Developing & Implementing a State Plan
description
Transcript of Developing & Implementing a State Plan
Developing & Implementing a State Plan
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
October 9, 2009
www.pbis.org www.cber.org www.swis.org
Purpose
Discuss strategies for
establishing &
implementing state-wide
plan for SWPBS.• SWPBS Basics• Organizational elements• Guidelines• Discussion
Problem Statement:How is Durable, Accurate, & Effective
Implementation Achieved?
“We give schools strategies & systems for developing positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools need more than training.”
ChallengesHow do we…..
• Increase adoption of effective behavioral technologies in classrooms & schools?
• Ensure high fidelity of implementation of these technologies?
• Increase efficient, sustained implementation of these technologies?
• Increase accurate, efficient, & durable institutionalized use of these technologies?
• Decrease use of ineffective, inefficient, & irrelevant practices?
Predictable work environments are places where
employees (Buckingham & Coffman 2002, Gallup)
1. Know what is expected2. Have materials & equipment to do job correctly3. Receive recognition each week for good work.4. Have supervisor who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify person at work who is “best friend.”7. Feel mission of organization makes them feel like their jobs are
important8. See people around them committed to doing good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where educators, students, family members, etc….
1. Know what is expected2. Have curriculum & instruction to do job correctly3. Receive recognition for demonstrating expectations.4. Have teacher/parent/principal who cares, & pays attention5. Receive encouragement to contribute & improve6. Can identify someone who they can relate to.”7. Feel mission of classroom/school makes them feel like their efforts
are important8. See students/teachers/principals around them committed to doing
good job9. Feel like they are learning new things (getting better)10. Have opportunity to do their learning/teaching well.
1 million workers, 80,000 managers, 400 companies
SWPBS
“Basics”
SWPBS is
SWPBS Implementation Features Matrix Draft Sugai & Horner, Aug 8 09
Implementation Levels
Student
Classroom
School
State
District
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
RelevancePriority Efficacy
Fidelity
CONTINUOUS REGNERATION FOR SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SWPBSFramework for operationalizing best practice
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
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
Basic Meeting Structure
VerifiedNeed Planning Purpose &
OutcomesContent
Operations
Decisions &Outcomes
Summary ofOutcomes & Agreements
Follow-up& Evaluation
Before During After
See Appendices
Practice & Policy
Integrated Continuum of Support for
ALL
Dec 7, 2007
RtI
Responsiveness to Intervention
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based• Biggest, durable effect
Evaluation Criteria
SCHOOL-WIDE1. 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
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide2.Maximum structure & predictability in routines &
environment3.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 STUDENT1.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
NONCLASSROOM1.Positive expectations & routines
taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.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
Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________ Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
1. Did I have at least 4 positive for 1 negative student contacts? Yes No
2. Did I move throughout the area I was supervising? Yes No
3. Did I frequently scan the area I was supervising? Yes No
4. Did I positively interact with most of the students in the area? Yes No
5. Did I handle most minor rule violations quickly and quietly? Yes No
6. Did I follow school procedures for handling major rule violations? Yes No
7. Do I know our school-wide expectations (positively stated rules)? Yes No
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Yes No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity Time Start_______
Time End________
Tally each Positive Student Contacts
Total # Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____ to 1
Classroom Management: Self-Assessment
Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed”# Yes___
~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• • • • • •
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
*Response class*Routine analysis*Hypothesis statement*Function *Alternative behaviors
*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support*Data plan
*Continuous improvement*Sustainability plan
• Team-based• Behavior competence
Policy Practice Feedback Loops
Policy (Plan)
Practice (Do)
Structure
Procedure
Policy
PracticePo
licy
Ena
bled
Pra
ctic
es(P
EP)
Prac
tice
Info
rmed
Po
licy
(PIP
)
Fixsen et al. (2005) NIRN. www.scalingup.org
IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
LocalDemonstration
w/ Fidelity
Sustained Capacity,
Elaboration, &Replication
4. SystemsAdoption, Scaling,
& ContinuousRegeneration
2.
3.
1.
Sustainability Guiding Principles
Is Student Affected Directly
Continuous Regeneration
Effective Social & AcademicSchool Culture
Common Vision/Values
Common Language
Common Experience
SWPBS
Investing inSustainability & ScalingWayne 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
Some Lessons• Plan for sustained implementation & expansion early &
formally• Invest in & adapt evidence-based practices to local context• Give priority to relevant, measurable outcomes• Treat school as basic unit for change, & districts/regions as
main organizational units• Establish demonstrations & data to enhance understanding• Integrate initiatives based on common outcomes• Invest early in local implementation capacity• Emphasize continuous regeneration for efficacy, relevance,
priority, & fidelity• Positively reinforce successive approximations of
implementer behavior