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

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).

A Three Tiered Approach Will Work

Individual Intensive (High-risk students) Individual Interventions (3-5%) Targeted (At-risk Students) Classroom & Small Group Strategies (10-20% of students) Universal (All Students) School-wide, Culturally Relevant Systems of Support (75-85% of students) 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 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 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 Courtesy LAUSD LRE Dept. Adapted from: Sprague & Walker, 2004

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?

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

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)

What does the researchshow? What does the research 1 show? In RCT and Q-Ex, baseline equivalent studies vs a control Tier contact hours of course usage delvers significant improvement in resiliency assets and GPA for Primary interventions Tier 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

Tier 1 Outcomes

Tier 1 - NYC Middle School Outcomes

Tier 1: 2 Middle Schools, San Mateo

Tier 2 Outcomes

Tier 2: Three Schools in Oakland CA

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

Tier 2: Middle School, Oakland

Tier 3 Outcomes

Tier 3: High School, LAUSD Outcomes

Tier 3: High School, LAUSD Year over Year Outcomes

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

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

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

Ripple Effects in LaFourche Parish

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

The Goal(s)

Ripple Effects: An Technology Solution Instructional Component (Comprehensive Curriculum)Instructional Component (Comprehensive Curriculum) Technology ComponentTechnology Component Relevant and Real-World Learning ContextsRelevant and Real-World Learning Contexts

Rains ISD, TX Ripple Effects: Instructional Tool Is an instructional tool to help teachers help students get to the root causes of inappropriate behavior and/or to handle various social and emotional issues -- (Ripple Effects, 2003)

Rains ISD, TX Ripple Effects: Instructional Tool Is an instructional tool to empower students by helping them to understand their strengths and how to build upon them. -- (Ripple Effects, 2003)

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

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

The Outcomes

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

What We Learned Plan on more time for…

LaFourche Parish

An Outcome We All Want Belmont HS video

Lewis Brentano Ripple Effects, Inc. Phone: x308 Ricardo Rosado Lafourche Pupil Appraisal Center office