Date post: | 19-Jan-2016 |
Category: |
Documents |
Upload: | bertram-williamson |
View: | 214 times |
Download: | 0 times |
SWPBSFidelity & Sustainability
George SugaiOSEP Center on PBIS
University of Oregon
Center for Behavioral Education & Research
University of ConnecticutAugust 5, 2008
www.cber.org www.pbis.org
www.pbis.org
Problem Statement
“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
To
tal O
DR
s
Academic Years
FRMS Total Office Discipline Referrals
Pre
Post
Sustaining & Scaling Change• Know your basics
• Adopt & adapt evidence-based practices
• Monitor implementation fidelity
• Give priority to what matters
• Keep data regular, easy, & relevant
• Know your outcomes
• Integrate for efficiency
• Build durable capacity
• Celebrate successes & improvement
BasicsSWPBS/PBIS
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Achieving & Supporting
Sustainability
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
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
WHAT DO WE KNOW ABOUT SAFE & EFFECTIVE SCHOOLS?
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
• Positive, predictable school-wide climate
• High rates of academic & social success
• Formal social skills instruction
• Positive active supervision & reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-community effort
Classroom
SWPBSSubsystems
Non-classroom Family
Student
School-w
ide
1.Common purpose & approach to discipline
2.Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4.Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
School-wide
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
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
Some Sustainability
Basics
IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
LocalDemonstration
w/ Fidelity
Sustained Capacity,
Elaboration, &Replication
4. SystemsAdoption, Scaling,
& ContinuousRegeneration
2.
3.
1.
Implementation Stageswww.scalingup.org
• Exploration
• Installation
• Initial Implementation
• Full Implementation
• Innovation
• Sustainability
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
Sustainability Elements
Accurate Implementation
Evidence-Based Practice
Consideration for Context & Culture
Over Time
Local Resources Utilization
Continuous Regeneration
Organizational Capacity & Documentation of….
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Implementation Levels
Student
Classroom
School
State
District
PBS Implementation Blueprint www.pbis.org
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Leadership Team
Active & Integrated Coordination
Integration“1 : 2 Rule”
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
~80% of Students
~15%
~5%
ESTABLISHING A CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
Evaluation Criteria
It’s not just about behavior!
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems
Responsiveness to Intervention
Academic+
Social Behavior
RtI
RtI: Good “IDEiA” PolicyApproach or framework for redesigning
& establishing teaching & learning environments that are effective,
efficient, relevant, & durable for all students, families & educators
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
Quotable Fixsen • “Policy is
– Allocation of limited resources for unlimited needs”
– Opportunity, not guarantee, for good action”
• “Training does not predict action”
– “Manualized treatments have created overly rigid & rapid applications”
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007