Lessons Learned in SWPBS Implementation: Sustainability

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Lessons Learned in SWPBS Implementation
Sustainability Scaling Up

• George Sugai
• OSEP Center on PBIS
• Connecticut
• January 15, 2007
• www.pbis.org
• www.swis.org
• George.sugai_at_uconn.edu

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Session Purpose

• Give 20 minute overview of what weve learned
  about taking SWPBS implementation to scale,
• Discuss state implementation experiences
  lessons learned

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Our Logic

• Successful teaching learning environments are
  effective, efficient, relevant, durable
• Outcome-based
• Data-led decision making
• Evidence-based practices
• Systems support for accurate sustained
  implementation

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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Supporting Social Competence Academic
Achievement
4 Basic Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Pre
Post
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SET Total Scores Fall 2000-Spring 2004
80
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(No Transcript)
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(No Transcript)
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Pre-Post SETs by Region
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Sample of Major State Implementation Efforts
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05
20
11
22
84
58
15
N 23
N 8
N 8
N 23
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SWIS summary 05-06(Majors Only)1675 schools,
839,075 students
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Mean Proportion of Students
3 8 89
10 16 74
11 18 71
K6 (N 1010) 6-9 (N 312)
9-12 (N 104)
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32 43 25
48 37 15
45 40 15
K-6 (N 1010) 6-9 (N 312)
9-12 (N 104)
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Main Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity
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Some Lessons

• Planning for sustained implementation expansion
  begins early formally
• School is basic unit for change districts/states
  are main organizational units
• Continuous regeneration is about efficacy,
  relevance, priority, fidelity