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 1.What is CBER? 2.What is SWPBS? 3.What does current implementation look like & have we learned? 4.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, & disseminate school-based academic & behavior research. Prepare personnel for 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 & exemplars of 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 4 th graders aren’t proficient readers Many personnel preparation programs have no formal behavior/classroom management course for teachers or administrators 1 st 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 2 nd 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. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Basics: 4 PBS Elements

14. 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

15. It’s not just about behavior! Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

16. Academic SystemsBehavioral Systems 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

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

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

19. SCHOOLWIDE 1Common 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 SW PBS Practices

20. SWPBS Conceptual Foundations Behaviorism ABA PBS SWPBS

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

22. pbis.org

23. 3. What does implementation look like?

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

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

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

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

29. SWIS 06-07 (Majors Only) 1974 schools; 1,025,422 students; 948,874 ODRs Grades# SchMean Enroll Mean ODRs/100/Day K-61288446.34 (.37) 1/300/day 6-9377658.98 (1.36) 1/100/day 9-121241009.93 (.83) 1/107/day K-(8-12)183419.86 (1.14) 1/120/day

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. .64.85 Schools using SW-PBS report a 25% lower rate of ODRs

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

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

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 PRE SCH ELEM (K-6) MID (6-9) HS (9-12) ALT- JJ 14540431465708311

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

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

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

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

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.

51. Academic Success + Positive School Climate US Department of Education (DC) Center for Study & Prevention of Violence (Univ. CO) Center for Evaluation & Education Policy (IN Univ.) Bazelon Education Policy Center (DC) Center for Disease Control (DC) White House Conference on School Safety (DC)

52. Also on Horizon: NCLB-II

53. Amendment Sections 1.“Positive Behavior for Effective Schools Act” 2.Academic success linked to positive school climate 3.“Positive Behavior Support” 4.“School-wide Positive Behavior Support” 5.Link to Safe & Drug-Free Schools 6.“Early Intervening Services” & school climate 7.Personnel preparation on PBS 8.Office of Specialized Instructional Support Services

54. On Horizon: Response to Intervention

55. Possibilities Center for Implementation Scaling of Evidence-based Practices (“Submitted”) Center on PBIS-III (tba) CBER

56. CONTACT INFO George.sugai@uconn.edu www.cber.org www.pbis.org SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Comput er Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely.