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IL PBIS 2008: Leadership

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 George.sugai@uconn.edu. BIG IDEAS

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IL PBIS 2008: Leadership

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  1. 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 George.sugai@uconn.edu

  2. 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

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

  4. 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

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

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

  7. VIOLENCE PREVENTION? • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

  8. 90-School StudyHorner 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.

  9. Project Target: Preliminary FindingsBradshaw & 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

  10. 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 Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  11. RtI

  12. 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

  13. 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”

  14. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

  15. RtI Application Examples

  16. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

  17. National ODR/ISS/OSS July 2008

  18. SWIS summary 07-08 July 2, 20082,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs

  19. July 2, 2008

  20. July 2, 2008

  21. Sustaining Change • Know your basics • Implement with fidelity • Give priority to what matters • Know your outcomes • Integrate for efficiency • Build durable capacity

  22. Summary Notes • Demonstrations – Implementation sustainability • Formalizing family engagement & support • Sustainability involves recognition • Measurable definitions to enable evaluation of time use

  23. Tertiary Demonstrations Interagency – Establishing demos • Specific direction for multiple players/sites • Work w/ existing structures/resources

  24. School/Family/Community Partnerships - Engagement • Driven by stakeholders • Self-assessment & existing structures • Thinking long term with measurable benchmarks

  25. Fiscal – Implementation costs • Enhancements for ease of use • Retest before distribution • Cost data summaries are useful

  26. Related Initiatives - Coaching • Identify what exists & common ground (SIP) • Integrate around outcomes & need data • Generic functions

  27. Political Support/Visibility – National legislation • Nonpartisan approach • Promoting policy through best practice & examples • Targeting small # of powerful influential advocacy groups

  28. Overall • “Working Smarter” – Is “it”…. • Effective • Efficient • Relevant • Durable • Scalable

  29. 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

  30. Model/demonstrate before promoting • Research-Practice-Policy • Precorrect-prevent, teach, acknowledge, & reinforce at systems level

  31. Organization Common Vision ORGANIZATION MEMBERS Common Experience Common Language

  32. 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

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