Sustaining Systems Level Implementation of SWPBS: Lessons Being Learned

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Sustaining Systems Level Implementation of SWPBS
Lessons Being Learned

• George Sugai Rob Horner
• OSEP Center on PBIS
• Center for Behavioral Education Research
• University of Connecticut
• March 26, 2009
• www.pbis.org www.cber.org www.swis.org
• George.sugai_at_uconn.edu

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www.pbis.org
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www.scalingup.org
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PURPOSE Share some lessons being learned when
attempting sustained accurate SWPBS Implementation
Four Lessons
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1. Know where you want to go what your
sustaining to get there.
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Pre

• School-wide PBS
• BEP
• Function-based support

Post
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District-Wide SET Scores

• District Team
• Coaching
• Coordination
• Evaluation
• Behavioral Capacity

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EXPONENTIAL GROWTH
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• State Team
• Coaching Training
• Regional Coordination
• Evaluation
• Behavioral Capacity

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Sustainability

• Organizational capacity for documentation of
• Durable results with
• Accurate implementation (gt90) of
• Evidence-based practice across desired
• Context over
• Time w/
• Local resources
• Systems for continuous regeneration

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• Know CONTEXT We are sustaining
• Intervention supports for kid outcomes
• Classroom school supports for accurate
  intervention use
• District/regional/state supports for continued
  school implementation

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SWPBS is framework for.

• 5. COMPETING INITIATIVES
• SW discipline
• Class management
• Social skills programs
• Character education
• Bully proofing
• Life skills
• Anger management
• HIV/AID education
• Conflict management
• Drug-free
• Parent engagement
• School spirit
• Violence prevention
• Dropout prevention
• Relaxation room
• Afterschool peer support
• School based mental health clinic

Our Challenges.
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• 3. NEGATIVE SCHOOL CLIMATE
• Bullying harassment
• 447 teacher abs yr
• Staff/parents unsafe

• 1.REACTIVE MANAGEMENT
• 5100 ref/yr
• Marcus 14 days det.

• 5. COMPETING INITIATIVES
• SW discipline
• Class manage
• Social skills program

• 2. POOR ACHIEVEMENT
• 25 3rd at grade
• gt50 9th 2 F

• 4. INEFFECTIVE SPED
• 25 on IEPS
• EBD sent to Alt school
• Tasha spends day w/ nurse

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Effective Academic Instruction
Effective Behavioral Interventions
POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS)

Continuous Efficient Data-based Decision Making
Systems for Durable Accurate Implementation
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Implementation Challenges
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2. Invest in evidence-based practice
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4 Evaluation Criteria

• Effectiveness works
• Documentation that practice produced desired
  outcome?
• Efficiency doable
• What are costs (time, resources, ) to implement
  practice?
• Relevance culturally relevant
• Is practice outcomes appropriate/adaptable for
  situation?
• Conceptually soundness logical
• Is practice based on theory?

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www.pbis.org

• Horner, R., Sugai, G. (2007). Is school-wide
  positive behavior support an evidence-based
  practice? OSEP Technical Assistance Center on
  Positive Behavioral Interventions and Support.
• www.pbis.org
• click Research Evidence Base

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90-School StudyHorner et al., in press

• Schools that receive technical assistance from
  typical support personnel implement SWPBS with
  fidelity
• Fidelity SWPBS is associated with
• Low levels of ODR
• .29/100/day v. national mean .34
• Improved perception of safety of the school
• reduced risk factor
• Increased proportion of 3rd graders who meet
  state reading standard.

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Project Target Preliminary FindingsBradshaw
Leaf, in press

• PBIS (21 v. 16) schools reached sustained high
  fidelity
• PBIS increased all aspects of organizational
  health
• Positive effects/trends for student outcomes
• Fewer students with 1 or more ODRs (majors
  minors)
• Fewer ODRs (majors minors)
• Fewer ODRs for truancy
• Fewer suspensions
• Increasing trend in of students scoring in
  advanced proficient range of state achievement
  test

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Detrich, Keyworth, States (2007). J.
Evid.-based Prac. in Sch.
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3. Know your basics (SWPBS).
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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
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Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
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ALL
80 of Students
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Response to Intervention
24 K
RtI
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RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
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SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
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2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

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School-wide

• Leadership team
• Behavior purpose statement
• Set of positive expectations behaviors
• Procedures for teaching SW classroom-wide
  expected behavior
• Continuum of procedures for encouraging expected
  behavior
• Continuum of procedures for discouraging rule
  violations
• Procedures for on-going data-based monitoring
  evaluation

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Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Classroom

• All school-wide
• Maximum structure predictability in routines
  environment
• Positively stated expectations posted, taught,
  reviewed, prompted, supervised.
• Maximum engagement through high rates of
  opportunities to respond, delivery of
  evidence-based instructional curriculum
  practices
• Continuum of strategies to acknowledge displays
  of appropriate behavior, including contingent
  specific praise, group contingencies, behavior
  contracts, token economies
• Continuum of strategies for responding to
  inappropriate behavior, including specific,
  contingent, brief corrections for academic
  social behavior errors, differential
  reinforcement of other behavior, planned
  ignoring, response cost, timeout.

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Individual Student

• 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

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Family

• 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

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4. Work from conceptually sound implementation
logic
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Local Demonstration w/ Fidelity
Need, Agreements, Adoption, Outcomes
1.
IMPLEMENTATION PHASES
2.
Sustained Capacity, Elaboration, Replication
4. Systems Adoption, Scaling,
Continuous Regeneration
3.
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My WorryTrain Hope
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GENERAL IMPLEMENTATION PROCESS
Team

• Readiness agreements, prioritization,
  investments
• 3-4 year implementation commitment
• Local capacity for training, coordination,
  coaching, evaluation
• Systems for implementation integrity

Agreements
Data-based Action Plan
Implementation
Evaluation
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PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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IL PBIS Schools Ext. Int. Coaches June
30, 2008
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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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Working Smarter
Are outcomes measurable?
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Sample Teaming Matrix
Are outcomes measurable?
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ESTABLISHING CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning

• TERTIARY PREVENTION

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

• SECONDARY PREVENTION

• PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement

• PRIMARY PREVENTION

80 of Students
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Sustainability Guiding Principles
Is Student Affected Directly
Continuous Regeneration
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Investing inSustainability ScalingWayne
Gretzky Wisdom
Most players skate to where the puck is, but I
skate to where.... I want the puck to go
Most players skate to where the puck is, but I
skate to where the puck is going
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• George.sugai_at_uconn.edu
• Robh_at_uoregon.edu
• www.pbis.org