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SWPBS: Sustainability. George Sugai OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut March 11, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu. Problem Statement.

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swpbs sustainability

SWPBS:Sustainability

George Sugai

OSEP Center on PBIS

University of Oregon

Center for Behavioral Education & Research

University of Connecticut

March 11, 2008

www.cber.org www.pbis.org

George.sugai@uconn.edu

problem statement
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.”

predictable work environments are places where employees buckingham coffman 2002 gallup

1 million workers, 80,000 managers, 400 companies

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.

predictable work environments are places where educators students family members etc

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.

sustainability
Sustainability =

Documentation of accurate implementation (90%) of an evidence-based practice across desired context(e.g., district, classroom, school-wide, nonclassroom) over time with local resources.

slide7

PBS Systems Implementation Logic

Visibility

Funding

Political

Support

Leadership Team

Active Coordination

Training

Evaluation

Coaching

Local School Teams/Demonstrations

slide8

Local

Demonstration

w/ Fidelity

Need,

Agreements,

Adoption, &

Outcomes

1.

IMPLEMENTATION

PHASES

2.

Sustained

Capacity,

Elaboration, &

Replication

4. Systems

Adoption, Scaling,

& Continuous

Regeneration

3.

slide9

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

Continuous

Self-Assessment

Relevance

Priority Efficacy

Fidelity

Valued

Outcomes

Effective

Practices

Practice

Implementation

Local Implementation Capacity

slide10

Achieving & Supporting Sustainability

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

slide11

Achieving & Supporting Sustainability

Important, Achievable, Relevant,

Supported, Measurable

Team, Outcome & Resource Prioritization, Integration, Fidelity Accountability, Acknowledgement, Leadership, Formative Action Planning

Linked to

Outcomes,

Continuous

Monitoring,

Efficiently

Monitored

OUTCOMES

DATA

SYSTEMS

PRACTICES

Evidence-based, Contextualized,

Aligned w/ Outcomes, Implemented w/ Fidelity

swpbs outcome questions
SWPBS OUTCOME Questions
  • Are outcomes important to stakeholders (i.e., student, family, school, district, state)?
  • Are outcomes realistically achievable?
  • Are outcomes relevant to stakeholder needs?
outcomes
OUTCOMES
  • Is achievement of outcomes supported with adequate resources?
  • Is outcome progress measurable & measured on continuous basis?
swpbs data questions
SWPBS DATA Questions
  • Are data linked to outcomes?
  • Are data used to identify outcomes?
  • Are data monitored continuously?
  • Is data management efficient?
swpbs practices questions
SWPBS PRACTICES Questions
  • Are practices & interventions (P&I) evidence-based?
  • Are P&I adapted to local context?
  • Are P&I aligned w/ outcomes?
  • Are P&I implemented w/ fidelity?
what do we know about preventing violence
WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?
  • 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 & socialsuccess
  • Formal social skills instruction
  • Positive active supervision & reinforcement
  • Positive adult role models
  • Multi-component, multi-year school-family-community effort
reinforcement wisdom
Reinforcement Wisdom!
  • “Knowing” or saying “know” does NOT mean “will do”
  • Students “do more” when “doing works”…appropriate & inappropriate!
  • Natural consequences are varied, unpredictable, undependable,…not always preventive
slide18

SWPBS

Subsystems

School-wide

Classroom

Family

Non-classroom

Student

slide19

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

slide20

Non-classroom

  • Positive expectations & routines taught & encouraged
  • Active supervision by all staff
    • Scan, move, interact
  • Precorrections & reminders
  • Positive reinforcement
slide21

Classroom

  • Classroom-wide positive expectations taught & encouraged
  • Teaching classroom routines & cuestaught & 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
slide22

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
slide23

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
swpbs systems questions
SWPBS SYSTEMS Questions
  • Is implementation team guided?
  • Is implementation a high priority?
    • Outcomes? Resources?
  • Is implementation linked & integrated with other initiatives (e.g., literacy, safe schools)?
systems
SYSTEMS
  • Is high implementation fidelity monitored & supported (e.g., SET)?
  • Regular & meaningful opportunities for feedback & acknowledgments?
  • Active & collaborative leadership involvement?
slide27

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

slide28

RTI

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

slide29

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

general implementation process getting started
GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Team

Agreements

Data-based

Action Plan

Evaluation

Implementation

slide31

Team-led Process

Behavioral

Capacity

Priority &

Status

Representation

Team

Data-based

Decision

Making

Administrator

Communications

slide32

3-4 Year

Commitment

Top 3 School-

Wide

Initiatives

3-Tiered

Prevention

Logic

Agreements &

Supports

Coaching &

Facilitation

Administrative

Participation

Dedicated

Resources

& Time

slide33

Self-Assessment

Efficient

Systems of Data

Management

Existing

Discipline

Data

Data-based

Action Plan

Team-based

Decision

Making

Multiple

Systems

Evidence-

Based

Practices

slide34

Team Managed

Staff

Acknowledgements

Effective

Practices

Implementation

Continuous

Monitoring

Administrator

Participation

Staff Training

& Support

slide35

Relevant &

Measurable

Indicators

Efficient

Input, Storage, &

Retrieval

Team-based

Decision Making &

Planning

Evaluation

Continuous

Monitoring

Effective

Visual Displays

Regular

Review

sustainability suggestions
Sustainability Suggestions
  • Maintain priority
  • Monitor fidelity & outcomes continuously
  • Keep data regular, easy, & relevant
  • Strive for efficiency & economy
  • Adopt evidence-based practices
  • Celebrate successes & improvement
pbis messages
PBIS Messages
  • Measurable & justifiable outcomes
  • On-going data-based decision making
  • Evidence-based practices
  • Systems ensuring durable, high fidelity of implementation