Sustained Implementation of School-wide PBIS for All Students George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 5,

PURPOSE Provide suggestions for maximizing accurate AND sustained implementation of SWPBS continuum for all students Problem Statement 5 Questions to Consider

“Making a turn” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009

“Train & Hope” REACT to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup) 1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well. 1 million workers, 80,000 managers, 400 companies

Predictable work environments are places where educators, students, family members, etc…. 1. Know what is expected 2. Have curriculum & instruction to do job correctly 3. Receive recognition for demonstrating expectations. 4. Have teacher/parent/principal who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify someone who they can relate to.” 7. Feel mission of classroom/school makes them feel like their efforts are important 8. See students/teachers/principals around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their learning/teaching well. 1 million workers, 80,000 managers, 400 companies

Problem Statement “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”

Sustainability = Organizational capacity for & documentation of  Durable results with  Accurate implementation (>90%) of  Evidence-based practice across desired  Context over  Time w/  Local resources &  Systems for continuous regeneration

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

Consider 5 Sustainability Questions

YES NO ? 1. Do you remember that SWPBS is more than just interventions & practices?

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

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

RtI

RTI Integrated Continuum Mar Academic Continuum Behavior Continuum

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

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

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

~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%

Scale-worthy evidence-based practice….extending 90 day warranty Adapted from Horner & OR, 2009

“Scale-worthy” Evidence-based Practice Horner & OR 2009

YES NO ? 2. Can you identify & describe your organization’s SWPBS implementation approach?

Dean Fixsen Karen Blase UNC

Policy Practice Feedback Loops Policy (Plan) Practice (Do) Structure Procedure Policy Practice Feedback Study - Act Policy Enabled Practices (PEP) Practice Informed Policy (PIP) “External” System Change Support Fixsen & Blase, 2009

SWPBS Implementation Blueprint

YES NO ? 3. Does your implementation approach consider & differentiate phases of learning & stages of implementation?

Phases of Learning White & Haring, 1980

Stages of Implementation  Exploration  Installation  Initial Implementation  Full Implementation  Innovation  Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, – 4 Years

Where are you in implementation process? Adapted from Fixsen & Blase, 2005

Implementation progresses through phases

YES NO ? 4. Does your implementation approach give equal attention & priority to accuracy of implementation & student outcomes?

“Treatment integrity is the extent to which essential intervention components are delivered in a comprehensive and consistent manner by an interventionist trained to deliver the intervention” Sanetti & Kratochwill, in press.

YES NO ? 5. Does your implementation approach have a resource utilization plan for scaling up implementation?

Are outcomes measurable?

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

Opportunities & Challenges

Sustainability is about planned & systemic implementation Implementation is defined as activities or functions, not person People need supports & resources to implement w/ fidelity End goal of implementation is to maximize adoption, durability, & scalability of evidence-based practice experienced by students Implementation occurs in phases, & has varied levels of intensity Implementation is integrated & shared responsibilities Implementation capacity is established at multiple organizational levels (classroom, school, district, region, state) Implementation capacity should be planned, formal, continually monitored, and systematically evaluated

Investing in Sustainability & Scaling Wayne Gretzky Wisdom “Most players skate to where the puck is, but I skate to where the puck is going” “Most players skate to where the puck is, but I skate to where....” I want the puck to go