Sustained Implementation of Tiered System of Behavior Support George Sugai Center for Behavioral Education & Research Center on Positive Behavioral Interventions & Supports Neag School of Education University of Connecticut 18 Sep

PURPOSE Describe important role of leadership & coordination in effective & sustainable implementation of school- wide PBIS/MTSS

Presentations

Why?

School Climate & Discipline School Violence & Mental Health Disproportionality & School-Prison Pipeline

Getting Tough Teaching to Corner Nov 1985 Kappan School Discipline Challenge: Academic & behavior success (failure) are linked!

Common Vision/Values Common Language Common Experience Quality Leadership Effective Organizations GOAL: “Big Outcome” “Organizations are groups of individuals whose collective behaviors are directed toward a common goal & maintained by a common outcome” Skinner, 1953, Science of Human Behavior Classroom School District State

Factors Directly & Indirectly Contributing To Student Learning: Classroom & School Climate Louis, Leithwood, Wahlstrom, & Anderson (2010). School Leadership School Conditions Teachers Classroom Conditions Student/Family Background

Multi-Tiered Systems of Support (MTSS/PBIS) Arranging environment to be conducive to teaching & learning (N. Haring, 2012) What are we implementing & wanting to sustain?

MTSS aka PBIS, SWPBS, MTSS-B, MTBF, RtI-B… Framework Continuum Academically All

SYSTEMS PRACTICES DATA OUTCOMES Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab Supporting Important Culturally Equitable Academic & Social Behavior Competence Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making MTSS Emphasis

CORE FEATURES MTSS/MTBF CORE FEATURES MTSS/MTBF

Mismatch between problem & intervention Discipline Handbook Or Code of Conduct Functional Equivalent of “Graffiti Hotline!” Perth 2011

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

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

SWPBS: Core Practice Features SECONDARY PREVENTION Team-led implementation w/ behavior expertise Increased social skills instruction, practice Increased supervision & precorrection Increased opportunities for reinforcement Continuous progress monitoring TERTIARY PREVENTION Multi-disciplinary team w/ behavior expertise Function-based behavior support Wraparound, culture-driven, person-centered supports & planning School mental health Continuous monitoring of progress & implementation fidelity Increased precorrection, supervision, reinforcement PRIMARY PREVENTION Team-led implementation Behavior priority Social behavior expectations SW & CW teaching & encouraging of expectations Consistency in responding to problem behavior Data-based decision making Precision Engagement Feedback Practice Teamwork

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 Homework HOMEWORK Next Month’s Salary? What evidence. What can you do w/ fidelity. What do you want to achieve. Next Month’s Salary? What evidence. What can you do w/ fidelity. What do you want to achieve.

Role of Leadership & Implementation Sustainability Now what?

Implementation Drivers PBIS Implementation Blueprint (2015 rev, pbis.org)

Internal Coaching Support External Coaching Support Basic MTBF Implementation Framework Team Support Regional/State Leadership

School/District/State Leadership Team Collect data, analyze, & decide Select evidence-based practice Establish measurable outcome Implement deliberately & continuously Arrange to implement with fidelity Monitor implementatio n & progress Develop implementatio n plan/system Policy Visibility Political Support Technical Assistance

Robinson (2007)

Scientific method Prevention science Behavioral sciences Scientific method Prevention science Behavioral sciences What general practices/actions in PBIS leadership?

Agreements Team Data-based Action Plan “Plan” Implementation “Do” Evaluation “Check” General Implementation Process State/Country District School Students Staff Principal, Superintendent All Staff, Students, Administrators = Coaching

Alignment & Integration Logic

Academi c & Behavior Success Team Local Capacity Fidelity Culture & Context Data “Leadership Logic Model” INPUTS OUTPUTS OUTCOMES IMPACT

SWPBS FeatureAction 1. What structures are in place w/in my organization to sustain/scale PBIS implementation? 2. What other behavior related practices, initiatives, programs, etc. compete for resources? 3. What is one action you will consider doing tomorrow? 4. What is 1 action you will consider not doing tomorrow? 5. What is 1 enhancement you can make in your environment to increase likelihood of doing above? Self-Assessment

Upcoming Events

Review of Classroom & Behavior Management

Factors Directly & Indirectly Contributing To Student Learning: Classroom & School Climate Louis, Leithwood, Wahlstrom, & Anderson (2010). School Leadership School Conditions Teachers Classroom Conditions Student/Family Background

Simonsen, Myers, Freeman, Lane, Scott, et al.