Presentation on theme: "Sustained Implementation of School-wide PBIS for All Students George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of."— Presentation transcript:
Sustained Implementation of School-wide PBIS for All Students George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Aug 4, 2010 www.pbis.org www.pbisillinois.org www.scalingup.org www.swis.org
PURPOSE Provide suggestions for maximizing accurate AND sustained implementation of SWPBS continuum for all students Problem Statement 6 Questions to Consider
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.”
“Making a turn” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009
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
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. Start w/ What Works Focus on Fidelity
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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
YES NO ? 3. Does your implementation approach consider SWPBS stages of implementation?
Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years
Where are you in implementation process? Adapted from Fixsen & Blase, 2005
YES NO ? 4. Does your SWPBS implementation approach give high priority to implementation accuracy & student outcomes?
“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. Adapted
YES NO ? 5. Does your implementation approach have resource utilization plan for scaled SWPBS implementation?
Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?
YES NO ? 6. Does your implementation approach have continuous measurement system for decision making?