A Agenda d Kent McIntosh Kent McIntosh Sustaining School-wide Factors affecting sustainability of SWPBS 1. PBS: PBS: Current research on sustainability of SWPBS C f S S 2. The Principal’s Perspective Andrew Krugly Sustainability at Dewey Elementary 1. Kent McIntosh, University of British Columbia Tips for Principals p p 2. Andrew Krugly, Dewey Elementary School (IL) Questions and Answers PBIS Forum, October 9, 2009 Handouts: http://kentmcintosh.wordpress.com Handouts: http://kentmcintosh.wordpress.com Do you have a deep understanding Do you have a deep understanding of the principles of sustainability? Consequence Behaviour Antecedent � Common perception that sustainability is a ethereal, theoretical concept (Vaughn et al, 2000) , p Select Practices ( g , ) Student Student Ongoing Ongoing & Implement Outcomes � We all have experiences with it Challenge with Fidelity � The same principles of individual � The same principles of individual behaviour still apply to systems…
A SWPBS Sustainability Study A SWPBS Sustainability Study D fi iti Definition (Doolittle, 2006) � Sustainability � Sample: 285 schools with SET scores � Durable implementation of a practice at a � Durable implementation of a practice at a � Differences between schools that � Differences between schools that level of fidelity that continues to produce implemented and those that did not valued outcomes (Han & Weiss, 2005) � Differences between schools that � Differences between schools that sustained and those that did not Maintainers vs. Non-maintainers M i t i N i t i I Implementers vs. Non-implementers l t N i l t SET Subscale SET Subscale SET Overall SET Overall SET Subscale SET Subscale SET Overall SET Overall Expectations Responding to Expectations Responding to Defined Violations Defined Violations Maintained Met SET Expectations Monitoring and Expectations Monitoring and SET for ≥ 5 Taught Decision-Making Taught Decision-Making ( ≥ 80%) ( ≥ 80%) years Management Management Reward System Reward System (team and admin) (team and admin) District-Level District-Level Never Met and Support Support met SET met SET lost SET in lost SET in 5 years (<80%) (Doolittle, 2006) (Doolittle, 2006)
PBS PBS will sustain IF it remains: ill t i IF it i Consequence Behaviour Antecedent � A PRIORITY for faculty, staff, and administrators Select Practices Identifying y g Student Student Ongoing Ongoing & Implement & Modifying � EFFECTIVE for ALL students Outcomes Challenge with Fidelity Practices � EFFICIENT for school personnel � EFFICIENT for school personnel � ADAPTIVE to change Antecedent Behaviour Priority Effectiveness Consequence Data- Data- Identifying Identifying Based Based Valued Valued Prob. Prob. & Modifying & Modifying Solving Solving Outcomes Outcomes Practices Practices Practices Practices Continuous Regeneration Practice Practice Implementation Implementation Efficiency Behaviour
PRIORITY � Importance in Priority Effectiveness Priority comparison to other practices practices Data- Identifying Valued Based Valued � Incorporation into Prob. & Modifying Outcomes Solving Outcomes core system core system Practices Practices components Continuous Regeneration � Connection to other initiatives Practice Implementation Efficiency Desired Typical ENHANCING PRIORITY Alternative Consequence Summary Statement Summary Statement � Maximize visibility Priority � Present data to people p p with resources Valued � Describe effects of Outcomes Setting Events Triggering Behaviour Maintaining abandoning support for abandoning support for Antecedents Antecedents Consequence Consequence the practice Implement Presence of Prevalence Reductions SWPBS PBS Coach of � Get into written policy � Get into written policy In Problem Problem Problem � Braid project with other Behaviour Behaviour initiatives A Acceptable t bl � Show how practice can Alternative lead to other outcomes of new initiatives f i iti ti
EFFECTIVENESS � Extent to which the Priority Effectiveness practice results in Effectiveness desired outcomes desired outcomes Data- Identifying Identifying Valued Based � Choice of practices Prob. & Modifying & Modifying Outcomes Solving should be based on should be based on Practices Practices Practices Practices proven effectiveness Continuous Regeneration � Effects must be attributed to the practice Practice Implementation Efficiency ENHANCING EFFECTIVENESS Effectiveness Priority Effectiveness � Select practices that are likely to produce the Data- Identifying Identifying Based Valued desired outcomes Prob. & Modifying & Modifying Solving Outcomes (i.e., evidence based (i e evidence-based Practices Practices Practices Practices practices) Continuous Regeneration � Ensure fidelity of y implementation � Share data that show Practice how adoption is related how adoption is related Implementation to effects Efficiency
EFFICIENCY ENHANCING EFFICIENCY � Relationship between continued effort and � A durable practice should become more efficient continued effectiveness over time � Easier on implementers E i i l t � Weighed against other potential practices � Repetition builds fluency � Easier to modify materials than create them � Easier on resources � Fewer visits from external consultants � Fewer release days Fewer release days Practice Practice Implementation Implementation Efficiency Efficiency CONTINUOUS REGENERATION Priority Effectiveness � Iterative monitoring of fidelity, outcomes, and Data- Data- Identifying Based Based Valued context Prob. Prob. & Modifying Solving Solving Outcomes � Use of data � Use of data Practices Practices Continuous Continuous � Adaptation over time Regeneration Regeneration while keeping critical while keeping critical features intact � Ongoing investment in Practice building local capacity Implementation Efficiency
Cautions for Cautions for ENHANCING CONTINUOUS Continuous Regeneration REGENERATION Data- � When you keep it fresh… � DATA-BASED Based Prob. DECISION MAKING …avoid lethal mutations Solving � Adjust practices for a Adj t ti f Continuous � Consider the critical features of what makes changing environment Regeneration SWPBS effective � Effectiveness � Effectiveness � Reward systems – recognition of their success � Efficiency � Not a scrap of paper without recognition � Relevance � Relevance � Not insincere praise � Expand to new areas � Not the same for everyone! � Connect with a Connect with a community of practice � Cultivate local expertise Priority Effectiveness A Measure to A M Data- Identifying Based Valued Prob. & Modifying Solving Outcomes Assess SWPBS Assess SWPBS Practices Practices Continuous Regeneration Sustainability Sustainability School-wide PBS Universal Behavior Practice Sustainability Inventory – School Implementation Teams (SUBSIST) Efficiency
O Overview i S Survey Description D i ti � The SUBSIST is an online survey 8 broad factors associated with � assessing the variables that enhance or g sustainability of SWPBS: y prevent sustainability of SWPBS (1) Priority (5) Efficiency (2) Building Leadership (6) Use of Data � Developed through an expert panel and a � Developed through an expert panel and a (3) External Leadership (3) External Leadership (7) Capacity Building (7) Capacity Building pilot study (4) Effectiveness (8) Potential Barriers � Goal: identify the most important steps for � Goal: identify the most important steps for sustainability McIntosh, K., MacKay, L. D., Hume, A., Doolittle, J. D., Vincent, C. G., McIntosh K MacKay L D Hume A Doolittle J D Vincent C G Horner, R. H., et al. (2009). Development and validation of a measure to assess factors related to sustainability of school-wide positive behavior support. Manuscript submitted for publication. Most important items for Most important items for Pilot Study Results (MacKay & Pilot Study Results (MacKay & initial implementation McIntosh, 2009) � Strong internal consistency, test-retest and External Coaches � “ A school administrator regularly attends and participates in SWPBS 1. inter-rater reliability team meetings” “The school administrators ensure that the SWPBS team has regularly 2. � Moderate correlation with the School-wide scheduled time to meet” “There are adequate district resources (funding and time) allocated for 3. Evaluation Tool Evaluation Tool SWPBS SWPBS” � Analysis of perception data Team Leaders � “The school administrators (building principal or vice principal) actively The school administrators (building principal or vice-principal) actively 1 1. supports SWPBS” “The school administrators ensure that the SWPBS team has regularly 2. scheduled time to meet” “There are adequate district resources (funding and time) allocated for 3. SWPBS”
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