IL PBIS 2008: Leadership

Lucille, Holly, Kelly, Diane, Brandi, Seth, Rob & George

OSEP Center on PBIS

Center for Behavioral Education and Research

University of ConnecticutAugust 4, 2008

www.pbis.org www.cber.org

George.sugai@uconn.edu

BIG IDEAS• Long history of effective

behavioral interventions exists

• PBIS practices & systems related to improved academic & social behavior outcomes

• Accurate implementation possible by real implementers

Optimism• National priority &

visibility

• Research-based practices & policy

• Guided systemic implementation - sustainability & scaling

• Continuous research & technical assistance

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

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

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Leadership Team

Active & Integrated Coordination

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

VIOLENCE PREVENTION?• Surgeon General’s

Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate

• High rates of academic & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

• Multi-component, multi-year school-family-community effort

90-School StudyHorner et al., in press

•Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity

•Fidelity SWPBS is associated with▫Low levels of ODR

▫ .29/100/day v. national mean .34

▫Improved perception of safety of the school ▫ reduced risk factor

▫Increased proportion of 3rd graders who meet state reading standard.

Project Target: Preliminary FindingsBradshaw & Leaf, in press

• PBIS (21 v. 16) schools reached & sustained high fidelity

• PBIS increased all aspects of organizational health

• Positive effects/trends for student outcomes– Fewer students with 1 or more ODRs (majors + minors)

– Fewer ODRs (majors + minors)

– Fewer ODRs for truancy

– Fewer suspensions

– Increasing trend in % of students scoring in advanced & proficient range of state achievement test

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

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

RtI

RtI: Good “IDEiA” PolicyApproach or framework for redesigning

& establishing teaching & learning environments that are effective,

efficient, relevant, & durable for all students, families & educators

• NOT program, curriculum, strategy, intervention

• NOT limited to special education

• NOT new

Quotable Fixsen • “Policy is

– Allocation of limited resources for unlimited needs”

– Opportunity, not guarantee, for good action”

• “Training does not predict action”

– “Manualized treatments have created overly rigid & rapid applications”

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

RtI Application Examples

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title I, school psychologist, etc.

General educator, special educator, behavior specialist, Title I, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

National ODR/ISS/OSS July 2008

K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279

ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61  # Expl 0.03 0.29 0.39

24091,254,4531,073,642

SWIS summary 07-08 July 2, 20082,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs

Grade Range # Schools Mean Enroll.

Mean ODRs/100/ sch day

(std dev.)

K-6 1,756 445 ..35 (.45)

1/300 day

6-9 476 654 .91 (1.40)

1/100 /day

9-12 177 910 1.05 (1.56)

1/105/day

K-(8-12) 308 401 1.01 (1.88)

1/100 /day

July 2, 2008

July 2, 2008

Sustaining Change

• Know your basics

• Implement with fidelity

• Give priority to what matters

• Know your outcomes

• Integrate for efficiency

• Build durable capacity

Summary Notes

• Demonstrations – Implementation sustainability

– Formalizing family engagement & support

– Sustainability involves recognition

– Measurable definitions to enable evaluation of time use

• Tertiary Demonstrations Interagency – Establishing demos

– Specific direction for multiple players/sites

– Work w/ existing structures/resources

• School/Family/Community Partnerships - Engagement

– Driven by stakeholders

– Self-assessment & existing structures

– Thinking long term with measurable benchmarks

• Fiscal – Implementation costs

– Enhancements for ease of use

– Retest before distribution

– Cost data summaries are useful

• Related Initiatives - Coaching

– Identify what exists & common ground (SIP)

– Integrate around outcomes & need data

– Generic functions

• Political Support/Visibility – National legislation

– Nonpartisan approach

– Promoting policy through best practice & examples

– Targeting small # of powerful influential advocacy groups

Overall

• “Working Smarter” – Is “it”….

– Effective

– Efficient

– Relevant

– Durable

– Scalable

• RtI as umbrella for academic & behavior

• Integration for predictability, efficiency, & continuous regeneration

• Family engagement metric & continuum of evidence-based practices (RtI)….metric directly outcome linked

• Model/demonstrate before promoting

• Research-Practice-Policy

• Precorrect-prevent, teach, acknowledge, & reinforce at systems level

Organization

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

Sr+• Striving for common vision, language, &

routine

• Using data & outcome driven decisions

• Sticking w/ what works

• Modeling what you want to see

• Acknowledging & showcasing accomplishments

• Staying connected to student outcomes