Developing & Implementing a State Plan George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 9,

Purpose Discuss strategies for establishing & implementing state-wide plan for SWPBS. Purpose Discuss strategies for establishing & implementing state-wide plan for SWPBS. SWPBS Basics Organizational elements Guidelines Discussion SWPBS Basics Organizational elements Guidelines Discussion

Problem Statement: How is Durable, Accurate, & Effective Implementation Achieved? “We give schools strategies & systems for developing positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools need more than training.”

Challenges How do we….. Increase adoption of effective behavioral technologies in classrooms & schools? Ensure high fidelity of implementation of these technologies? Increase efficient, sustained implementation of these technologies? Increase accurate, efficient, & durable institutionalized use of these technologies? Decrease use of ineffective, inefficient, & irrelevant practices?

Predictable work environments are places where employees (Buckingham & Coffman 2002, Gallup) 1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work. 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend.” 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well. 1 million workers, 80,000 managers, 400 companies

Predictable work environments are places where educators, students, family members, etc…. 1. Know what is expected 2. Have curriculum & instruction to do job correctly 3. Receive recognition for demonstrating expectations. 4. Have teacher/parent/principal who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify someone who they can relate to.” 7. Feel mission of classroom/school makes them feel like their efforts are important 8. See students/teachers/principals around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their learning/teaching well. 1 million workers, 80,000 managers, 400 companies

SWPBS “Basics”

SWPBS is

SWPBS Implementation Features Matrix Draft Sugai & Horner, Aug 8 09

Implementation Levels Student Classroom School State District

Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity CONTINUOUS REGNERATION FOR SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making SWPBS Framework for operationalizing best practice

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS Readiness agreements, prioritization, & investments 3-4 year implementation commitment Local capacity for training, coordination, coaching, & evaluation Systems for implementation integrity

Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

Basic Meeting Structure Verified Need Planning Purpose & Outcomes Content Operations Decisions & Outcomes Summary of Outcomes & Agreements Follow-up & Evaluation Before During After See Appendices

Practice & Policy

Integrated Continuum of Support for ALL Dec 7, 2007

RtI

Responsiveness to Intervention

Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

Evaluation Criteria

SCHOOL-WIDE 1. 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 INTERVENTION PRACTICES CLASSROOM 1.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 STUDENT 1.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 NONCLASSROOM 1.Positive expectations & routines taught & encouraged 2.Active supervision by all staff (Scan, move, interact) 3.Precorrections & reminders 4.Positive reinforcement FAMILY ENGAGEMENT 1.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

Name______________________________Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student ContactsTotal # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student ContactsTotal # Non-Classroom Management: Self-Assessment

1.Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

Teacher__________________________ Rater_______________________ Date___________ Instructional Activity Time Start_______ Time End________ Tally each Positive Student Contacts Total #Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____ to 1 Classroom Management: Self-Assessment

Classroom Management Practice Rating 1. I have arranged my classroom to minimize crowding and distraction Yes No 2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). Yes No 3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules). Yes No 4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provided each student with multiple opportunities to respond and participate during instruction. Yes No 6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No 7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. Yes No Overall classroom management score: 10-8 “yes” = “Super” 7-5 “yes” = “So-So” < 5 “yes” = “Improvement Needed” # Yes___

~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

Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Function *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Implementation support *Data plan *Continuous improvement *Sustainability plan *Continuous improvement *Sustainability plan Team-based Behavior competence

Policy Practice Feedback Loops Policy (Plan) Practice (Do) Structure Procedure Policy Practice Policy Enabled Practices (PEP) Practice Informed Policy (PIP) Fixsen et al. (2005) NIRN.

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

Sustainability Guiding Principles Is Student Affected Directly Continuous Regeneration

Effective Social & Academic School Culture Common Vision/Values Common Language Common Experience SWPBS

Investing in Sustainability & Scaling Wayne Gretzky Wisdom “Most players skate to where the puck is, but I skate to where the puck is going” “Most players skate to where the puck is, but I skate to where....” I want the puck to go

Some Lessons Plan for sustained implementation & expansion early & formally Invest in & adapt evidence-based practices to local context Give priority to relevant, measurable outcomes Treat school as basic unit for change, & districts/regions as main organizational units Establish demonstrations & data to enhance understanding Integrate initiatives based on common outcomes Invest early in local implementation capacity Emphasize continuous regeneration for efficacy, relevance, priority, & fidelity Positively reinforce successive approximations of implementer behavior