School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 6, 2008 www.pbis.org www.cber.org www.swis.org [email protected].
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School-Wide Positive Behavior Support: Overview George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut August 6, 2008 www.pbis.org www.cber.org www.swis.org [email protected] SWPBS is about…. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for students w/ EBD Maximizing academic achievement Role of School Psychologist PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students and maximize academic & social achievement. OUTCOME OBJECTIVES • Rationale for adopting proactive systems approach to improving school climate • Features of School-wide Positive Behavior Support • Examples of SWPBS implementation • Samples of Outcome Data “141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990) Messages Repeated! 1. Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable 2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success 2 Worries & Ineffective Responses to Problem Behavior • Get Tough (practices) • Train-&-Hope (systems) Worry #1 “Teaching” by Getting Tough Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!” Immediate & seductive solution….”Get Tough!” • Clamp down & increase monitoring • Re-re-re-review rules • Extend continuum & consistency of consequences • Establish “bottom line” ...Predictable individual response Reactive responses are predictable…. When we experience aversive situation, we want select interventions that produce immediate relief – Remove student – Remove ourselves – Modify physical environment – Assign responsibility for change to student &/or others When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased suspension & expulsion • In-service training by expert • Alternative programming …..Predictable systems response! Erroneous assumption that student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow……. But….false sense of safety/security! • Fosters environments of control • Triggers & reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic & social behavior programming Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? • Positive, predictable school-wide climate • Surgeon General’s Report on Youth Violence (2001) • Formal social skills instruction • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Positive active supervision & reinforcement • Center for Study & Prevention of Violence (2006) • Positive adult role models • White House Conference on School Violence (2006) • High rates of academic & social success • Multi-component, multi-year school-family-community effort SWPBS Subsystems Classroom Family Non-classroom Student School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement Sch o o l -wi d e I n ter ven ti o n B asel i n e 60 En ter i n g Sch o o l 40 30 Problem Behav iors 50 20 10 60 En ter i n g C afeter i a 50 40 30 20 10 0 60 50 Exi ti n g Sch o o l 40 30 20 10 0 3/14/95 3/28/95 3/29/95 4/3/95 4/4/95 4/7/95 4/10/95 4/17/95 4/18/95 4/26/95 4/27/95 4/29/95 5/1/95 5/2/95 5/3/95 5/4/95 5/9/95 5/10/95 5/12/95 5/15/95 5/16/95 5/17/95 5/18/95 5/23/95 5/24/95 5/25/95 5/26/95 5/30/95 5/31/95 6/1/95 6/2/95 6/5/95 6/6/95 6/8/95 6/9/95 6/12/95 6/13/95 Frequency of Problem Behaviors 0 5 mi nute obs ervati on Date Colvin, Sugai, Good, & Lee, 1994 Pr e-C o r r ecti o n I n ter ven ti o n B asel i n e 60 En ter i n g Sch o o l 40 30 20 10 0 Problem Behav iors Staf f Interac tions 50 60 40 30 20 10 0 60 50 Exi ti n g Sch o o l 40 30 20 10 0 3/14/95 3/28/95 3/29/95 4/3/95 4/4/95 4/7/95 4/10/95 4/17/95 4/18/95 4/26/95 4/27/95 4/29/95 5/1/95 5/2/95 5/3/95 5/4/95 5/9/95 5/10/95 5/12/95 5/15/95 5/16/95 5/17/95 5/18/95 5/23/95 5/24/95 5/25/95 5/26/95 5/30/95 5/31/95 6/1/95 6/2/95 6/5/95 6/6/95 6/8/95 6/9/95 6/12/95 6/13/95 Frequency of Events En ter i n g C afeter i a 50 Date Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative adultstudent interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum Romanowich, Bourett, & Volmer, 2007 Individual Student • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations % Intervals w/ P.B. for Bryce % Intervals w/ P.B. Baseline 100 90 80 70 60 ContraIndicated Indicated ContraIndicated Indicated 50 40 30 20 10 0 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 Sessions* *Data points with arrows indicate no medication Ingram, Lewis-Palmer, & Sugai, 2005 % Intervals w/ P.B. for Carter 100 Baseline Indicated 90 ContraIndicated Contrandicated Indicated Indicated Modified % Intervals w/ P.B. 80 70 60 50 40 30 20 10 0 1 3 5 7 9 11 13 15 Sessions 17 19 21 23 25 27 Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources Worry #2: “Train & Hope” WAIT for New Problem Expect, But HOPE for Implementation Hire EXPERT to Train Practice REACT to Problem Behavior Select & ADD Practice PBS Systems Implementation Logic Funding Visibility Political Support Leadership Team Active & Integrated Coordination Training Coaching Evaluation Local School Teams/Demonstrations Leadership Team Active Coordination FUNCTIONS • Implementation support • Data-based action plan • Coordination • Capacity building • Policy & funding • Communications • Training capacity • Exemplars • Evaluation MEMBERS • Coordinator • Representation • Behavioral capacity • Agency • Parent/family • Leadership • Etc Training Coaching Evaluation Training Coaching • Continuous • Function oriented • Local support • Data-based • Preventive • Positive • Competent • Etc…. Evaluation • Continuous • Question-based • Academic & social • Efficient • Team-coordinated • Public • Etc…. • Continuous • Embedded • Team-coordinated • Data-based • Local expertise • Action plan linked • Etc…. Funding Visibility • General fund • 3 years of support • Integrated • Data-based • Etc…. • Demos & research • Multiple formats • Multiple audiences • Acknow. others • Etc…. Political Support • Continuous • Top 3 priorities • Quarterly/annually • Policy • Participation • Etc…. Local School Teams/Demonstrations • Fidelity implementation • >80% of staff • >80% of students • Administrator leadership • Team-based • Data driven • Contextually relevant • Teaching focused • Integrated initiatives • Positively oriented • Etc….. Development “Map” • 2+ years of team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • Develoment of local/district leadership teams • State/region & Center on PBIS for coordination & TA Role of “Coaching” • Liaison between school teams & PBS leadership team • Local facilitation of process • Local resource for data-based decision making Supporting Social Competence & Academic Achievement 4 PBS Elements 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 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 Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Responsiveness-to-Intervention: Defining Features IMPLEMENTATION W/ FIDELITY DATA-BASED CONTINUUM OF DECISION MAKING EVIDENCE& PROBLEM BASED SOLVING INTERVENTIONS CONTINUOUS PROGRESS MONITORING STUDENT PERFORMANCE Intensive Targeted Universal Few Some All Dec 7, 2007 RTI Continuum of Support for ALL GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation Team-led Process Family Priority & Status Specialized Support Non-Teaching Behavioral Capacity Representation Administrator Team Data-based Decision Making Student Community Administrator Communications Teaching Start with Team that “Works.” Working Smarter Initiative, Project, Committee Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Purpose Outcome Target Group Staff Involved SIP/SID/e tc Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Improve character All students Marlee, J.S., 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, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model All students Eric, Ellen, Marlee, Otis, Emma Decrease office referrals, increase attendance, enhance academic engagement, improve grades Goal #3 Goal #2 Goal #3 ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education ~5% • 1. Identify • Audit existing practices by tier ~15% 2. Specify outcome for each SECONDARY PREVENTION • Check in/out 3. Evaluate implementation • Targeted social skills instruction • Peer-based supports accuracy & outcome • Social skills club effectiveness • effort 4. Eliminate/integrate based on PRIMARY PREVENTION • Teach & encourage positive outcomes SW expectations • Proactive SW discipline 5. Establish decision rules (RtI) • Effective instruction • Parent engagement • ~80% of Students Top 3 SchoolWide Initiatives Coaching & Facilitation 3-4 Year Commitment Agreements & Supports Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation Self-Assessment Efficient Systems of Data Management Team-based Decision Making SWIS Data-based Action Plan EvidenceBased Practices Existing Discipline Data Multiple Systems A v e R e fe rra ls p e r D a y Office Referrals per Day per Month Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun N u m b e r o f O ffic e R e fe rr a ls Referrals by Location 50 40 30 20 10 0 Bath R Bus A Bus Caf Class Comm Gym Hall Libr School Locations Play G Spec Other Referrals by Problem Referrals per Prob Behavior Behavior N u m b e r o f R e fe rra ls 50 40 30 20 10 0 Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Types of Problem Behavior Tobac Vand Weap Referrals per Location N u m b e r o f O ffic e R e fe rra ls Referrals by Location 50 40 30 20 10 0 Bath R Bus A Bus Caf Clas s Comm Gym Hall Libr School Locations Play G Spec Other N u m b e r o f R e fe rra ls p e r S tu d e n t Referrals per Student 20 10 0 Students Referrals by Time of Day Referrals by Time of Day N u m b e r o f R e fe rra ls 30 25 20 15 10 5 0 7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 Time of Day 1:00 1:30 2:00 2:30 3:00 3:30 Office Discipline Referrals • Definition – Kid-Teacher-Administrator interaction – Underestimation of actual behavior • Improving usefulness & value – Clear, mutually exclusive, exhaustive definitions – Distinction between office v. classroom managed – Continuum of behavior support – Positive school-wide foundations – W/in school comparisons SWPBS Subsystems Classroom Family Non-classroom Student School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Redesign Learning & Teaching Environment Few positive SW expectations defined, taught, & encouraged Saying & doing it “Positively!” Keep off the grass! Jesse Bobo Elementary June 8, 2004 SC Carmen Arace Intermediate, Bloomfield Expectations Expectations & behavioral skills are taught & recognized in natural context Expectations Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Compute r Lab Study, read, compute. Sit in one spot. Watch for your stop. Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. 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 carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Respect Property Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others • Use inside voice • ________ • Eat your own food •__________ • Stay in your seat •_________ • Stay to right • _________ • Arrive on time to speaker •__________ Respect Environment & Property • Recycle paper •_________ • Return trays •__________ • Keep feet on floor •__________ • Put trash in cans •_________ • Take litter with you •__________ Respect Yourself • Do your best •__________ • Wash your hands •__________ • Be at stop on time •__________ • Use your words •__________ • Listen to speaker •__________ • Have materials ready •__________ • Eat balanced diet •__________ • Go directly from bus to class •__________ • Go directly to class •__________ • Discuss topic in class w/ others •__________ Respect Learning RAH – at Adams City High School (Respect – Achievement – Honor) RAH Classroom Hallway/ Cafeteria Bathrooms Commons Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism RAH – Athletics RAH Practice Competitions Eligibility Lettering Team Travel Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; Solve problems in mature manner; Positive interactions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition; Compete x%. Take care of your own possessions and litter; be where you are directed to be. Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Attend school regularly; only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble – set a good example for others. Suit up for any competitions you are not playing. Show team honor. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride. Cheer for teammates. P R I D E Perseverance Holding to a course of action despite obstacles Respect To show consideration, appreciation, and acceptance Integrity Adherence to an agreed upon code of behavior Discipline Managing ones self to achieve goals and meet expectations Excellence Being of finest or highest quality • Strive for consistency • Attend class daily; be on time • Meet deadlines; do your homework • Do your personal best • Exceed minimum expectations • Inspire excellence in others • Stay positive • Set goals • Learn from mistakes • Respect yourself • Respect others • Demonstrate appropriate language and behavior • Be responsible • Do your own work • Be trustworthy and trust others NEHS website, Oct. 26, 2004 Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting “Traveling Passports” • Precorrecting new kids in Tigard, Oregon • Procedures – Meet with key adults – Review expectations – Go to class Character Education • Easy to change moral knowledge..... ...difficult to change moral conduct • To change moral conduct... – Adults must model moral behavior – Students must experience academic success – Students must be taught social skills for success Acknowledge & Recognize Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment – Planned/unplanned – Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. OMMS Business Partner Ticket 6 7 8 Date: ________________ Student Name __________________________________ For Demonstrating: Safety Ethics Respect (Circle the trait you observed) Comments: ___________________________________________ Authorized Signature: ____________________________________ Business Name: ________________________________________ Colorado 5/06 Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” – Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001 Reinforcement Wisdom! • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate! • Natural consequences are varied, unpredictable, undependable,…not always preventive “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started. McCormick Elementary School, MD Monitoring Dismissal “Bus Bucks” • Springfield P.S., OR • Procedures – Review bus citations – On-going driver meetings – Teaching expectations – Link bus bucks w/ schools – Acknowledging bus drivers “Super Sub Slips” • Empowering subs in Cottage Grove, OR • Procedures – Give 5 per sub in subfolder – Give 2 out immediately “Positive Office Referral” • Balancing positive/negative adult/student contacts in Oregon • Procedures – Develop equivalent positive referral – Process like negative referral “Piece of Paper” In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for nonresponders – Administrative responsibility “Golden Plunger” • Involve custodian • Procedure – Custodian selects one classroom/ hallway each week that is clean & orderly – Sticks gold-painted plunger with banner on wall North Myrtle Beach Primary June 8, 2004 SC “Staff Dinger” • Reminding staff to have positive interaction • Procedures – Ring timer on regular, intermittent schedule – Engage in quick positive interaction “1 Free Period” • Contributing to a safe, caring, effective school environment • Procedures – Given by Principal – Principal takes over class for one hour – Used at any time “G.O.O.S.E.” • “Get Out Of School Early” – Or “arrive late” • Procedures – Kids/staff nominate – Kids/staff reward, then pick Team-based Decision Making & Planning Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Evaluation Continuous Monitoring Effective Visual Displays Regular Review SWIS FRMS What does SWPBS look like? • >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. • Positive adult-to-student interactions exceed negative • Function based behavior support is foundation for addressing problem behavior. • Data- & team-based action planning & implementation are operating. • Administrators are active participants. • Full continuum of behavior support is available to all students Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch. 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 www.pbis.org Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions and Support. http://www.pbis.org/files/101007eviden cebase4pbs.pdf. 90-School Study Horner 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 Findings Bradshaw & 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 ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time SSS Mean Protective Factor Score: Mean Protective Factor Score Illinois Schools 03-04 t = 7.21; df = 172; p < .0001 1 0.8 0.6 0.4 0.2 0 N = 59 N = 128 12 schools 25 schools Met SET Did Not Meet SET SSS Mean Risk Factor Score: Mean SSS Risk Factor Score Illinois Schools 03-04 t = -5.48; df = 134; p < .0001 1 0.8 0.6 0.4 0.2 0 N = 59 N = 128 12 schools 25 schools Met SET Did Not Meet SET 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 “Mom, Dad, Auntie, & Jason” In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night. I like workin’ at school After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (20032004). “I like it here.” Over past 3 years, 0 teacher requests for transfers “She can read!” With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving schoolwide literacy. Result: >85% of students in 3rd grade are reading at/above grade level. ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time “We found some minutes?” After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6. 4 Evaluation Criteria • Effectiveness – Has/will practice produced desired outcome? • Efficiency – What are costs (time, resources, $) to implement practice? • Relevance – Is practice & outcomes appropriate for situation? • Conceptually soundness – Is practice based on theory? Start Review questions & data on regular basis Does problem exist? Yes Basic Practices Evaluation Specify features of need/problem No Identify practice that addresses need/problem? Is practice research based? No Yes Yes Can practice be adapted? Yes No Implement & monitor effects Is adequate progress observed? Yes Improve efficiency & sustainability of practice implementation Is evidence of effectiveness available? No No Consider another practice Start Review questions & data on regular basis Does problem exist? Yes Specify features of need/problem No Identify practice that addresses need/problem? Identify practice that addresses need/problem? Is practice research based? No Yes Yes Can practice be adapted? Yes Is evidence of effectiveness available? No No Consider another practice Yes Can practice be adapted? Yes No Implement & monitor effects Is adequate progress observed? Yes Improve efficiency & sustainability of practice implementation Effectiveness Logic • Significance (“believe”) – Likelihood of same effect by chance • Effect Size (“strength”) – Size of effect relative to business as usual • Consequential Validity (“meaning”) – Contextually meaningful National ODR/ISS/OSS July 2008 K-6 6-9 9-12 2409 # Sch 1756 476 177 # Std 781,546 311,725 161,182 1,254,453 # ODR 423,647 414,716 235,279 1,073,642 ISS # Evnt 6 38 38 avg/100 # Day 12 49 61 OSS # Evnt 6 30 24 avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39 SWIS summary 07-08 July 2, 2008 2,717 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 % Students 3 100% 8 9 15 16 8 90% 80% 70% 60% 6+ 50% 2-5 89 77 40% 0-1 74 30% 20% 10% 0% K-6 6-9 9-12 School Level ODR rates vary by level % Major ODRs 100% 90% 33 45 80% 44 70% 60% 6+ 50% 42 2-5 0-1 40% 38 38 17 18 30% 20% 26 10% 0% K-6 6-9 School Level July 2, 2008 9-12 Bethel School District Office Discipline Referrals 2001-2008 1000 900 800 Number of Referrals 700 600 2001-02 2002-03 2003-04 500 2004-05 2005-06 400 2006-07 2007-08 300 200 100 0 K 1 2 3 4 5 6 Grade Level 7 8 9 10 11 12 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 -O ct 3N o 16 v -N o 30 v -N ov 7D ec 6Ja n 13 -J a n 18 -J a n 27 -J a n 3F eb 8F e 17 b -F eb 25 -F eb 4M a 11 r -M a 30 r -M ar 5A p 13 r -A p 29 r -A p 10 r -M a 19 y -M ay 26 Percent of Intervals Engaged in Problem Behavior 100 90 10 0 BL CI/ CO CI/CO +75% CI/CO +80% 80 80 90 School Days CI/CO +90% 70 Helena 60 50 40 30 20 10 100 0 90 70 Jade 60 50 40 30 20 10 0 100 80 Farrell 70 60 50 40 30 20 Began meds. Class B Results Class B Results + Composite Peers 100 BL CI/ CO 90 CI/CO +75% CI/CO +80% CI/CO +90% 80 Helena 70 60 Peer 40 30 20 10 0 100 90 Jade 80 70 60 Peer 50 40 30 20 10 0 100 90 Farrell 80 70 Peer 60 50 40 30 20 School Days eb 4M a 11 r -M a 30 r -M ar 5A p r 13 -A pr 29 -A p 10 r -M a 19 y -M ay -F 25 17 -F eb eb Began meds. 8F -O ct 3N ov 16 -N ov 30 -N ov 7D ec 0 6Ja n 13 -J a n 18 -J a n 27 -J a n 3F eb 10 26 Percent of Intervals Engaged in Problem Behavior 50 100 BL 90 Study 2 Results CI/ CO CI/CO 75% CI/CO 80% FB plan FB plan 2 80 Marce llus 70 60 50 40 30 20 10 0 100 80 Blair 70 60 50 40 30 20 10 0 100 90 80 Be n 70 60 50 40 30 20 10 0 100 90 80 Oliv ia 70 60 50 40 30 20 10 6Ja n 13 -J a n 18 -J a n 27 -J a n 3F e b 8F e b 17 -F e b 25 -F e b 4M a 11 r -M a 30 r -M ar 5A p r 13 -A p 29 r -A p 10 r -M a 19 y -M ay -O ct 3N ov 16 -N o 30 v -N ov 7D ec 0 26 Percent of Intervals Engaged in Problem Behavior 90 School Days Study 2 Results + Composite Peer 100 BL 90 CI/ CO CI/CO 75% CI/CO 80% FB plan FB plan 2 80 Marce llus 70 60 Peer 50 40 30 20 10 0 100 90 80 Peer 60 50 40 30 20 10 0 100 90 80 Be n 70 60 Peer 50 40 30 20 10 0 100 90 80 70 Peer Oliv ia 60 50 40 30 20 10 School Days 4M a 11 r -M a 30 r -M ar 5A p r 13 -A p 29 r -A p 10 r -M a 19 y -M ay 6Ja n 13 -J a n 18 -J a n 27 -J a n 3F eb 8F eb 17 -F e 25 b -F eb -O ct 3N ov 16 -N o 30 v -N ov 7D ec 0 26 Percent of Intervals Engaged in Problem Behavior Blair 70 30 Number of Major and Minor Office Discipline Referrals CICO begins 11/15 25 20 15 10 5 0 Sep-04 Oct-04 Nov-04 Dec-04 Jan-05 Feb-05 Mar-05 Apr-05 May-05 Jun-05 Months Tools (pbis.org) • • • • • EBS Self-assessment TIC: Team Implementation Checklist SSS: Safe Schools Survey SET: Systems School-wide Evaluation Tool PBS Implementation & Planning Selfassessment • ISSET: Individual Student Systems Evaluation Tool (pilot) • SWIS: School-Wide Information System (swis.org) PBIS Messages • Measurable & justifiable outcomes • On-going data-based decision making • Evidence-based practices • Systems ensuring durable, high fidelity of implementation