Knitzer,

Reid, et al., CDC

Page 14: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Changing Adult Behavior

1.

“Change is slow,

difficult, gradual process

for teachers

2.

“Teachers need to receive regular

feedback on student learning

outcomes”

3.

“Continued support & follow-up

are necessary after initial training”

Guskey, 1986, p. 59

Page 15: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

Page 16: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

RESEARCH & THEORY to

* Responsiveness to intervention

* Positive behavioral interventions & supports

* Prevention

EVIDENCE-BASED PRACTICES to

* Causal relationship

* Replication

* Effect size

PROFESSIONAL DEVELOPMENT to

* Acquisition & fluency

* Sustained generalized responding

* Accommodation, adaptation, & diversity

IMPLEMENATION

* Evaluation outcome data

* Implementation fidelity

* Continuous regeneration

* Sustainability & scaling

“BIG PICTURE”

Page 17: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Basic #1

Foundational basics

Page 18: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Invest in prevention

Page 19: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Biglan 1995 Definition

Decrease development of NEW occurrences of

problem behavior

Decrease intensity, frequency, & severity of

EXISTING problem behavior

Page 20: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996

Decrease development

of new problem

behaviors

Prevent worsening of

existing problem

behaviors

Eliminate triggers &

maintainers of problem

behaviors

Teach, monitor, &

acknowledge prosocial behavior

Redesign of teaching environments…not students

Page 21: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Emphasize

implementation

framework, not

curriculum

Page 22: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

Framework

Page 23: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Integrate outcome, data, practices, & systems

Page 24: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Page 25: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Invest in multi-tiered

prevention logic

Page 26: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

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

Page 27: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Page 28: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Universal

Targeted

IntensiveContinuum of

Support for ALL“Theora”

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Page 29: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Universal

Targeted

IntensiveContinuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Self-assess

Page 30: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Basic #2

W/in effective & efficient

implementation framework,

differentiate academic &

behavior support

Page 31: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Adopt doable implementation “blueprint” or approach

Page 32: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Implementation Levels

Student

Classroom

School

State

District

Page 33: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

www.scalingup.org

Dean FixsenKaren Blase

UNC

Page 34: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

Page 35: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Page 36: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Embed “Response-to-

Intervention” logic &

principles

Page 37: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtI

Page 38: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based

• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based

• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Universal Interventions• All students

• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

Page 39: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Etc.

Literacy & Writing

Numeracy &

SciencesSWPBS

Specials

Social Sciences

Responsiveness to Intervention

Page 40: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Universal

Targeted

IntensiveContinuum of

Support for ALL“IFB School”

Dec 7, 2007

School Climate

Specials

Social Studies

Literacy

Attendance

Science

Numeracy

Align supports

Technology

Writing

Page 41: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Ex: Less time to do more

Reform NonReform0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

82%93%

18%7%

170 Instructional DaysReform v. NonReform

% Lost% Remain.

19 (11%) fewer inst. days

Page 42: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Universal

Targeted

IntensiveContinuum of

Support for ALL“District: Literacy”

Dec 7, 2007

Bianchi M.S.

Specials

Serrota E.S.

Trek E.S.

Davidson M.S.

Science

Masi H.S.

Align supports

Look M.S.

Jamis E.S.

Look M.S.

Page 43: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

CONTEXTor

SETTING

Teacher Practice

Student Behavior

School Reform

District Operations

Continua of Responsiveness

& Support

Page 44: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Integrate literacy &

behavior

implementation &

supports

Page 45: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Elementary School Suspension Rate

PBIS in Virginia

Page 46: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Elementary School

PBIS in Virginia

Improvements in behavior can be associated with improvements in

academic outcomes

Page 47: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

NC Positive Behavior Support Initiative

0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050

55

60

65

70

75

80

85

90

95

100

Reading

Linear (Reading)

ODRs

EO

G R

eadi

ng

rxy = -.44(n = 36)

Bob Algozzine

Schools w/ Low ODRs & High

Academic Outcomes

Office Discipline Referrals per 100 Students

Pro

po

rtio

n o

f S

tud

ents

Mee

tin

g S

tate

Aca

dem

ic

Sta

nd

ard

PBIS in North Carolina

Page 48: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

Academic-Behavior Connection

Page 49: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

“Viewed as outcomes, achievement and

behavior are related; viewed as causes of

each other, achievement and behavior are

unrelated. In this context, teaching behavior

as relentlessly as we teach reading or other

academic content is the ultimate act of

prevention, promise, and power underlying

PBS and other preventive interventions in

America’s schools.”

Algozzine, Wang, & Violette (2011), p. 16.

Page 50: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

RTIIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Page 51: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Align professional development & support with implementation phase

Page 52: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

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

Page 53: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Basic #3

Invest in accurate, fluent, &

relevant implementation of

evidence-based practices

Page 54: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Implement evidence-based practice with fidelity

Page 55: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Startw/

What Works

Focus on Fidelity

Page 56: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Page 57: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

RCT & Group Design PBIS Studies

Page 58: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

• Reduced major disciplinary infractions

• Improvements in academic achievement

• Enhanced perception of organizational health

& safety• Improved school climate• Reductions in teacher reported bullying

behavior

Page 59: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Work smarter by

doing a few effective

things very well

Page 60: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Theora, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, Marcellus, Max, 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, Marcellus, 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, Barney

Goal #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

Page 61: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Classroom

SWPBSPractices

Non-classroom Family

Student & Family

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

Page 62: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

SCHOOL-WIDE1.1. Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide2.Maximum structure & predictability in routines & environment3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices5.Continuum of strategies to acknowledge displays of appropriate behavior.6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

Page 63: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

~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•

~15%

Page 64: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Guide decisions with data

Page 65: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Educationally relevant outcomes

Implementation fidelity

Clearly defined & relevant indicators

System for easy input & output

Data rules for decision making

Team-based mechanism for action planning

Dat

a D

ecis

ion

Mak

ing

Page 66: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Basic #4

Always consider local

context & culture

Page 67: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Culture is the extent to which a group of individuals engage in overt & verbal behavior reflecting shared behavioral learning histories, serving to differentiate the group from other groups, & predicting how individuals within the group act in specific setting conditions.

That is, culture reflects a collection of common verbal & overt behaviors that are learned & maintained by a set of similar social & environmental contingencies (i.e., learning history).

Emphasis is on applied settings with recognition that group membership is (a) flexible & dynamic, & (b) changed & shaped over time, across generations, & from one setting to another.

Page 68: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Big, sustained outcomes are about planned & systemic implementation of effective practices w/ integrity =

1.

• Link effective practice with effective implementation

2.

• Integrate outcomes, data, practices & systems

3.

• Differentiate implementation & support

4.

• Do a few, very important effective things very well together

5.

• Adopt a doable implementation “blueprint” or approach

6.

• Establish support based on implementation phase

7.

• Integrate initiatives around educationally important measurable outcomes

8.

• Re-generate continuously based on continuous progress monitoring

Page 69: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

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.

1 million workers, 80,000 managers, 400 companies

Page 70: Maximizing Impact of PBIS Implementation at School & District Levels George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

Predictable work environments are places where educators, students, family members, etc….

1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like their

efforts are important8. See students/teachers/principals around them committed to

doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.

1 million workers, 80,000 managers, 400 companies