Transcript IL PBIS 2008: Leadership Lucille, Holly, Kelly, Diane, Brandi, Seth, Rob & George OSEP Center on PBIS Center for Behavioral Education and Research University of.

IL PBIS 2008: Leadership
Lucille, Holly, Kelly, Diane, Brandi, Seth, Rob &
George
OSEP Center on PBIS
Center for Behavioral Education and Research
University of Connecticut
August 4, 2008
www.pbis.org
www.cber.org
[email protected]
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
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
PBS Systems Implementation Logic
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices
VIOLENCE PREVENTION?
• 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
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
Designing School-Wide Systems
for Student Success
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
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
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
RtI: Good “IDEiA” Policy
Approach 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”
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
RtI Application Examples
EARLY READING/LITERACY
SOCIAL BEHAVIOR
TEAM
General 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 measurement
ODR, 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, selfmanagement
DECISION
MAKING RULES
Core, strategic, intensive
Primary, secondary, tertiary tiers
CONTINUUM of SWPBS
TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
Audit
• Special Education
~5%•
1. Identify existing practices
•
~15%
•
•
•
•
•
by tier
2. Specify outcome for each effort
SECONDARY PREVENTION
Check in/out
3. Evaluate
implementation
Targeted social
skills instruction
Peer-based supports
accuracy & outcome
Social skills club
effectiveness
Eliminate/integrate based on
PRIMARY4.
PREVENTION
• Teach & encourage positive
outcomes
SW expectations
• Proactive SW discipline
5. Establish decision rules (RtI)
• Effective instruction
• Parent engagement
•
~80% of Students
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
% 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
School Level
July 2, 2008
9-12
% 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
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
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
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
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