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DW Leadership: Sustainable & Scalable SWPBS
George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut August 5, 2008
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Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”
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Implementation Levels
State District School Classroom Student
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Organizer What does district level systems change look like (Outcome)
What does SWPBS look like (Practices)? What would district level coordination look like to ensure accurate & sustainable implementation? (Systems) How would we know if have sustainable implementation? (Data) See PBS Implementation Blueprint
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Sustaining & Scaling Change
Know your basics Adopt & adapt evidence-based practices Monitor implementation fidelity Give priority to what matters Keep data regular, easy, & relevant Know your outcomes Integrate for efficiency Build durable capacity Celebrate successes & improvement
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SWPBS/PBIS
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WHAT DO WE KNOW ABOUT SAFE & EFFECTIVE SCHOOLS?
Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort
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Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students
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Achieving & Supporting Sustainability
Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior
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GENERAL IMPLEMENTATION PROCESS
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation
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Team-led Process Behavioral Capacity Priority & Status Representation
Data-based Decision Making Administrator SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted. Communications
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3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention
Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort. Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track. The “Team Implementation Checklist” can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3.
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Self-Assessment Efficient Systems of Data Management Existing
Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SAY: Team should work from a specific action plan that specifies (a) what needs to be achieved, (b) what needs to be done, (c) who needs to do the work, (d) what resources are needed to achieve the desired outcome, (e) when the outcomes need to be achieved, (f) how progress will be monitored. Data must be collected to specify the above features of an action. A variety of data sources should be considered: The EBS Survey allows staff members to give their perception of what is in place and the degree to which it needs to be improved. (Appendix 4). 2. Office discipline referrals are collected in most schools and represent an excellent source of information to determine the general effectiveness of the school-wide discipline systems. (See Academic achievement data also can be used to identify which students might need behavioral supports. Other information also might be available to guide how the action plan is developed and implemented, for example, (a) attendance/tardy patterns, (b) bus citations, (c) staff/parent recommendations. The Team Implementation Checklist (Appendix 3) can be used as an implementation self-monitoring tool, especially, w/r to systems level elements of school-wide PBS.
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Team Managed Staff Acknowledgements Effective Practices Implementation
Continuous Monitoring Administrator Participation Staff Training & Support SAY: School leadership teams and educational leaders should never implement an action plan until the people and resources are organized to support an initially successful implementation. As indicated previously, the effort must begin with agreements and commitments by a majority of the staff (>80%). However, maximizing accurate and consistent implementation of an action plan requires attention to these elements.
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Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval
Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review SAY: No implementation effort should be conducted without a means of assessing for progress toward action plan goals and objectives. All data mentioned previously that are used for action planning should be included in an on-going data monitoring system for measuring progress. One of the most relevant and commonly available school data-bases is office discipline referrals. To be effective, office discipline referrals must have elements that are clearly defined, have been agreed upon by all staff, and have routines for regularly review and decision making. For more information about the features of high quality office discipline referral systems, see and Appendix 9 for Office Discipline Referral Forms and Checklists.
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SWPBS Subsystems School-wide Classroom Family Non-classroom Student
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School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation
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Positive expectations & routines taught & encouraged
Non-classroom Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement
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Classroom Classroom-wide positive expectations taught & encouraged
Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum
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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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Some Sustainability Basics
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1. IMPLEMENTATION PHASES 2. 3.
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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Scaling Center: Implementation Stages
Exploration Installation Initial Implementation Full Implementation Innovation Sustainability 2 – 4 Years Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 (c) Dean Fixsen and Karen Blase, 2004
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Sustainability = Organizational capacity for & documentation of accurate implementation (90%) of evidence-based practice across desired context (e.g., district, classroom, school-wide, nonclassroom) over time w/ local resources & systems for continuous regeneration.
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Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Research to Practice is dependent on good research. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
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Local Implementation Capacity
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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Integration
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Initiative, Project, Committee
Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group
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Identify existing practices by tier Specify outcome for each effort
ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement ~80% of Students
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It’s not just about behavior!
STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems
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Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%
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RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI
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RtI: Good “IDEiA” Policy
Approach or framework for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators NOT program, curriculum, strategy, intervention NOT limited to special education NOT new Principles embedded within possible reauthorization of NCLB
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Quotable Fixsen “Policy is “Training does not predict action”
Allocation of limited resources for unlimited needs” Opportunity, not guarantee, for good action” “Training does not predict action” “Manualized treatments have created overly rigid & rapid applications”
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Continuum of Support for ALL
RTI Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007
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1. IMPLEMENTATION PHASES 2. 3.
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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Local Implementation Capacity
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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PBIS Implementation Blueprint
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PBS Systems Implementation Logic
Visibility Funding Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations
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Leadership Team Active Coordination FUNCTIONS Implementation support
Data-based action plan Coordination Capacity building Policy & funding Communications Training capacity Exemplars Evaluation MEMBERS Coordinator Representation Behavioral capacity Agency Parent/family Leadership Etc SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.
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Training Coaching Evaluation Training Coaching Evaluation Continuous
Embedded Team-coordinated Data-based Local expertise Action plan linked Etc…. Training Continuous Function oriented Local support Data-based Preventive Positive Competent Etc…. Coaching Evaluation Continuous Question-based Academic & social Efficient Team-coordinated Public Etc….
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Political Funding Visibility Support Continuous Top 3 priorities
Quarterly/annually Policy Participation Etc…. General fund 3 years of support Integrated Data-based Etc…. Demos & research Multiple formats Multiple audiences Acknow. others Etc….
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Local School Teams/Demonstrations
Fidelity implementation >80% of staff >80% of students Administrator leadership Team-based Data driven Contextually relevant Teaching focused Integrated initiatives Positively oriented Etc…..
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