SWPBS Fidelity & Sustainability George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut.

SWPBSFidelity & Sustainability

George SugaiOSEP Center on PBIS

University of Oregon

Center for Behavioral Education & Research

University of ConnecticutAugust 5, 2008

www.cber.org www.pbis.org

[email protected]

www.pbis.org

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.”

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To

tal O

DR

s

Academic Years

FRMS Total Office Discipline Referrals

Pre

Post

Sustaining & Scaling Change• Know your basics

• Adopt & adapt evidence-based practices

• Monitor implementation fidelity

• Give priority to what matters

• Keep data regular, easy, & relevant

• Know your outcomes

• Integrate for efficiency

• Build durable capacity

• Celebrate successes & improvement

BasicsSWPBS/PBIS

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Achieving & Supporting

Sustainability

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

WHAT DO WE KNOW ABOUT SAFE & EFFECTIVE SCHOOLS?

• 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 & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

• Multi-component, multi-year school-family-community effort

Classroom

SWPBSSubsystems

Non-classroom Family

Student

School-w

ide

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

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Non-classroom

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & 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

Classroom

• 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

Individual Student

• 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

Family

Some Sustainability

Basics

IMPLEMENTATIONPHASES

Need,Agreements, Adoption, &Outcomes

LocalDemonstration

w/ Fidelity

Sustained Capacity,

Elaboration, &Replication

4. SystemsAdoption, Scaling,

& ContinuousRegeneration

2.

3.

1.

Implementation Stageswww.scalingup.org

• Exploration

• Installation

• Initial Implementation

• Full Implementation

• Innovation

• Sustainability

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

Sustainability Elements

Accurate Implementation

Evidence-Based Practice

Consideration for Context & Culture

Over Time

Local Resources Utilization

Continuous Regeneration

Organizational Capacity & Documentation of….

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

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

Implementation Levels

Student

Classroom

School

State

District

PBS Implementation Blueprint www.pbis.org

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership Team

Active & Integrated Coordination

Integration“1 : 2 Rule”

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Evaluation Criteria

It’s not just about behavior!

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

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

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

Responsiveness to Intervention

Academic+

Social Behavior

RtI

RtI: Good “IDEiA” PolicyApproach or framework for redesigning

& establishing teaching & learning environments that are effective,

efficient, relevant, & durable for all students, families & educators

• NOT program, curriculum, strategy, intervention

• NOT limited to special education

• NOT new

Quotable Fixsen • “Policy is

– Allocation of limited resources for unlimited needs”

– Opportunity, not guarantee, for good action”

• “Training does not predict action”

– “Manualized treatments have created overly rigid & rapid applications”

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007