1. Sustaining Systems Level Implementation of SWPBS: Lessons Being Learned George Sugai & Rob Horner OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut March 26, 2009 www.pbis.org www.cber.org www.swis.org George.sugai@uconn.edu

2. www.pbis.org

3. www.scalingup.org

4. PURPOSE Share some lessons being learned when attempting sustained accurate SWPBS Implementation Four Lessons

5. 1. Know where you want to go & what your sustaining to get there.

6. Pre Post School-wide PBS BEP Function-based support

7. District-Wide SET Scores District Team Coaching Coordination Evaluation Behavioral Capacity

8. EXPONENTIAL GROWTH

9. State Team Coaching & Training Regional Coordination Evaluation Behavioral Capacity

10. Sustainability = Organizational capacity for & documentation of  Durable results with  Accurate implementation (>90%) of  Evidence-based practice across desired  Context over  Time w/  Local resources &  Systems for continuous regeneration

11. Know CONTEXT: We are sustaining Intervention supports for kid outcomes Classroom & school supports for accurate intervention use District/regional/state supports for continued school implementation

12. Our Challenges……. SWPBS is framework for…. 4. INEFFECTIVE SPED 25% on IEPS EBD sent to Alt school Tasha spends day w/ nurse 5. COMPETING INITIATIVES SW discipline Class manage Social skills program 5. COMPETING INITIATIVES SW discipline Class management Social skills programs Character education Bully proofing Life skills Anger management HIV/AID education Conflict management Drug-free Parent engagement School spirit Violence prevention Dropout prevention Relaxation room Afterschool peer support School based mental health clinic…… 3. NEGATIVE SCHOOL CLIMATE Bullying & harassment 447 teacher abs yr Staff/parents unsafe 2. POOR ACHIEVEMENT 25% 3 rd at grade >50% 9 th 2+ “F” 1.REACTIVE MANAGEMENT 5100 ref/yr Marcus 14 days det.

13. Effective Behavioral Interventions Effective Academic Instruction Systems for Durable & Accurate Implementation Continuous & Efficient Data- based Decision Making POSITIVE, PREVENTIVE SCHOOL CULTURE (SWPBS) =

14. Implementation Challenges

15. 2. Invest in evidence- based practice

16. 4 Evaluation Criteria Effectiveness = works –Documentation that practice produced desired outcome? Efficiency = doable –What are costs (time, resources, $) to implement practice? Relevance = culturally relevant –Is practice & outcomes appropriate/adaptable for situation? Conceptually soundness = logical –Is practice based on theory?

17. www.pbis.org Horner, R., & Sugai, G. (2007). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. www.pbis.org click “Research” “Evidence Base”

18. 90-School Study Horner et al., in press Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity Fidelity SWPBS is associated with ▫ Low levels of ODR ▫.29/100/day v. national mean.34 ▫ Improved perception of safety of the school ▫ reduced risk factor ▫ Increased proportion of 3 rd graders who meet state reading standard.

19. Project Target: Preliminary Findings Bradshaw & Leaf, in press PBIS (21 v. 16) schools reached & sustained high fidelity PBIS increased all aspects of organizational health Positive effects/trends for student outcomes –Fewer students with 1 or more ODRs (majors + minors) –Fewer ODRs (majors + minors) –Fewer ODRs for truancy –Fewer suspensions –Increasing trend in % of students scoring in advanced & proficient range of state achievement test

20. Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

21. 3. Know your basics (SWPBS).

22. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

23. 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

24. RtI Response to Intervention

25. All Some Few RTI Continuum of Support for ALL Dec 7, 2007

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

27. SCHOOL-WIDE 1.1. 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

28. Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

30. 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 School-wide

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

32. All school-wide Maximum structure & predictability in routines & environment Positively stated expectations posted, taught, reviewed, prompted, & supervised. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. Classroom

33. 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 Individual Student

34. 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 Family

35. 4. Work from conceptually sound implementation logic

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

37. My Worry “Train & Hope”

38. 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

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

40. # IL PBIS Schools & # Ext. & Int. Coaches June 30, 2008

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

42. Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter Are outcomes measurable?

43. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., 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, 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 Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

44. ~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

45. Sustainability Guiding Principles Is Student Affected Directly Continuous Regeneration

46. 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

47. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org