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

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

4. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
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
Coaching
Evaluation
Local School Teams/Demonstrations

6. Local Implementation Capacity
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? Positive, predictable school-wide climate
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 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 3rd graders who meet state reading standard.

9. 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

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

11. RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED
INTERVENTIONS
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
UNIVERSAL SCREENING
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
Principles embedded within possible reauthorization of NCLB

13. Quotable Fixsen “Policy is “Training does not predict action”
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. Continuum of Support for ALL
RTI
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

15. RtI Application Examples
EARLY READING/LITERACY
SOCIAL 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 measurement
SSBD, record review, gating
PROGRESS MONITORING
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, intensive
Primary, secondary, tertiary tiers

16. Identify existing practices by tier Specify outcome for each effort
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
K-6
6-9
9-12
# Sch
1756
476
177
# Std
781,546
311,725
161,182
# ODR
423,647
414,716
235,279
ISS
# Evnt 6 38
avg/100
# Day 12 49 61
OSS 30 24 10 74
# Expl
0.03
0.29
0.39
2409
1,254,453
1,073,642

18. SWIS summary 07-08 July 2, 2008 2,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs
Grade Range
# Schools
Mean Enroll.
Mean ODRs/100/ sch day
(std dev.)
K-6
1,756
445
..35 (.45)
1/300 day
6-9
476
654
.91 (1.40)
1/100 /day
9-12
177
910
1.05 (1.56)
1/105/day
K-(8-12)
308
401
1.01 (1.88)

19. July 2, 2008

20. July 2, 2008

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

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

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

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

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

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

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

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

30. 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

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

32. Organization Common Vision ORGANIZATION MEMBERS Common Experience
Common Language

33. 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