Developing & Implementing a State Plan

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

October 9, 2009

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

Purpose

Discuss strategies for

establishing &

implementing state-wide

plan for SWPBS.• SWPBS Basics• Organizational elements• Guidelines• Discussion

Problem Statement:How is Durable, Accurate, & Effective

Implementation Achieved?

“We give schools strategies & systems for developing positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools need more than training.”

ChallengesHow do we…..

• Increase adoption of effective behavioral technologies in classrooms & schools?

• Ensure high fidelity of implementation of these technologies?

• Increase efficient, sustained implementation of these technologies?

• Increase accurate, efficient, & durable institutionalized use of these technologies?

• Decrease use of ineffective, inefficient, & irrelevant practices?

Predictable work environments are places where

employees (Buckingham & Coffman 2002, Gallup)

1. Know what is expected2. Have materials & equipment to do job correctly3. Receive recognition each week for good work.4. Have supervisor who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify person at work who is “best friend.”7. Feel mission of organization makes them feel like their jobs are

important8. See people around them committed to doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well.

1 million workers, 80,000 managers, 400 companies

Predictable work environments are places where educators, students, family members, etc….

1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like their efforts

are important8. See students/teachers/principals around them committed to doing

good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.

1 million workers, 80,000 managers, 400 companies

SWPBS

“Basics”

SWPBS is

SWPBS Implementation Features Matrix Draft Sugai & Horner, Aug 8 09

Implementation Levels

Student

Classroom

School

State

District

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

RelevancePriority Efficacy

Fidelity

CONTINUOUS REGNERATION FOR SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

SWPBSFramework for operationalizing best practice

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

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

Basic Meeting Structure

VerifiedNeed Planning Purpose &

OutcomesContent

Operations

Decisions &Outcomes

Summary ofOutcomes & Agreements

Follow-up& Evaluation

Before During After

See Appendices

Practice & Policy

Integrated Continuum of Support for

ALL

Dec 7, 2007

RtI

Responsiveness to Intervention

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based• Biggest, durable effect

Evaluation Criteria

SCHOOL-WIDE1. 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-wide2.Maximum structure & predictability in routines &

environment3.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

Name______________________________ Date_____________

Setting □ Hallway □ Entrance □ Cafeteria

□ Playground □ Other_______________ Time Start_________

Time End _________

Tally each Positive Student Contacts Total #

Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #

Non-Classroom Management: Self-Assessment

1. Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor rule violations quickly and quietly? Yes No

6. Did I follow school procedures for handling major rule violations? Yes No

7. Do I know our school-wide expectations (positively stated rules)? Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___

~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• • • • • •

Behavior Support Elements

Problem Behavior

Functional Assessment

Intervention & Support Plan

Fidelity of Implementation

Impact on Behavior & Lifestyle

*Response class*Routine analysis*Hypothesis statement*Function *Alternative behaviors

*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions

*Implementation support*Data plan

*Continuous improvement*Sustainability plan

• Team-based• Behavior competence

Policy Practice Feedback Loops

Policy (Plan)

Practice (Do)

Structure

Procedure

Policy

PracticePo

licy

Ena

bled

Pra

ctic

es(P

EP)

Prac

tice

Info

rmed

Po

licy

(PIP

)

Fixsen et al. (2005) NIRN. www.scalingup.org

IMPLEMENTATIONPHASES

Need,Agreements, Adoption, &Outcomes

LocalDemonstration

w/ Fidelity

Sustained Capacity,

Elaboration, &Replication

4. SystemsAdoption, Scaling,

& ContinuousRegeneration

2.

3.

1.

Sustainability Guiding Principles

Is Student Affected Directly

Continuous Regeneration

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

SWPBS

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

Some Lessons• Plan for sustained implementation & expansion early &

formally• Invest in & adapt evidence-based practices to local context• Give priority to relevant, measurable outcomes• Treat school as basic unit for change, & districts/regions as

main organizational units• Establish demonstrations & data to enhance understanding• Integrate initiatives based on common outcomes• Invest early in local implementation capacity• Emphasize continuous regeneration for efficacy, relevance,

priority, & fidelity• Positively reinforce successive approximations of

implementer behavior