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,

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

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

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

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

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

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

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 3 rd 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

1-5% 5-10% 80-90% 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 SystemsBehavioral Systems

IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING RtI

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”

Universal Targeted Intensive All Some Few RTI Continuum of Support for ALL Dec 7, 2007

RtI Application Examples EARLY READING/LITERACYSOCIAL 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 measurementSSBD, 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, self- management DECISION MAKING RULES Core, strategic, intensivePrimary, secondary, tertiary tiers

~80% of Students ~15% ~5% CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

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

National ODR/ISS/OSS July 2008 K # Sch # Std781,546311,725161,182 # ODR423,647414,716235,279 ISS# Evnt638 avg/100# Day OSS# Evnt63024 avg/100# Day # Expl ,254,453 1,073,642

SWIS summary July 2, ,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs Grade Range# SchoolsMean Enroll. Mean ODRs/100/ sch day (std dev.) K-61, (.45) 1/300 day (1.40) 1/100 /day (1.56) 1/105/day K-(8-12) (1.88) 1/100 /day

July 2, 2008

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 Common Language Common Experience ORGANIZATION MEMBERS

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