SWPBS: Sustainability George Sugai OSEP Center on PBIS University of Connecticut March 5, 2008 www.cber.org www.pbis.org George.sugai@uconn.edu

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.”

Logic

1. IMPLEMENTATION PHASES 2. 3. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

Sustainability = Phase in which accurate implementation (90%) of an evidence-based practice across desired context (e.g., classroom, school-wide, nonclassroom) over time with local resources is documented.

Local Implementation Capacity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

Achieving & Supporting Sustainability Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Important, Achievable, Relevant, Supported, Measurable Achieving & Supporting Sustainability Team, Outcome & Resource Prioritization, Integration, Fidelity Accountability, Acknowledgement, Leadership, Formative Action Planning Important, Achievable, Relevant, Supported, Measurable Linked to Outcomes, Continuous Monitoring, Efficiently Monitored OUTCOMES SYSTEMS DATA PRACTICES Evidence-based, Contextualized, Aligned w/ Outcomes, Implemented w/ Fidelity

SWPBS Outcome Questions Are outcomes important to stakeholders (i.e., student, family, school, district, state)? Are outcomes realistically achievable? Are outcomes relevant to stakeholder needs?

Outcomes Is achievement of outcomes supported with adequate resources? Is outcome progress measurable & measured on continuous basis?

SWPBS Data Questions Are data linked to outcomes? Are data used to identify outcomes? Are data monitored continuously? Is data management efficient?

SWPBS Practices Questions Are practices & interventions (P&I) evidence-based? Are P&I adapted to local context? Are (P&I) aligned w/ outcomes? Are (P&I) implemented w/ fidelity?

WHAT DO WE KNOW ABOUT PREVENTING 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

Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

SWPBS Subsystems School-wide Classroom Family Non-classroom Student

School-wide 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

Positive expectations & routines taught & encouraged Non-classroom Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement

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

Individual Student 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

Family 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

SWPBS Systems Questions Is implementation team guided? Is implementation a high priority? Outcomes? Resources? Is implementation linked & integrated with other initiatives (e.g., literacy, safe schools)?

Systems Is high implementation fidelity monitored & supported (e.g., SET)? Regular & meaningful opportunities for feedback & acknowledgments? Active & collaborative leadership involvement?

Initiative, Project, Committee Working Smarter 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

It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI

Continuum of Support for ALL RTI Continuum of Support for ALL Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

Identify existing practices by tier Specify outcome for each effort CONTINUUM of SWPBS TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement ~80% of Students

GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

Team-led Process Behavioral Capacity Priority & Status Representation Data-based Decision Making Administrator SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted. Communications

3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort. Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track. The “Team Implementation Checklist” can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3.

Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SAY: Team should work from a specific action plan that specifies (a) what needs to be achieved, (b) what needs to be done, (c) who needs to do the work, (d) what resources are needed to achieve the desired outcome, (e) when the outcomes need to be achieved, (f) how progress will be monitored. Data must be collected to specify the above features of an action. A variety of data sources should be considered: The EBS Survey allows staff members to give their perception of what is in place and the degree to which it needs to be improved. (Appendix 4). 2. Office discipline referrals are collected in most schools and represent an excellent source of information to determine the general effectiveness of the school-wide discipline systems. (See www.swis.org) Academic achievement data also can be used to identify which students might need behavioral supports. Other information also might be available to guide how the action plan is developed and implemented, for example, (a) attendance/tardy patterns, (b) bus citations, (c) staff/parent recommendations. The Team Implementation Checklist (Appendix 3) can be used as an implementation self-monitoring tool, especially, w/r to systems level elements of school-wide PBS.

Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support SAY: School leadership teams and educational leaders should never implement an action plan until the people and resources are organized to support an initially successful implementation. As indicated previously, the effort must begin with agreements and commitments by a majority of the staff (>80%). However, maximizing accurate and consistent implementation of an action plan requires attention to these elements.

Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review SAY: No implementation effort should be conducted without a means of assessing for progress toward action plan goals and objectives. All data mentioned previously that are used for action planning should be included in an on-going data monitoring system for measuring progress. One of the most relevant and commonly available school data-bases is office discipline referrals. To be effective, office discipline referrals must have elements that are clearly defined, have been agreed upon by all staff, and have routines for regularly review and decision making. For more information about the features of high quality office discipline referral systems, see www.swis.org, and Appendix 9 for Office Discipline Referral Forms and Checklists.

PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

Sustainability Suggestions Maintain priority Monitor fidelity & outcomes continuously Keep data regular, easy, & relevant Strive for efficiency & economy Adopt evidence-based practices Celebrate successes & improvement