SWPBS: Sustainability & Scaling Logic

1. 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 George.sugai@uconn.edu

2. Organizer • What is CBER? • What is SWPBS? • What does current implementation look like & have we learned? • What are we worried about?

3. 1. What is CBER?

4. Purpose: Conduct & disseminate rigorous research that improves educational &social outcomes for all children and youth in schools www.cber.org

6. CBER Goals • Conduct, translate, & disseminateschool-based academic & behavior research. • Prepare personnelfor 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 & exemplarsof 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.

7. Research Forum Purpose Examine progress & challenges of accurate, sustained, & scaled implementation of SWPBS • SWPBS Features • Descriptive data • Conceptual logic • Future directions

8. Outcomes • Comments, reactions, suggestions, etc. • SWPBS implementation • Future research ideas/directions

9. 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

10. 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.”

11. 2. What is SWPBS?

12. 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

13. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

14. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

15. 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

16. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

17. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation

18. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

19. SW PBS Practices SCHOOLWIDE • 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 CLASSROOM-WIDE • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum NONCLASSROOM SETTINGS • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement SECONDARY/TERTIARY INDIVIDUAL • 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

20. Behaviorism SWPBS Conceptual Foundations ABA PBS SWPBS

21. Evolution School-wide Positive Behavior Support 2007-08 Scaling & PBIS-III? 1986 Bohemia Elementary (1) 2006 CBER @ UConn 1988 Project PREPARE (4) 2003 OSEP TA PBIS-2 Center (~40/~6600) 1994 Effective Behavior Support Project (6) 2001 OR Behavior Research Center 1996 Fern Ridge Middle 1998 OSEP TA PBIS Center (~15/~1000)

22. pbis.org

23. 3. What does implementation look like?

24. 05% 20% 11% 22% 84% 58%

25. 04% 14% 08% 17% 88% 69%

26. Mean Proportion of Students 3% 8% 89% 10% 16% 74% 11% 18% 71% K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

27. 32% 43% 25% 48% 37% 15% 45% 40% 15% K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

29. SWIS 06-07 (Majors Only)1974 schools; 1,025,422 students; 948,874 ODRs

30. 4J School District Eugene, Oregon Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.

31. Schools using SW-PBS report a 25% lower rate of ODRs .85 .64

33. N =23 N = 8 N = 8 N = 23

34. 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

35. 4. What are we worried about?

36. WorriesHow 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?

37. Pre Post

38. District-Wide SET Scores FIDELITY of IMPLEMENTATION

39. EXPONENTIAL GROWTH

40. SUSTAINED & SCALED IMPLEMENTATION

41. Pre-Post SETs by Region SCALED FIDELITY OF IMPLEMENTATION

42. Over 140,000 public schools…..4.6%!! ~6600 Schools/~40 States

43. Is SWPBS doable in secondary settings & w/ kids w/ significant behavior challenges?

44. Current PBIS-II Status Aug 18, 2007 6672 Schools across 38 states

45. 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!

46. PBS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Evaluation Coaching Local School Teams/Demonstrations

47. Local Demonstration w/ Fidelity Need, Agreements, Adoption, & Outcomes 1. IMPLEMENTATION PHASES 2. Sustained Capacity, Elaboration, & Replication 4. Systems Adoption, Scaling, & Continuous Regeneration 3.

48. Scaling Up: Horizontal V. Vertical Expansion National Federal State/Region Practice & Research Communities Organizational Systems District School S S SSS SSSS SSSS SSSSSS SSS SSSSSSSSSSSSSSSSSSSS Schools

49. SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Local Implementation Capacity

50. 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.