Presentation on theme: "Aligning Resource for School Improvement: Getting Everyone on Same Page George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University."— Presentation transcript:
Aligning Resource for School Improvement: Getting Everyone on Same Page George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Feb
PURPOSE Using lessons learned from PBIS implementations, provide suggestions for (a) improving implementation fidelity & (b) meaningful student outcomes.
SWPBS (aka PBIS/RtI) is Framework
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.”
Example: “Train & Hope” REACT to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation
Why implementation challenge?
Basic #1 Link effective practice w/ effective implementation 8 Implementation Basics
“Making a turn” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. Start w/ What Works Focus on Fidelity
Basic #2 Integrate outcome, data, practices, & systems
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
Basic #3 Differentiate implementation & support
RtI RESPONSIVENESS OF….. Student performance Adult practice School improvement District operations
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
All Some Few Continuum of Support for ALL Dec 7, 2007
Implementation Levels Student Classroom School State District
Continuum of Support for ALL “Theora” Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people
Continuum of Support for ALL “IFB School” Dec 7, 2007 School Climate Specials Social Studies Literacy Attendance Science Numeracy Align supports Technology Writing
Continuum of Support for ALL “Elementary Schools: Literacy” Dec 7, 2007 Bianchi M.S. Specials Serrota E.S. Trek E.S. Davidson M.S. Science Masi H.S. Align supports Look M.S. Jamis E.S. Look M.S.
CONTEXT or SETTING CONTEXT or SETTING Teacher Practice Student Behavior School Reform District Operations Continua of Responsiveness & Support
Basic #4 Do a few, very important & effective things very well togehter
~80% of Students ~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 ~15%
Basic #5 Adopt a doable implementation “blueprint” or approach
SWPBS Implementation Blueprint
Basic #6 Establish support based on implementation phase
Where are you in implementation process? Adapted from Fixsen & Blase, 2005
Basic #7 Integrate initiatives around educationally important & measurable outcomes
Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Theora, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, Marcellus, Max, 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, Marcellus, 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, Barney Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?
Basic #8 Re-generate continuously based on continuous progress monitoring
Data Decision Making
Big, sustained outcomes are about planned & systemic implementation of effective practices w/ integrity =