sustainability & scaling & failure of friday in-service day
DESCRIPTION
Sustainability & Scaling & Failure of Friday In-service Day. George Sugai & Rob Horner OSEP Center on PBIS University of Oregon Center for Behavioral Education & Research University of Connecticut April 24, 2008 www.cber.org www.pbis.org [email protected]. Purpose. Purpose. - PowerPoint PPT PresentationTRANSCRIPT
Sustainability & Scaling & Failure of Friday In-service Day
George Sugai & Rob HornerOSEP Center on PBIS
University of Oregon
Center for Behavioral Education & Research
University of ConnecticutApril 24, 2008
www.cber.org www.pbis.org
Purpose
PurposeProvide overview of "lessons learned" from efforts to sustain & scale-up school-wide continuum of evidence-based behavioral practices & systems in schools.
• Why have traditional system change approaches struggled to improve social & behavioral outcomes & climate of schools?
• What have we learned about impediments & facilitators of accurate, sustainable, & scalable implementation of SWPBS?
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.”
Friday In-Service
“141 Days!”
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
Friday In-service: “Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
SWPBS?
SW-PBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
SWPBS is about….
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
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SWPBS Elements
Classroom
SWPBSSubsystems& “PracticeElements”
Non-classroom Family
Student
School-w
ide
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
School-wide
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-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
Classroom
• 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
• 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
Lessons Learned
IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
Local & DocumentedDemonstrations
w/ Fidelity
Sustained Capacity,
Elaboration, &Replication
4. SystemsAdoption, Scaling,
& ContinuousRegeneration
2.
3.
1.
Sustainability + Scaling
Organizational capacity for & documentation of accurate &
expanded implementation (90%) of evidence-based practice across
desired context (e.g., district, classroom,
school-wide, nonclassroom) over time w/ local resources & systems for
continuous regeneration.
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Leadership Team
Active Coordination
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION
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
~80% of Students
~15%
~5%
CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Alignment Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
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
Working Smarter
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., 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, 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
Goal #2
Goal #3
Sample Teaming Matrix
RtI
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
“Big Ideas”
PBIS Messages
• Measurable & justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of implementation
Closing (Incomplete) Thoughts• Give priority to evidence-based practices
• Establish local & fluent knowledge, skill, & systems capacity
• Emphasize link between leadership behavior to organizations outcomes
• Institutionalize outcomes, data, practices, & systems
• Plan for competent future generations
• Provide regular & overt positive reinforcement across all levels of organization
• Build frequent & formal routines for self-assessment & systemic regeneration (Dean’s clothes)