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Aligning Resource for School Improvement: Getting Everyone on Same Page. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Feb 23 2011 www.pbis.org www.scalingup.org www.cber.org. PURPOSE - PowerPoint PPT Presentation
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Aligning Resource for School Improvement:
Getting Everyone on Same Page
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Feb 23 2011
www.pbis.org www.scalingup.org www.cber.org
PURPOSE
Using lessons learned from
PBIS implementations, provide
suggestions for (a) improving
implementation fidelity & (b)
meaningful student outcomes.
SWPBS (aka PBIS/RtI) is for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
Framework
Problem Statement
“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”
Example: “Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Why implementation challenge?
Lacking implementation framework
Non-data-based decision making
Limited differentiation
Insufficient resources
Competing initiatives
Lack of expert capacity
Basic #1
Link effective practice w/
effective implementation
8 Implementation Basics
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
Basic #2
Integrate outcome, data,
practices, & systems
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Practices
Effective
Relevant
Efficient
Durable
Scalable
Outcomes
Data based
Measurable
Educationally/socially
importance
Examples, demonstrations,
& exemplars
Data
Relevant & question based
Efficient
Sensitive
Systems
Training & coaching
Evaluation
Leadership
Political support
Funding & visibility
Policy
Basic #3
Differentiate
implementation & support
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtIRESPONSIVENESS OF…..
• Student performance
• Adult practice
• School improvement
• District operations
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
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Implementation Levels
Student
Classroom
School
State
District
Universal
Targeted
IntensiveContinuum of
Support for ALL“Theora”
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Universal
Targeted
IntensiveContinuum of
Support for ALL“IFB School”
Dec 7, 2007
School Climate
Specials
Social Studies
Literacy
Attendance
Science
Numeracy
Align supports
Technology
Writing
Universal
Targeted
IntensiveContinuum of
Support for ALL“Elementary
Schools: Literacy”
Dec 7, 2007
Bianchi M.S.
Specials
Serrota E.S.
Trek E.S.
Davidson M.S.
Science
Masi H.S.
Align supports
Look M.S.
Jamis E.S.
Look M.S.
CONTEXTor
SETTING
Teacher Practice
Student Behavior
School Reform
District Operations
Continua of Responsiveness
& Support
Basic #4
Do a few, very important &
effective things very well
togehter
~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%
Basic #5
Adopt a doable
implementation “blueprint”
or approach
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
• Achieve desired outcome?Effective
• Doable by real implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
Evaluation Criteria
Basic #6
Establish support based on
implementation phase
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure)INSTALLATION
• Let’s give it a try & evaluate (demonstration)
INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
Basic #7
Integrate initiatives around
educationally important &
measurable outcomes
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Theora, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, Marcellus, Max, Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Marcellus, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma, Barney
Goal #2Goal #3
Sample Teaming Matrix
Are outcomes measurable?
Basic #8
Re-generate continuously
based on continuous
progress monitoring
Educationally relevant outcomes
Implementation fidelity
Clearly defined & relevant indicators
System for easy input & output
Data rules for decision making
Team-based mechanism for action planning
Data Decision Making
Big, sustained outcomes are about planned & systemic implementation of effective practices w/ integrity =
1.• Link effective practice with effective implementation
2.• Integrate outcomes, data, practices & systems
3.• Differentiate implementation & support
4.• Do a few, very important effective things very well together
5.• Adopt a doable implementation “blueprint” or approach
6.• Establish support based on implementation phase
7.• Integrate initiatives around educationally important measurable
outcomes
8.• Re-generate continuously based on continuous progress monitoring
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