Transcript SWPBS: Sustainability & Scaling Logic George Sugai Center for Behavioral Education & Research OSEP Center on PBIS University of Connecticut August 31, 2007 www.cber.org www.pbis.org [email protected].

SWPBS: Sustainability &
Scaling Logic
George Sugai
Center for Behavioral Education & Research
OSEP Center on PBIS
University of Connecticut
August 31, 2007
www.cber.org
www.pbis.org
[email protected]
Organizer
1. What is CBER?
2. What is SWPBS?
3. What does current
implementation look like & have
we learned?
4. What are we worried about?
1. What is
CBER?
Purpose:
Conduct & disseminate rigorous
research that improves educational
&social outcomes for all children
and youth in schools
www.cber.org
CBER Goals
•
Conduct, translate, & disseminate school-based academic & behavior
research.
•
Prepare personnel for application of evidence-based academic &
behavior practices & systems in schools.
•
Prepare leaders to conduct, translate, & disseminate academic &
behavior research; develop demonstrations of effective instructional &
behavioral programs; & prepare future personnel.
•
Establish & evaluate demonstrations & exemplars of effective, durable,
efficient, & relevant systems of evidence-based academic & behavioral
practices.
•
Collaborate with researchers, service providers, personnel preparers,
families, community agencies, & others involved in improving school
functioning & outcomes.
•
Establish & sustain research & education Center entity in Neag School
of Education.
Research Forum Purpose
Examine progress & challenges of
accurate, sustained, & scaled
implementation of SWPBS
– SWPBS Features
– Descriptive data
– Conceptual logic
– Future directions
Outcomes
• Comments, reactions, suggestions,
etc.
• SWPBS implementation
• Future research ideas/directions
Problem Context
•
•
•
•
•
•
•
•
•
•
•
In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs,
& 1 teacher gave out 273 ODRs
2 high schools used law enforcement to give students $113 fines for
incidents of profanity
In 1 urban school district: 2004-05, 400 kindergartners were expelled
In 1 state 55% white, 73% Latino, & 88% Black 4th graders aren’t
proficient readers
Many personnel preparation programs have no formal
behavior/classroom management course for teachers or administrators
1st response to school violence is “get tougher”
Students of color are disproportionally suspended & referred for special
services
In 1 K-3 school in Mar, no teacher could give reading levels of their
students
2nd grade student receives “body sock” & “lemon drop” therapy to treat
violent school behavior
In 1 state 7% of “high experience” teachers & 17% of reading
specialists can identify at least 2 indicators of early reading success
(e.g., phonemic awareness, fluency)
Nationally, students who are truant are given out-of-school suspensions
Problem Statement
“We give schools strategies &
systems for developing positive,
effective, achieving, & caring
school & classroom environments,
but implementation is not accurate,
consistent, or durable. Schools
need more than training.”
2. What is
SWPBS?
PBIS objective….
Redesign & support teaching &
learning environments that are
effective, efficient, relevant, &
durable
– Outcome-based
– Data-guided decision making
– Evidence-based practices
– Systems support for accurate & sustained
implementation
Basics: 4
PBS
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
It’s not just about behavior!
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Designing School-Wide Systems
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
SW PBS Practices
SCHOOLWIDE
•
Classroom-wide positive expectations taught &
encouraged
•
Teaching classroom routines & cues taught &
encouraged
Continuum of procedures for encouraging
expected behavior
•
Ratio of 6-8 positive to 1 negative adult-student
interaction
Continuum of procedures for discouraging
inappropriate behavior
•
Active supervision
•
Redirections for minor, infrequent behavior errors
Procedures for on-going monitoring & evaluation
•
Frequent precorrections for chronic errors
•
Effective academic instruction & curriculum
1
Common purpose & approach to discipline
2.
Clear set of positive expectations & behaviors
3.
Procedures for teaching expected behavior
4.
5.
6.
CLASSROOM-WIDE
SECONDARY/TERTIARY INDIVIDUAL
NONCLASSROOM SETTINGS
•
•
Positive expectations & routines taught &
encouraged
•
Behavioral competence at school & district levels
•
Function-based behavior support planning
Active supervision by all staff
•
Team- & data-based decision making
•
Comprehensive person-centered planning &
wraparound processes
•
Targeted social skills & self-management instruction
•
Individualized instructional & curricular
accommodations
–
Scan, move, interact
•
Precorrections & reminders
•
Positive reinforcement
SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
2007-08
1986
Scaling
&
Bohemia
PBIS-III?
2006 CBER
1988
Elementary
(1)
2003
@ UConn
Project
OSEP TA
PREPARE (4)
PBIS-2 Center
1994
(~40/~6600)
2001
Effective Behavior
OR Behavior
Support
1996 Project (6)
1998
Research Center
OSEP TA Fern Ridge
PBIS Center Middle
Evolution
School-wide Positive
Behavior Support
(~15/~1000)
3. What does
implementation
look like?
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1
05%
Mean Proportion of
Students
11%
20%
0.8
22%
0.6
84%
58%
0.4
0.2
0
Met SET (N = 23)
Not Met SET (N =12)
6+ ODR
2-5 ODR
0-1 ODR
North Illinois Schools (Elem, Middle)
Triangle Summary 03-04
Mean Proportion of
Students
1
0.8
04%
08%
14%
17%
0.6
88%
69%
0.4
0.2
0
Met SET N = 28
Not Met SET N = 11
6+ ODR
2-5 ODR
0-1 ODR
Major Office Discipline Referrals (05-06)
Mean Proportion of Students
0-1
'2-5
'6+
100%
90%
3%
8%
10%
11%
16%
18%
89%
74%
71%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K=6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
Major Office Discipline Referrals (05-06)
Percentage of ODRs by Student Group
'0-1
'2-5
'6+
100%
90%
32%
48%
45%
43%
37%
40%
25%
15%
15%
80%
70%
60%
50%
40%
30%
20%
10%
0%
K-6 (N = 1010)
6-9 (N = 312)
9-12 (N = 104)
Bethel School District
ODR's by Grade Level
900
800
700
Number of ODR's
600
2001-02
500
2002-03
2003-04
400
2004-05
300
200
100
0
K
1
2
3
4
5
6
Grade Level
7
8
9
10
11
12
SWIS 06-07 (Majors Only)
1974 schools; 1,025,422 students; 948,874 ODRs
Grades
# Sch
Mean
Enroll
Mean ODRs/100/Day
K-6
1288
446
.34 (.37)
1/300/day
6-9
377
658
.98 (1.36)
1/100/day
9-12
124
1009
.93 (.83)
1/107/day
K-(8-12)
183
419
.86 (1.14)
1/120/day
4J School District
Change from 97-98 to 01-02
Elem With School-wide PBS
20
Eugene, Oregon
15
10
5
0
-5
1
2
3
4
5
6
7
8
9
10
11
12
13
Schools
Change from 97-98 to 01-02
Elem Without School-wide PBS
6
4
2
0
-2
-4
-6
1
2
3
4
Schools
5
6
Change in the
percentage of
students meeting
the state standard
in reading at grade
3 from 97-98 to 0102 for schools
using PBIS all four
years and those
that did not.
Mean ODRs per 100 students per school day
Illinois and Hawaii Elementary Schools 2003-04 (No Minors)
Schools using SW-PBS report a 25% lower rate of ODRs
Mean ODR/100/Day
1
0.8
0.6
0.4
.85
.64
0.2
0
N = 87
N = 53
Met SET 80/80
Did Not Meet SET
Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Mean Percentage of 3rd graders
meeting ISAT Reading Standard
Standard
t test (df 119) p < .0001
70%
62.19%
60%
50%
46.60%
40%
30%
20%
10%
0%
PBIS NOT in place N = 69
PBIS IN place N = 52
Proportion of Students Meeting
Reading Standards
Proportion of 3rd Graders who meet or exceed state
reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
1
0.8
0.6
0.4
0.2
N =23
N = 23
NN==88
0
Not Meeting SET
Meeting SET
RCT etc.
Algozzine et al., Horner et al., Leaf et al.,
• Improvements in school climate
– Decreases in ODR
– Improvements in perceived school safety
• Improvements in achievement
– Standardized achievement tests
• High levels of implementation fidelity
4. What are we
worried about?
Worries
How do we…..
• Increase adoption of effective
behavioral instructional technologies in
classrooms & schools?
• Ensure high fidelity of implementation of
these technologies?
• Increase efficient, sustained & scaled
implementation of these technologies?
• Increase accurate, efficient, & durable
institutionalized use of these
technologies?
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
Pre
3000
Total ODRs
2500
2000
Post
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
District-Wide SET Scores
FIDELITY of IMPLEMENTATION
Bethel SET Scores K-12
100
90
% of Implementation Points
80
70
Fall 00
Spring 01
60
Spring 02
Spring 03
50
Spring 04
Spring 05
40
Spring 06
Spring 07
30
20
10
0
1
2
3
4
5
6
7
8
9
10
Mean
400
369
EXPONENTIAL GROWTH
350
276
300
250
190
200
125
150
100
50
68
15
35
0
FY
99
FY
00
FY
01
FY
02
FY
03
FY
04
FY
05
100
SUSTAINED & SCALED
IMPLEMENTATION
90
80
93 93
86
70
65
60
67
57
50
50
49
40
30
33
20
10
0
20
15
3
1999
17
10
2000
2001
2002
Schools Trained
2003
Active
2004
2005
Pre-Post SETs by Region
SCALED FIDELITY OF IMPLEMENTATION
88
88
80
48
42
39
Special
Eastern
Central
Pre
Southern
28
25
Post
Western
48
88
84
82
Anne
Arundel
100
90
80
70
60
50
40
30
20
10
0
PBIS Center Schools by State
July 2007
700
600
Number
500
Over 140,000 public
schools…..4.6%!!
400
300
200
100
0
States
~6600 Schools/~40
States
Number of schools
Growth in Schools Adopting PBIS 2004-2007
6500
6000
5500
5000
4500
4000
3500
3000
2500
2000
1500
1000
500
0
Is SWPBS doable in
secondary settings & w/
kids w/ significant behavior
challenges?
Aug 04
Aug 05
Aug 06
Aug 07
Pre
Elem
Mid
High
Alt/JJ
Total
Current PBIS-II Status
Aug 18, 2007
6672 Schools across 38 states
PRE
SCH
145
ELEM
(K-6)
4043
MID
(6-9)
1465
HS
(9-12)
708
ALTJJ
311
As big as many states…
• LA Unified Public Schools has over
700,000 students….Total CT
school enrollment is 570,000!
• 2005-2006, LA Unified had 72,868
suspensions, averaging 1.5
days….that’s 109,302 instructional
days lost!
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
Need,
Agreements,
Adoption, &
Outcomes
Local
Demonstration
w/ Fidelity
1.
IMPLEMENTATION 2.
PHASES
4. Systems
Adoption, Scaling,
& Continuous
Regeneration
3.
Sustained
Capacity,
Elaboration, &
Replication
Scaling Up: Horizontal V. Vertical Expansion
Organizational Systems
National Federal
State/Region
District
Practice &
Research
Communities
School
SS
SSS SSSS SSSS SSSSSS SSS SSSSSSSSSSSSSSSSSSSS
Schools
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
Questions
• Pre-service preparation & induction process
• Educator expectations, learning histories,
outcomes, & reinforcers
• Administrative leadership
• Collaborative inter-agency interactions
• Values, culture, context, learning histories, &
reinforcers of organization
• Policy guidance & accountability
• Research & development
– Urban ghettos, rural isolation, high schools, mental
health, etc., etc.
Academic Success + Positive
School Climate
• US Department of Education (DC)
• Center for Study & Prevention of Violence
(Univ. CO)
• Center for Evaluation & Education Policy (IN
Univ.)
• Bazelon Education Policy Center (DC)
• Center for Disease Control (DC)
• White House Conference on School Safety
(DC)
Also on Horizon: NCLB-II
Amendment Sections
1.
“Positive Behavior for Effective Schools Act”
2.
Academic success linked to positive school climate
3.
“Positive Behavior Support”
4.
“School-wide Positive Behavior Support”
5.
Link to Safe & Drug-Free Schools
6.
“Early Intervening Services” & school climate
7.
Personnel preparation on PBS
8.
Office of Specialized Instructional Support Services
On Horizon:
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
DATA-BASED
CONTINUUM OF
DECISION MAKING
EVIDENCE& PROBLEM
BASED
SOLVING
INTERVENTIONS
CONTINUOUS
PROGRESS
MONITORING
STUDENT
PERFORMANCE
Possibilities
• Center for Implementation Scaling
of Evidence-based Practices
(“Submitted”)
• Center on PBIS-III (tba)
• CBER
•
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Comput
er Lab
Assembly
Bus
Respect
Ourselves
Be on
task.
Give
your
best
effort.
Be
prepare
d.
Walk.
Have a plan.
Eat all
your
food.
Select
healthy
foods.
Study,
read,
comput
e.
Sit in one
spot.
Watch for
your stop.
Respect
Others
Be kind.
Hands/f
eet to
self.
Help/sha
re with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good
table
manners
Whispe
r.
Return
books.
Listen/watc
h.
Use
appropriate
applause.
Use a quiet
voice.
Stay in
your seat.
Respect
Property
Recycle.
Clean
up after
self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage
can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefull
y.
Pick up.
Treat
chairs
appropriate
ly.
Wipe your
feet.
Sit
appropriat
ely.
CONTACT INFO
[email protected]
www.cber.org
www.pbis.org