Aligning Resource for School Improvement: Getting Everyone on Same Page

1. AligningResourcefor SchoolImprovement: Getting Everyone on Same Page George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Feb 23 2011 www.pbis.orgwww.scalingup.orgwww.cber.org

2. PURPOSE Using lessons learned from PBIS implementations, provide suggestions for (a) improving implementation fidelity & (b) meaningful student outcomes.

3. SWPBS (aka PBIS/RtI) is Framework

4. 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 thanexposure, practice, & enthusiasm.”

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

6. Why implementation challenge?

7. 8 Implementation Basics • Basic #1 • Link effective practice w/ effective implementation

8. Maximum Student Benefits Fixsen & Blase, 2009

9. Start w/ What Works Focus on Fidelity Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

10. Basic #2 • Integrate outcome, data, practices, & systems

11. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

13. Basic #3 Differentiate implementation & support

14. RESPONSIVENESS OF….. • Student performance • Adult practice • School improvement • District operations RtI

15. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

16. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

17. Implementation Levels State District School Classroom Student

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

19. Continuum of Support for ALL “IFB School” Literacy School Climate Technology Numeracy Social Studies Writing Attendance Specials Science Align supports Dec 7, 2007

20. Continuum of Support for ALL “Elementary Schools: Literacy” Trek E.S. Bianchi M.S. Jamis E.S. Masi H.S. Serrota E.S. Look M.S. Look M.S. Davidson M.S. Specials Science Align supports Dec 7, 2007

21. Student Behavior Teacher Practice CONTEXT or SETTING Continua of Responsiveness & Support District Operations School Reform

22. Basic #4 Do a few, very important & effective things very well togehter

23. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

24. Basic #5 Adopt a doable implementation “blueprint” or approach

25. SWPBS Implementation Blueprint www.pbis.org

26. Evaluation Criteria

27. Basic #6 Establish support based on implementation phase

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

29. Basic #7 • Integrate initiatives around educationally important & measurable outcomes

30. Sample Teaming Matrix Are outcomes measurable?

31. Basic #8 • Re-generate continuously based on continuous progress monitoring

32. Data Decision Making

33. Big, sustained outcomes are about planned &systemic implementation of effective practices w/ integrity =