SWPBS Implementation

Blueprint - revisedGeorge Sugai

OSEP Center on PBISCenter for Behavioral Education & Research

University of ConnecticutMar 25 2010

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

PURPOSE

To describe how district & school

leadership teams can use updated

SWPBS Implementation Blueprint

to develop & guide their

implementation efforts.

• SWPBS Foundations• SWPBS Implementation Guidelines• SWPBS Implementation Blueprint• Discussion

SWPBS Foundations

“Abbreviated” SWPBS History

SWPBS Implementation

Guidelines

Implementation Challenge

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

1. Implementation is Interactive & Informing

2. Implementation involves stakeholders at multiple levels

Student

Classroom

School

State

District

3. Implementation progresses through phases

4. Sustainable Implementation requires continuous regeneration

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

RelevancePriority Efficacy

Fidelity

5. Implementation success based on multiple criteria

6. Implementation based on scalable evidence-based practices Horner, 2010

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.

www.pbis.org

“Is SWPBS evidence-based practice?”

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

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 & practices5.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

7. Practices must be implemented with integrity Sanetti & Kratochwill, 2009

8. Policy & practice inform each other Fixsen & Blase, 2007

9. Implementation is systemic

10. Implementation decisions based on student responsiveness to intervention

RtI

4 Main Data Concerns

11. Implementation is team-based, strategic action planning process

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

SWPBS Implementation

Blueprint - rev

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation Blueprint www.pbis.org

User’s Quick Access Guide

Other

• Implementation Science

• Policy & Expertise

• 15+ Years Implementation Experience

www.scalingup.org

Dean FixsenKaren Blase

UNC

Effective Implementation

Science(SISEP)

Implementation Stages

Implementation Drivers

PEP –PIP Loops

Plan-Do-Study-Act Cycle

Blueprint Self-Assessment

Blueprint Blueprint Planning Tool

Leadership Team

1. Multi-school & district capacity

2. Membership representation

3. Blueprint self-assessment

4. Three-five year action plan

5. Regular meeting schedule

6. Coordinator

7. Implementation team

8. Evaluator

9. Decision making authority

22.Evidence-based practices & professional development

23.Plan for local training capacity

24.Plan for continuous regeneration

25.Local & regional coaching network

26.Monthly (new) & quarterly (established) coaching

27. Internal & external coaching functions

28. Implementation evaluation process & schedule

29.School based data system

30.District/state systems evaluation

31.Dissemination of annual report

32.Quarterly celebration & acknowledge-ment of accomplish-ments & outcomes

33.At least 2 individuals w/ SWPBS systems expertise

34. Individuals w/ behavioral expertise

35.Academic-behavioral expertise

36.Process & organizational expertise

Training Coaching Evaluation Expertise

CT TrainingCapacityFeb 2010

See PBIS Training Blueprint

Funding Political SupportVisibility Policy

10.Three years stable district/state funding

11. Assessment & Integration of organizational resources

12.Dissemination strategies to inform stakeholders

13.Quarterly & public acknowledgements

14.Social behavior in top 3 priorities

15.Annual leadership report to political unit

16.State chief participation & support

17.Endorsed SWPBS policy statement

18.Written procedural guidelines & agreements

19.Semi-annual outcome review to inform policy

20.Cross-initiative audit of implementation integrity

21.Action plan for integrated implementation

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance CommitteeCharacter Education

Safety CommitteeSchool Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Local School/District Implementation Demonstration

37.At least 10 local school demonstrations of SWPBS process & outcomes

38.At least 2 districts/regional demonstrations of system-level leadership teams (25% of schools)