SWPBS Implementation Blueprint - revised George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Mar

PURPOSE To describe how district & school leadership teams can use updated SWPBS Implementation Blueprint to develop & guide their implementation efforts. SWPBS Foundations SWPBS Implementation Guidelines SWPBS Implementation Blueprint Discussion

SWPBS Foundations

Abbreviated SWPBS History

SWPBS Foundations

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

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

Project PREPARE ~1992

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 OR conference monograph (Vol. 6) (pp ). Eugene, OR: University of Oregon.

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,

Early Triangle (p. 201) Walker, Knitzer, Reid, et al., CDC

SWPBS is

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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

1-5% 5-10% 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 SystemsBehavioral Systems Circa 1996

All Some Few RTI Continuum of Support for ALL Dec 7, 2007

RTI Integrated Continuum Mar Academic Continuum Behavior Continuum

Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

Continuum of Support for ALL Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people

~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 SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%

SWPBS Implementation Guidelines

Implementation Challenge

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 1. Implementation is Interactive & Informing

2. Implementation involves stakeholders at multiple levels Student Classroom School State District

3. Implementation progresses through phases

4. Sustainable Implementation requires continuous regeneration Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity

5. Implementation success based on multiple criteria

4 Main Data Concerns

6. Implementation based on scalable evidence- based practices Horner, 2010

Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. Is SWPBS evidence- based practice?

Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

SCHOOL-WIDE 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 INTERVENTION PRACTICES CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught, reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. INDIVIDUAL STUDENT 1.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 NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.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

7. Practices must be implemented with integrity Sanetti & Kratochwill, 2009

8. Policy & practice inform each other Fixsen & Blase, 2007

9. Implementation is systemic

10. Implementation decisions based on student responsiveness to intervention RtI

11. Implementation is team-based, strategic action planning process Agreements Team Data-based Action Plan ImplementationEvaluation

SWPBS Implementation Blueprint - rev

SWPBS Implementation Blueprint

Users Quick Access Guide

Dean Fixsen Karen Blase UNC

Effective Implementation Science (SISEP) Implementation Stages Implementation Drivers PEP –PIP Loops Plan-Do-Study-Act Cycle

Blueprint Self-Assessment

Blueprint Blueprint Planning Tool

Leadership Team 1.Multi-school & district capacity 2.Membership representation 3.Blueprint self-assessment 4.Three-five year action plan 5.Regular meeting schedule 6.Coordinator 7.Implementation team 8.Evaluator 9.Decision making authority

22.Evidence- based practices & professional development 23.Plan for local training capacity 24.Plan for continuous regeneration 25.Local & regional coaching network 26.Monthly (new) & quarterly (established) coaching 27.Internal & external coaching functions 28.Implementation evaluation process & schedule 29.School based data system 30.District/state systems evaluation 31.Dissemination of annual report 32.Quarterly celebration & acknowledge- ment of accomplish- ments & outcomes 33.At least 2 individuals w/ SWPBS systems expertise 34.Individuals w/ behavioral expertise 35.Academic- behavioral expertise 36.Process & organizational expertise TrainingCoachingEvaluationExpertise

CT Training Capacity Feb 2010 See PBIS Training Blueprint

Funding Political Support VisibilityPolicy 10.Three years stable district/state funding 11.Assessment & Integration of organizational resources 12.Dissemination strategies to inform stakeholders 13.Quarterly & public acknowledgem ents 14.Social behavior in top 3 priorities 15.Annual leadership report to political unit 16.State chief participation & support 17.Endorsed SWPBS policy statement 18.Written procedural guidelines & agreements 19.Semi-annual outcome review to inform policy 20.Cross-initiative audit of implementation integrity 21.Action plan for integrated implementation

Local School/District Implementation Demonstration 37.At least 10 local school demonstrations of SWPBS process & outcomes 38.At least 2 districts/regional demonstrations of system-level leadership teams (25% of schools)

Effective Social & Academic School Culture Common Vision/Values Common Language Common Experience Kids Benefit Effective Practice

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