Aligning Resource for School Improvement:

Getting Everyone on Same Page

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Feb 23 2011

www.pbis.org www.scalingup.org www.cber.org

PURPOSE

Using lessons learned from

PBIS implementations, provide

suggestions for (a) improving

implementation fidelity & (b)

meaningful student outcomes.

SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

Framework

Problem Statement

“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”

Example: “Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Why implementation challenge?

Lacking implementation framework

Non-data-based decision making

Limited differentiation

Insufficient resources

Competing initiatives

Lack of expert capacity

Basic #1

Link effective practice w/

effective implementation

8 Implementation Basics

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

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

Startw/

What Works

Focus on Fidelity

Basic #2

Integrate outcome, data,

practices, & systems

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Practices

Effective

Relevant

Efficient

Durable

Scalable

Outcomes

Data based

Measurable

Educationally/socially

importance

Examples, demonstrations,

& exemplars

Data

Relevant & question based

Efficient

Sensitive

Systems

Training & coaching

Evaluation

Leadership

Political support

Funding & visibility

Policy

Basic #3

Differentiate

implementation & support

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtIRESPONSIVENESS OF…..

• Student performance

• Adult practice

• School improvement

• District operations

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Implementation Levels

Student

Classroom

School

State

District

Universal

Targeted

IntensiveContinuum of

Support for ALL“Theora”

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Universal

Targeted

IntensiveContinuum of

Support for ALL“IFB School”

Dec 7, 2007

School Climate

Specials

Social Studies

Literacy

Attendance

Science

Numeracy

Align supports

Technology

Writing

Universal

Targeted

IntensiveContinuum of

Support for ALL“Elementary

Schools: Literacy”

Dec 7, 2007

Bianchi M.S.

Specials

Serrota E.S.

Trek E.S.

Davidson M.S.

Science

Masi H.S.

Align supports

Look M.S.

Jamis E.S.

Look M.S.

CONTEXTor

SETTING

Teacher Practice

Student Behavior

School Reform

District Operations

Continua of Responsiveness

& Support

Basic #4

Do a few, very important &

effective things very well

togehter

~80% of Students

~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• • • • • •

~15%

Basic #5

Adopt a doable

implementation “blueprint”

or approach

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

• Achieve desired outcome?Effective

• Doable by real implementer?Efficient

• Contextual & cultural?Relevant

• Lasting?Durable

• Transportable?Scalable

• Conceptually Sound?Logical

Evaluation Criteria

Basic #6

Establish support based on

implementation phase

Where are you in implementation process?Adapted from Fixsen & Blase, 2005

• We think we know what we need, so we ordered 3 month free trial (evidence-based)

EXPLORATION & ADOPTION

• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION

• Let’s give it a try & evaluate (demonstration)

INITIAL IMPLEMENTATION

• That worked, let’s do it for real (investment)

FULL IMPLEMENTATION

• Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

Basic #7

Integrate initiatives around

educationally important &

measurable outcomes

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Theora, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, Marcellus, Max, Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Marcellus, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma, Barney

Goal #2Goal #3

Sample Teaming Matrix

Are outcomes measurable?

Basic #8

Re-generate continuously

based on continuous

progress monitoring

Educationally relevant outcomes

Implementation fidelity

Clearly defined & relevant indicators

System for easy input & output

Data rules for decision making

Team-based mechanism for action planning

Data Decision Making

Big, sustained outcomes are about planned & systemic implementation of effective practices w/ integrity =

1.• Link effective practice with effective implementation

2.• Integrate outcomes, data, practices & systems

3.• Differentiate implementation & support

4.• Do a few, very important effective things very well together

5.• Adopt a doable implementation “blueprint” or approach

6.• Establish support based on implementation phase

7.• Integrate initiatives around educationally important measurable

outcomes

8.• Re-generate continuously based on continuous progress monitoring