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“Sustaining & Expanding Effective Practices: Lessons Learned from Implementation of School-wide Positive Behavior Supports”. Susan Barrett, Cyndi Boezio, Rob Horner, George Sugai Shepperd-Pratt Health Systems MD, Colorado Department of Education, University of Oregon, University of Connecticut
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“Sustaining & Expanding Effective Practices: Lessons Learned from Implementation of School-wide Positive Behavior Supports” Susan Barrett, Cyndi Boezio, Rob Horner, George Sugai Shepperd-Pratt Health Systems MD, Colorado Department of Education, University of Oregon, University of Connecticut www.PBIS.org
Goals • Themes of note • National implementation data • Lessons learned for states planning to implement educational innovations at scale.
Themes of Note • Implementation to criterion • Measure fidelity as an implementation activity • Fixsen et al., 2005 • Measure Organizational Capacity • Readiness • Sustainability • School Capacity– District Capacity– State Capacity • Collect and use data for decision-making • Emphasis on value of iterative self-assessment • Integration of initiatives • Mental Health, Behavior Support, Academics
Lessons Learned from PBS • National data • 4772 schools currently working with the TA Center on implementation of School-wide PBS • State Leadership Teams • State Trainers, Cadre of Coaches • District Leadership Teams • School Implementation Teams Team Agreements Data-based Action Plan Evaluation Implementation
SWIS summary 05-06 (Majors Only)1668 schools: 838,184 students swis.org
Assessment Time Period Group T 1 T 2 T 3 Treatment (N = 30) O X O O Control/Delay (N = 30) O O X O (T = time (by year), O = observation, X = implementation of SWPBS training) Randomized Controlled Trial(Preliminary Findings)
Finding #1: Implementation by regular personnelMean SET score (Total) [Bold indicates post intervention] Random coefficients analysis (Murray, 1998; Singer & Willett, 2003): Time X Condition p < . 0001; r = .67; d = 1.78 Random coefficients analysis (Murray, 1998; Singer & Willett, 2003): Time X Condition p < . 0001; r = .67; d = 1.78
Finding #2: SWPBS is associated with increased perception of safety: School Safety Survey: Risk Factor Time X Condition p = .0154 r = - .40 d = - .86
Finding #3: SWPBS associated with increase in proportion of students meeting state reading standard T2 Treatment vs. Control: p = .032 r = .28 d = .58
Sustainability • Eber et al., (Illinois)
High fidelity implementation associated with higher yr 1 & 2 sustainability
Sustainability • Jennifer Doolittle, Ph.D. • 285 schools implementing SWPBS • Post-hoc analysis using SET scores • Schools that met and sustained SWPBS criterion • N = 140 • Schools that met but did NOT sustain SWPBS • N = 74 • Schools that had not yet met SWPBS criterion • N = 71
Summary • States proposing to invest in large scale educational reforms • 1. Require Efficacy • Evidence documenting impact • 2. Require Effectiveness • Evidence documenting practical application • 3. Require Sustainability • Evidence that practices sustain over time.
Efficacy, and Effectiveness Priority Valued Outcomes Identifying & Modifying Practices Data- Based Prob. Solving Continuous Regeneration Capacity Building Continuous Measurement Practice Implementation Efficiency School Context
Summary • Scaling up implementation of effective practices is the next major challenge facing education. • Current approaches for scaling up are not effective • The investment in research will have limited impact without a formal structure for moving evidence-based practices to scale. • Sustainability will be one of the key variables affecting successful scaling up. • States investing in large scale educational reform should require documentation of (a) efficacy, (b) effectiveness and (c) sustainability.
