Sustained Implementation of School-wide PBIS for All Students
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Transcript of Sustained Implementation of School-wide PBIS for All Students
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Sustained Implementation of School-wide PBIS for All
StudentsGeorge Sugai
OSEP Center on PBISCenter for Behavioral Education & Research
University of ConnecticutAug 4, 2010
www.pbis.org www.pbisillinois.org www.scalingup.org www.swis.org
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PURPOSE
Provide suggestions for
maximizing accurate AND
sustained implementation of
SWPBS continuum for all
students• Problem Statement• 6 Questions to Consider
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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 than exposure, practice, & enthusiasm.”
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“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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SWPBS Implementation “Infidelity”
“SWPBS is intervention”
“Let’s schedule in-service day”
“Bring Rob Horner to our staff meeting”
“Can I visit your school & see SWPBS in action?”
“SWPBS is about giving kids tangible rewards”
“We reserved ISD/OSS for tier 2 & 3”
“Let’s do SWPBS during morning advisory”
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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
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Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
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6 Sustainability Questions (Yes No ?)
1. Do you remember SWPBS is more than just interventions & practices?
2. Can you describe your organizations SWPBS implementation approach(IA)?
3. Does your IA consider SWPBS implementation stages?
4. Does your IA give high priority to accuracy of SWPBS implementation & student outcomes?
5. Does your IA have resource utilization plan for scaled SWPBS implementation?
6. Does your IA have continuous measurement system for decision making?
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YES NO ?
1. Do you remember that
SWPBS is more than just
interventions & practices?
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SWPBS isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
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All about implementation
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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
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IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
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RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
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Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
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Universal
Targeted
IntensiveContinuum of
Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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Universal
Targeted
IntensiveContinuum of
Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
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Classroom
SWPBSPractices
Non-classroom Family
Student & Family
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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~80% of Students
~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• • • • • •
~15%
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YES NO ?
2. Can you describe your
organization’s SWPBS
implementation approach?
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
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• Achieve desired outcome?Effective
• Doable by real implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
Evaluation Criteria
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YES NO ?
3. Does your implementation
approach consider SWPBS
stages of implementation?
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Stages of Implementation
Exploration Installation Initial Implementation Full Implementation Innovation Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
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Where are you in implementation process?Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION
• Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
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YES NO ?
4. Does your SWPBS
implementation approach
give high priority to
implementation accuracy &
student outcomes?
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“Treatment integrity is extent to which essential intervention components are delivered in comprehensive & consistent manner by interventionist trained to deliver intervention”
Sanetti & Kratochwill, in press.
Implementation as designed
Need verification & practice alignment
Modified for culture/context
Evidence-based confirmed
Continuous progress monitoring for intended outcomes
Continuous performance feedback
Resources adequate
Ada
pted
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YES NO ?
5. Does your implementation
approach have resource
utilization plan for scaled
SWPBS implementation?
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Are outcomes
measurable?
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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 #2Goal #3
Sample Teaming Matrix
Are outcomes measurable?
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YES NO ?
6. Does your implementation
approach have continuous
measurement system for
decision making?
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Educationally relevant outcomes
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
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Sustainability is about planned &systemic implementation w/ integrity =
Activities or functions, not person
Competent supports & resources
Maximized durability & scalability of evidenced-based practice experienced by students
Phases w/ varied levels of intensity
Shared responsibilities
Capacity at multiple organizational levels (teacher, school, district, region, state)
Continuous progress monitoring & regeneration
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• Keep max. air pressureBicycling
• Keep knife sharpCooking
• Keep cue level & follow throughBilliards
• Examine behavior in contextBehavior analysis
• Describe mechanism of applied problemsResearch
• Establish expert local capacity linked to measurable outcomePBIS
Practice your Fundamentals