1. SWPBS Fidelity & Sustainability George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut August 5, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu

2. www.pbis.org

3. 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.”

4. Pre Post

5. 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

6. Basics SWPBS/PBIS

7. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Achieving & Supporting Sustainability

8. 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

9. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

10. 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

11. Classroom SWPBS Subsystems Non-classroom Family Student School-wide

12. 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 School-wide

13. Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom

14. 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 Classroom

15. 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 Individual Student

16. 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 Family

17. Some Sustainability Basics

18. IMPLEMENTATION PHASES Need, Agreements, Adoption, & Outcomes Local Demonstration w/ Fidelity Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 2. 3. 1.

19. Implementation Stages www.scalingup.org Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years

20. Sustainability Elements Accurate Implementation Evidence-Based Practice Consideration for Context & Culture Over Time Local Resources Utilization Continuous Regeneration Organizational Capacity & Documentation of….

21. Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

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

23. Implementation Levels Student Classroom School State District

24. PBS Implementation Blueprint www.pbis.org Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic Leadership Team Active & Integrated Coordination

25. Integration “1 : 2 Rule”

26. Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

27. ~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

28. Evaluation Criteria

29. It’s not just about behavior! Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

30. 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 Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems

31. Responsiveness to Intervention Academic + Social Behavior

32. RtI

33. 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

34. Quotable Fixsen “Policy is –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”

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