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Systems Logic for Sustained Large Scale
Implementation
George SugaiNational Center on Positive Behavioral
Interventions & Supports
UConn Center for Behavioral Education & Research
January 14, 2009
www.pbis.org www.cber.org
PURPOSE
Brief overview of our systems
logic for sustained large-scale
implementation
• What are PBIS Center & SWPBS?• What are we doing?• How do we approach systemic
implementation of scientifically-based practice?
• What does it look like?
Implementation Challenges
SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)
1985
SWPBS is approach for….
Evidence-based Investments to Prevent Youth Violence
• 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
SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All StudentsIDEA: Positive BehavioralInterventions & Supports
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Classroom
Evidence-based 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-wide
2.Maximum structure & predictability in routines & environment
3.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
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
National ODR/ISS/OSS July 2008
K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279
ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39
24091,254,4531,073,642
100,000 schools ~ 45,000,000 ODRs
July 2, 2008
ODR rates vary by level
July 2, 2008
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
SUSTAINED IMPACTPre
Post
0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84% 58%
11%
22%
05%20%
All
Some
FewRTIContinuum of Support for ALL
Dec 7, 2007
2008
RtI
Response to Intervention
Evaluation Criteria
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”
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
PBS Implementation Blueprint www.pbis.org
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Leadership TeamActive & Integrated Coordination
IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
LocalDemonstration w/ Fidelity
Sustained Capacity,Elaboration, &Replication
4. SystemsAdoption, Scaling,& ContinuousRegeneration
2.
3.
1.
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION
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
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 #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?Key point #8
~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• • • • • •
~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•Specially designed instruction •
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)
Sustainability Guiding Principles
Is Student Affected Directly
Continuous Regeneration