1. SWPBS: Sustainability
George Sugai
OSEP Center on PBIS
University of Connecticut
March 5, 2008

2. 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.”

3. Logic

4. 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.

5. 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.

6. 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

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

8. 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

9. 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?

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

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

12. 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?

13. 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

14. 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

15. SWPBS
Subsystems
School-wide
Classroom
Family
Non-classroom
Student

16. 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

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

18. 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

19. 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

20. 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

21. 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)?

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

23. 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

24. 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

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

26. 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

27. 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

28. 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

29. 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

30. 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.

31. 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
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.

32. 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.

33. 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 and Appendix 9 for Office Discipline Referral Forms and Checklists.

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

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