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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
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)