Systems for Success: Lessons Learned

1. Systems for Success: Lessons Learned George Sugai Center on PBIS November 3, 2005 www.pbis.org George.sugai@uconn.edu

2. Why this Plenary? • Celebrate system successes by acknowledging your efforts • Review 13 “lessons learned” about success-full systems • Dispel rumors….Why CT?

3. Celebrate your/our accomplishments & successes! • DIBELS, Academic Assessment & Programming • K-12 Implementation • Safe Schools & Social Responsibility • Wraparound • Family & Community Participation • Functional Behavioral Assessment • School-wide & District-wide • BC, Alberta, Yellowknife • Etc.

4. Basics • Team led process • Redesign of teaching & learning environments • Few school-wide expectations defined, taught, & encouraged in natural context • All kids included & involved in all settings • Contextually/culturally relevant • Sustained implementation & controlled expansion

5. Multiple Implementation Systems State District School Classroom Student

6. Organizational Change Need Demo w/ Outcomes Adoption w/ Vision Implementation w/ Fidelity Sustained w/ Policy Controlled Expansion

7. Worries… • Competing initiatives… achievement, special education, bullying,… • Rapid expansion with level funding • Limited local capacity • Increased coordination complexity • Decreased implementation fidelity • Increased requests for training & support • …..etc.

8. Systems for Success:13 Lessons Learned Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

9. #1 Invest in Effective, Efficient, Relevant, & Durable Host Environments

10. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior #2 Give priority to prevention ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

11. #3 Establish predictable learning/teaching environments Common Vision ORGANIZATION MEMBERS Common Experience Common Language

12. 1 million workers; 80,000 managers; 400 companies Predictable work environments are places where employees(Buckingham & Coffman 2002, Gallup) educators, students, family members, etc. 1. Know what is expected 2. Have materials & equipment to do job correctly 3. Receive recognition each week for good work 4. Have supervisor who cares, & pays attention 5. Receive encouragement to contribute & improve 6. Can identify person at work who is “best friend” 7. Feel mission of organization makes them feel like their jobs are important 8. See people around them committed to doing good job 9. Feel like they are learning new things (getting better) 10. Have opportunity to do their job well

13. #4 Embedstaff development into regular school routines Train-n-Hope

14. Team #5 Establish agreements & commitments before moving to implementation Agreements Data-based Action Plan Evaluation Implementation

15. #6 Decide w/ data

18. Referrals per Student

20. How often? Who? What? Where? When? How much? If problem, What system? What intervention? What outcome? If many students are making same mistake, consider changing system… not students If same student is making same mistake, consider changing system… not student Start by teaching, monitoring & rewarding…before increasing punishment Problem?

21. #7 Priority to evidence-based practices Classroom Setting Systems Non-classroom Setting Systems Individual Student Systems School-wide Systems

22. SW PBS Practices SCHOOLWIDE • 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 CLASSROOM-WIDE • 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 NONCLASSROOM SETTINGS • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement SECONDARY/TERTIARY INDIVIDUAL • 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

23. #8-11 PBS Implementation Blueprint Visibility Political Support Funding Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

24. #8 Lead with Team Leadership Team Active Coordination Coordinator Behavioral capacity Representation Administrator Data-based decisions Priority & status Communications Etc….

25. #9 Invest in capacity building Training Coaching Evaluation Continuous Embedded Team-coordinated Data-based Local expertise Action plan linked Etc…. Continuous Local support Data-based Preventive Positive Competent Etc…. Continuous Question-based Academic & social Efficient Team-coordinated Public Etc…. Training Coaching Evaluation

26. #10 Institutionalize efforts Funding Visibility Political Support General fund 3 years of support Integrated Data-based Etc…. Demos & research Multiple formats Multiple audiences Acknowledge others Etc…. Continuous Top 3 priorities Quarterly/annually Policy Participation Etc….

27. #11 Lead with exemplars Local School Teams/Demonstrations Fidelity implementation >80% of staff >80% of students Administrator leadership Team-based Data driven Contextually relevant Teaching focused Integrated initiatives Etc…..

28. #12 Provide evidence of outcomes

29. #13 Invest in effective & competentbehavioral expertise *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment *Implementation support *Data plan Function-based Team-based Behavior competence Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle

30. To conclude…successful systems…. • Host environments • Prevention • Predictable learning environments • Embedded staff development • Agreements & commitments • Data • Evidence based practices • Leadership team • Capacity building • Institutionalized effort • Exemplars • Outcomes • Behavioral competence