1. Lessons Learned in SWPBS Implementation: Sustainability & Scaling Up George Sugai OSEP Center on PBIS Connecticut January 15, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu

2. Session Purpose Give 20 minute overview of what we’ve learned about taking SWPBS implementation “to scale,” & Discuss state implementation experiences & lessons learned

3. Our Logic Successful teaching & learning environments are effective, efficient, relevant, & durable –Outcome-based –Data-led decision making –Evidence-based practices –Systems support for accurate & sustained implementation

4. 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

5. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

6. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 Basic Elements

7. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

8. Pre Post

9. 80% SET Total Scores Fall 2000-Spring 2004

12. Pre-Post SETs by Region

13. Sample of Major State Implementation Efforts Maryland 494 schools Alabama 219 schools Illinois 611 schoolsColorado 405 schools Florida 250 schoolsNew York 322 schools Michigan 181 schoolsOhio 221 schools New Mexico 130 schoolsWest Virginia 215 schools Oregon 229 schoolsLouisiana 285 schools Missouri 183 schoolsGeorgia 171 schools

14. 84% 58% 11% 22% 05% 20%

15. N =23N = 8 N = 23 N = 8

16. SWIS summary 05-06 (Majors Only)1675 schools, 839,075 students Grade Range # Schools # Students (mean) Mean ODR/100/ school day (sd) K-61010439,932 (435) 0.37 (50) 6-9313205,159 (655) 1.02 (1.07) 9-12104102,325 (983) 1.16 (1.37) K-(8-12)24891,659 (369) 1.53 (4.49)

17. 3% 8% 89% 10% 16% 74% 11% 18% 71% K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) Mean Proportion of Students

18. K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) 32% 43% 25% 48% 37% 15% 45% 40% 15%

19. Main Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

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

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

22. Some Lessons Planning for sustained implementation & expansion begins early & formally School is basic unit for change; districts/states are main organizational units Continuous regeneration is about efficacy, relevance, priority, & fidelity