Sustaining Systems Level Implementation of SWPBS:

Lessons Being Learned

George Sugai & Rob HornerOSEP Center on PBIS

Center for Behavioral Education & Research

University of ConnecticutMarch 26, 2009

www.pbis.org www.cber.org www.swis.org

George.sugai@uconn.edu

www.pbis.org

www.scalingup.org

PURPOSE

Share some lessons being

learned when attempting

sustained accurate

SWPBS Implementation

Four Lessons

1.Know where you

want to go &

what your

sustaining to get

there.

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To

tal O

DR

s

Academic Years

FRMS Total Office Discipline Referrals

DURABLE IMPACTPre

Post

• School-wide PBS• BEP• Function-based support

District-Wide SET ScoresBethel SET Scores K-12

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% o

f Im

plem

enta

tion

Poin

ts

Fall 00

Spring 01

Spring 02

Spring 03

Spring 04

Spring 05

Spring 06

Spring 07

• District Team• Coaching• Coordination• Evaluation• Behavioral Capacity

1535

68

125

190

276

369

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EXPONENTIAL GROWTH

• State Team• Coaching & Training• Regional Coordination• Evaluation• Behavioral Capacity

Sustainability =Organizational capacity for & documentation of

Durable results with

Accurate implementation (>90%) of

Evidence-based practice across desired

Context over

Time w/

Local resources &

Systems for continuous regeneration

Know CONTEXT: We are sustaining

• Intervention supports for kid outcomes

• Classroom & school supports for accurate intervention use

• District/regional/state supports for continued school implementation

Our Challenges…….SWPBS is framework for….

4. INEFFECTIVE SPED• 25% on IEPS• EBD sent to Alt school• Tasha spends day w/ nurse

5. COMPETING INITIATIVES

• SW discipline• Class manage• Social skills program

5. COMPETING INITIATIVES•SW discipline•Class management•Social skills programs•Character education•Bully proofing•Life skills•Anger management•HIV/AID education•Conflict management•Drug-free •Parent engagement•School spirit•Violence prevention•Dropout prevention•Relaxation room•Afterschool peer support•School based mental health clinic……

3. NEGATIVE SCHOOL CLIMATE

• Bullying & harassment• 447 teacher abs yr• Staff/parents unsafe

2. POOR ACHIEVEMENT

• 25% 3rd at grade• >50% 9th 2+ “F”

1.REACTIVE MANAGEMENT

•5100 ref/yr•Marcus 14 days det.

Effective Behavioral Interventions

Effective Academic Instruction

Systems for Durable & Accurate Implementation

Continuous & Efficient Data-based Decision Making

POSITIVE, PREVENTIVE

SCHOOL CULTURE(SWPBS)

=

Implementation Challenges

2.Invest in

evidence-based

practice

4 Evaluation Criteria• Effectiveness = works

– Documentation that practice produced desired outcome?

• Efficiency = doable– What are costs (time, resources, $) to implement

practice?

• Relevance = culturally relevant– Is practice & outcomes appropriate/adaptable for

situation?

• Conceptually soundness = logical– Is practice based on theory?

www.pbis.orgHorner, R., & Sugai, G. (2007). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support.

www.pbis.org

click “Research” “Evidence Base”

90-School StudyHorner et al., in press

•Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity

•Fidelity SWPBS is associated with▫Low levels of ODR

▫ .29/100/day v. national mean .34

▫Improved perception of safety of the school ▫ reduced risk factor

▫Increased proportion of 3rd graders who meet state reading standard.

Project Target: Preliminary FindingsBradshaw & Leaf, in press

• PBIS (21 v. 16) schools reached & sustained high fidelity

• PBIS increased all aspects of organizational health

• Positive effects/trends for student outcomes– Fewer students with 1 or more ODRs (majors + minors)

– Fewer ODRs (majors + minors)

– Fewer ODRs for truancy

– Fewer suspensions

– Increasing trend in % of students scoring in advanced & proficient range of state achievement test

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

3.Know your basics

(SWPBS).

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

RtI

Response to Intervention

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

SCHOOL-WIDE1.1. Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide

2.Maximum structure & predictability in routines & environment

3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.

4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

5.Continuum of strategies to acknowledge displays of appropriate behavior.

6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Non-classroom

• All school-wide• Maximum structure & predictability in routines & environment• Positively stated expectations posted, taught, reviewed,

prompted, & supervised.• Maximum engagement through high rates of opportunities to

respond, delivery of evidence-based instructional curriculum & practices

• Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies

• Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

Classroom

• 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

• 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

4.Work from

conceptually sound

implementation logic

IMPLEMENTATIONPHASES

Need,Agreements, Adoption, &Outcomes

LocalDemonstration

w/ Fidelity

Sustained Capacity,

Elaboration, &Replication

4. SystemsAdoption, Scaling,

& ContinuousRegeneration

2.

3.

1.

My Worry“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

• Readiness agreements, prioritization, & investments

• 3-4 year implementation commitment

• Local capacity for training, coordination, coaching, & evaluation

• Systems for implementation integrity

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership Team

Active & Integrated Coordination

# IL PBIS Schools & # Ext. & Int. Coaches

June 30, 2008

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

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

Working Smarter

Are outcomes

measurable?

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

~80% of Students

~15%

~5%

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• • • • • •

Sustainability Guiding Principles

Is Student Affected Directly

Continuous Regeneration

Investing inSustainability & ScalingWayne Gretzky Wisdom

“Most players skate to

where the puck is, but I

skate to where the

puck is going”

“Most players skate to

where the puck is, but I

skate to where....”

I want the puck to go

George.sugai@uconn.edu

Robh@uoregon.edu

www.pbis.org