swpbs implementation blueprint - revised
DESCRIPTION
SWPBS Implementation Blueprint - revised. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Mar 25 2010 www.pbis.org www.cber.org www.swis. org. PURPOSE - PowerPoint PPT PresentationTRANSCRIPT
SWPBS Implementation
Blueprint - revisedGeorge Sugai
OSEP Center on PBISCenter for Behavioral Education & Research
University of ConnecticutMar 25 2010
www.pbis.org www.cber.org www.swis.org
PURPOSE
To describe how district & school
leadership teams can use updated
SWPBS Implementation Blueprint
to develop & guide their
implementation efforts.
• SWPBS Foundations• SWPBS Implementation Guidelines• SWPBS Implementation Blueprint
• Discussion
SWPBS Foundations
“Abbreviated” SWPBS History
SWPBS Foundations
Colvin, G., & Sugai, G. (1992). School-wide discipline: A
behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.
Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School-wide & classroom management: Reconceptualizing the integration & management of students with behavior problems in general education. Education & Treatment of Children, 16, 361-381.
Project PREPARE
~1992
Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings: Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The OR conference monograph (Vol. 6) (pp. 102-120). Eugene, OR: University of Oregon.
Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague,
J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 193-256.
“Early Triangle”
(p. 201)Walker, Knitzer,
Reid, et al., CDC
SWPBS is
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
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based
• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based
• Intense, durable procedures
Targeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Targeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Universal Interventions• All students
• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Continuum of Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
~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%
SWPBS
Implementation
Guidelines
Implementation Challenge
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
1. Implementation is Interactive & Informing
2. Implementation involves stakeholders at multiple levels
Student
Classroom
School
State
District
3. Implementation progresses through phases
4. Sustainable Implementation requires continuous regeneration
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
5. Implementation success based on multiple criteria
4 Main Data Concerns
6. Implementation based on scalable evidence-based practices Horner, 2010
Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.
www.pbis.org
“Is SWPBS evidence-based practice?”
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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 & practices5.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
7. Practices must be implemented with integrity Sanetti & Kratochwill, 2009
8. Policy & practice inform each other Fixsen & Blase, 2007
9. Implementation is systemic
10. Implementation decisions based on student responsiveness to intervention
RtI
11. Implementation is team-based, strategic action planning process
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
SWPBS
Implementation
Blueprint - rev
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation Blueprint www.pbis.org
User’s Quick Access Guide
Blueprint Self-Assessment
Blueprint Blueprint Planning Tool
Leadership Team
1. Multi-school & district capacity
2. Membership representation
3. Blueprint self-assessment
4. Three-five year action plan
5. Regular meeting schedule
6. Coordinator
7. Implementation team
8. Evaluator
9. Decision making authority
22.Evidence-based practices & professional development
23.Plan for local training capacity
24.Plan for continuous regeneration
25.Local & regional coaching network
26.Monthly (new) & quarterly (established) coaching
27. Internal & external coaching functions
28. Implementation evaluation process & schedule
29.School based data system
30.District/state systems evaluation
31.Dissemination of annual report
32.Quarterly celebration & acknowledge-ment of accomplish-ments & outcomes
33.At least 2 individuals w/ SWPBS systems expertise
34. Individuals w/ behavioral expertise
35.Academic-behavioral expertise
36.Process & organizational expertise
Training Coaching Evaluation Expertise
CT TrainingCapacityFeb 2010
See PBIS Training Blueprint
FundingPolitical Support
Visibility Policy
10.Three years stable district/state funding
11. Assessment & Integration of organizational resources
12.Dissemination strategies to inform stakeholders
13.Quarterly & public acknowledgements
14.Social behavior in top 3 priorities
15.Annual leadership report to political unit
16.State chief participation & support
17.Endorsed SWPBS policy statement
18.Written procedural guidelines & agreements
19.Semi-annual outcome review to inform policy
20.Cross-initiative audit of implementation integrity
21.Action plan for integrated implementation
Local School/District Implementation Demonstration
37.At least 10 local school demonstrations of SWPBS process & outcomes
38.At least 2 districts/regional demonstrations of system-level leadership teams (25% of schools)
[email protected]@uoregon.edupbis.org swis.org cber.org