“Sustaining & Expanding Effective Practices: Lessons Learned from Implementation of School-wide Positive Behavior Supports” Susan Barrett Cyndi Boezio,

“Sustaining & Expanding Effective Practices: Lessons Learned from Implementation of School-wide

Positive Behavior Supports”

Susan Barrett Cyndi Boezio,

Rob Horner, George SugaiShepperd-Pratt Health Systems MD, Colorado Department of Education, University of Oregon,

University of Connecticut

www.PBIS.org

Problem Statement

“We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.”

Purpose

Describe what OSEP Center on PBIS has learned about establishing, sustaining, & expanding implementation of SWPBS practices & systems in schools, districts, & states.

Agenda2:15 Overview, Definitions, Guiding Principles,

Implementation Blueprint, Sustainability & Expansion (George)

2:30 Lessons Learned from CO Implementation (Cyndi)

History, Features, Data, Lessons Learned

2:50 Lessons Learned from MD Implementation (Susan)

3:10 Research, National Data, Conclusions (Rob)

3:30 Questions/Comments

pbis.org

Our Real Question

What’s it gonna take to promote large scale accurate & durable implementation of evidence based practices in >100,000 schools?

• Maintain effects

• Sustain implementation

Worry“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

Challenge

• “Train-n-hope” approaches to PD

• 1 school at a time

• Going it alone

• Adding w/o integrating/facilitating

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Start w/ Shifts in our Units of Analysis

Student

Classroom

School

State

District

Leadership Team

Active Coordination

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership TeamActive Coordination

FUNCTIONS

• Implementation support

• Data-based action plan

• Coordination

• Capacity building

• Policy & funding

• Communications

• Training capacity

• Exemplars

• Evaluation

MEMBERS

• Coordinator

• State representation

• Behavioral capacity

• Agency

• Parent/family

• Leadership

• Etc

Training Coaching Evaluation

Training Coaching Evaluation• Continuous

• Embedded

• Team-coordinated

• Data-based

• Local expertise

• Action plan linked

• Etc….

• Continuous

• Local support

• Data-based

• Preventive

• Positive

• Competent

• Etc….

• Continuous

• Question-based

• Academic & social

• Efficient

• Team-coordinated

• Public

• Etc….

Tools (pbis.org)

• EBS Self-assessment

• TIC: Team Implementation Checklist

• SSS: Safe Schools Survey

• SET: Systems School-wide Evaluation Tool

• BoQ: Benchmarks of Quality

• PBS Implementation & Planning Self-assessment

• ISSET: Individual Student Systems Evaluation Tool (pilot)

• SWIS: School-Wide Information System (swis.org)

Funding VisibilityPoliticalSupport

• General fund

• 3 years of support

• Integrated

• Data-based

• Etc….

• Demos & research

• Multiple formats

• Multiple audiences

• Acknow. others

• Etc….

• Continuous

• Top 3 priorities

• Quarterly/annually

• Policy

• Participation

• Etc….

Local School Teams/Demonstrations

• Fidelity implementation

• >80% of staff

• >80% of students

• Administrator leadership

• Team-based

• Data driven

• Contextually relevant

• Teaching focused

• Integrated initiatives

• Etc…..

IMPLEMENTATIONPHASES

1. Emergence 2. Demonstration

3. Elaboration4. SystemsAdoption

ValuedOutcomes

Practice Implementation

Identifying& Modifying

Practices

Efficiency

Efficacy & Effectiveness

Priority

Continuous Regeneration

Continuous

Measurement

Data-BasedProb.

Solving

Capacity

Building

Look for….• Role of self-assessment

• Investments in capacity building

Coaching, training, evaluation, exemplars, political support, funding, visibility

• Emphasis on fidelity of implementation

• Understanding of research & practice

• Use of data/team-based decision making

• Formal planning for sustainability

• Appreciation for controlled expansion