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
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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
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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
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SWPBS Foundations
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“Abbreviated” SWPBS History
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SWPBS Foundations
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Colvin, G., & Sugai, G. (1992). School-wide discipline: A
behavior instruction model. 1992 Oregon conference monograph. Eugene, OR: University of Oregon.
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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.
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Project PREPARE
~1992
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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.
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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.
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“Early Triangle”
(p. 201)Walker, Knitzer,
Reid, et al., CDC
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SWPBS is
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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
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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
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All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
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RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
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Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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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
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~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%
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SWPBS
Implementation
Guidelines
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Implementation Challenge
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
1. Implementation is Interactive & Informing
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2. Implementation involves stakeholders at multiple levels
Student
Classroom
School
State
District
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3. Implementation progresses through phases
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4. Sustainable Implementation requires continuous regeneration
ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
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5. Implementation success based on multiple criteria
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4 Main Data Concerns
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6. Implementation based on scalable evidence-based practices Horner, 2010
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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?”
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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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
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7. Practices must be implemented with integrity Sanetti & Kratochwill, 2009
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8. Policy & practice inform each other Fixsen & Blase, 2007
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9. Implementation is systemic
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10. Implementation decisions based on student responsiveness to intervention
RtI
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11. Implementation is team-based, strategic action planning process
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
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SWPBS
Implementation
Blueprint - rev
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation Blueprint www.pbis.org
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User’s Quick Access Guide
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Blueprint Self-Assessment
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Blueprint Blueprint Planning Tool
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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
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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
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CT TrainingCapacityFeb 2010
See PBIS Training Blueprint
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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
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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)
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[email protected]@uoregon.edupbis.org swis.org cber.org