Software to Deliver 3 Levels of PBS: Implementation Best Practices and Outcomes Report

1. Software to Deliver 3 Levels of PBS: Implementation Best Practices and Outcomes Report Lew Brentano, Ripple Effects, Inc. Ricardo Rosado, Pupil Services, LaFourche Parish School Board Louisiana 1st Annual PBS Summer Conference July 10-11, 2008 Sessions 32A & 32B

2. Why School-wide PBS? Preventing high-risk behaviors. . . is not the same as preparation for the future. … There must be an equal commitment to helping young people understand life's challenges and responsibilities and to developing the necessary skills to succeed as adults. What is needed is a massive conceptual shift —from thinking that youth problems are merely the principal barrier to youth development, to thinking that youth development serves as the most effective strategy for the prevention of youth problems(Pittman,1991).

3. A Three Tiered Approach Will Work

4. Courtesy LAUSD LRE Dept.Adapted from: Sprague & Walker, 2004 • Intensive academic support • Intensive social skills teaching • Individual behavior management plans • Parent training and collaboration • Multi-agency collaboration (wrap-around) services • Alternatives to suspension and expulsion • Community and service learning Individual Intensive (High-risk students) Individual Interventions (3-5%) • Intensive social skills teaching • Self-management programs • Parent training and collaboration • School based adult mentors • Increased academic support and practice • Alternatives to out-of-school suspension • Community and service learning Targeted (At-risk Students) Classroom & Small Group Strategies (10-20% of students) • Effective Academic Support • Social skills teaching • Positive, proactive discipline • Teaching school behavior expectations • Active supervision and monitoring • Positive reinforcement systems • Firm, fair, and corrective discipline • Effective classroom management • Community and service learning Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students)

5. Show me the outcomes! • The question: Can the computer deliver adaptable implementation in terms of context and processes without loss of fidelity to both evidence- based content and proven effective practices? In other words will it work? • Can one match the right strategy and the right teaching method to each student’s needs and abilities • To answer: 10 years of research on a Computerized SEL intervention developed by the originator of the Second Step curriculum • And How do I do it?

6. Good ideas = good programs, right? Sometimes, but most programs that work in research settings are: Expensive Not Scalable Not Sustainable Not culturally relevant

7. Evidence says Technology Can Help • Insure fidelity to EBP, the expertise is in the box • Deliver differentiated instruction • Match instruction to students’ learning styles • Engage youth with peer instruction • Minimize in-service time (8 15-minute sessions)

8. What does the research1show? In RCT and Q-Ex, baseline equivalent studies vs a control Tier 1. 6-12 contact hours of course usage delvers significant improvement in resiliency assets and GPA for Primary interventions Tier 2. 12 hours of course usage in five schools (1/2 assigned, 1/2 student choice) delivered significant GPA increase and suspension reduction and reduction in targeted disciplinary infractions and improvement for secondary interventions Tier 3. 6 hours of course usage in one “at-risk”high school delivered significant reduction depression and academic and disciplinary outcomes very positive not exclusively due to Ripple Effects

9. Tier 1 Outcomes

10. Tier 1 - NYC Middle School Outcomes

11. Tier 1: 2 Middle Schools, San Mateo

12. Tier 2 Outcomes

13. Tier 2: Three Schools in Oakland CA

14. Tier 2: Grade 6, South Humboldt (CA) District

15. Tier 2: Middle School, Oakland

16. Tier 2: Middle School, Oakland

17. Tier 3 Outcomes

18. Tier 3: High School, LAUSD Outcomes

19. Tier 3: High School, LAUSD Year over Year Outcomes

20. Tier 3: Bibb County, GA • 28% overall reduction in discipline referrals (normally a time when trends are in the opposite direction) • 30% reduction in repeat referrals to in-school suspension, from fall to spring among students who have presented behavior problems

21. Tier 3: Middle School Oakland (CA) Percent improvement in four Areas

22. How can you deliver this? • Implement with • Fidelity to evidenced based Practice (EBP) • Differentiated instruction • Matching to individual learning styles • Define desired measurable outcomes with staff and students • Set expectations with staff and students • Measure outcomes If it works or you already have it, keep using it

23. Ripple Effects in LaFourche Parish

24. Ripple Effects Settings in LaFourche 1. District Wide 2. Suspension Alternatives 3. Counseling 4. …

25. The Goal(s)

26. Ripple Effects: An Technology Solution • Instructional Component(Comprehensive Curriculum) • Technology Component • Relevant and Real-World Learning Contexts

27. The Implementation Details • Planning for data measurements • Technology Assessment • Initial training • School Roll outs • Initial outcomes reports

28. The Implementation Details Students and the intervention - who , when, where, how often, how referred

29. The Outcomes

30. What Worked and What Didn’t • Administration and buy in • Technology Roll out • Staff training and buy -in • How the students reacted to using technology • Measurement of Outcomes

31. What We Learned • Plan on more time for…

32. What are the schools saying about the program?

33. LaFourche Parish What's Next?

34. An Outcome We All Want Belmont HS video

35. Lewis BrentanoRipple Effects, Inc.lbrentano@rippleeffects.comPhone: 1-888-259-6618 x308www.rippleeffects.comRicardo RosadoLafourche Pupil Appraisal Centerrrosado.pac@lafourche.k12.la.us985-447-8181 office