Sustainability & Scaling & Failure of Friday In-service Day

1. 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 George.sugai@uconn.edu

2. Purpose

3. Purpose Provide 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?

4. 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.”

5. Friday In-Service

6. “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.

7. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

8. Friday In-service: “Train & Hope”

9. SWPBS?

10. 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)

11. SWPBS is about….

12. 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 & socialsuccess • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

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

14. SWPBS Subsystems & “Practice Elements” School-wide Classroom Family Non-classroom Student

15. 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

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

17. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

18. 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

19. 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

20. Lessons Learned

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

22. 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.

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

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

25. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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

26. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Alignment 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

27. Working Smarter

28. Sample Teaming Matrix

29. RtI

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

31. “Big Ideas”

32. PBIS Messages • Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation

33. 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)

34. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org www.cber.org www.scalingup.org