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SWPBS: Sustainability & Scaling Logic
George SugaiCenter for Behavioral Education & Research
OSEP Center on PBIS
University of ConnecticutAugust 31, 2007
www.cber.org www.pbis.org
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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?
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1. What is CBER?
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Purpose:
Conduct & disseminate rigorous research that improves educational &social outcomes for all children and youth in schools
www.cber.org
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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.
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Research Forum Purpose
Examine progress & challenges of accurate, sustained, & scaled implementation of SWPBS
– SWPBS Features
– Descriptive data
– Conceptual logic
– Future directions
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Outcomes
• Comments, reactions, suggestions, etc.
• SWPBS implementation
• Future research ideas/directions
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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 4th graders aren’t proficient readers
• Many personnel preparation programs have no formal behavior/classroom management course for teachers or administrators
• 1st 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
• 2nd 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
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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.”
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2. What is SWPBS?
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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
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Basics: 4 PBS
Elements
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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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
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It’s not just about behavior!
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 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
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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SCHOOLWIDE
1 Common 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
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SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
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EvolutionSchool-wide Positive
Behavior Support
1986Bohemia
Elementary (1) 1988Project
PREPARE (4)1994
Effective BehaviorSupport Project (6)1996Fern Ridge
Middle
1998OSEP TA
PBIS Center(~15/~1000)
2001OR Behavior
Research Center
2003OSEP TA
PBIS-2 Center(~40/~6600)
2006 CBER@ UConn
2007-08Scaling &PBIS-III?
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pbis.org
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3. What does implementation
look like?
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0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET (N = 23) Not Met SET (N =12)
Central Illinois Elem, Middle SchoolsTriangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
84% 58%
11%
22%
05%20%
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0
0.2
0.4
0.6
0.8
1
Mea
n P
ropo
rtio
n of
S
tude
nts
Met SET N = 28 Not Met SET N = 11
North Illinois Schools (Elem, Middle) Triangle Summary 03-04
6+ ODR
2-5 ODR
0-1 ODR
88% 69%
08%
17%
04%14%
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Major Office Discipline Referrals (05-06)
0-1 '2-5 '6+
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
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0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Major Office Discipline Referrals (05-06)Percentage of ODRs by Student Group
'0-1 '2-5 '6+
K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)
32%
43%
25%
48%
37%
15%
45%
40%
15%
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Bethel School District ODR's by Grade Level
0
100
200
300
400
500
600
700
800
900
K 1 2 3 4 5 6 7 8 9 10 11 12
Grade Level
Num
ber o
f OD
R's 2001-02
2002-03
2003-04
2004-05
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SWIS 06-07 (Majors Only)1974 schools; 1,025,422 students; 948,874 ODRs
Grades # Sch Mean Enroll
Mean ODRs/100/Day
K-6 1288 446 .34 (.37)1/300/day
6-9 377 658 .98 (1.36)1/100/day
9-12 124 1009 .93 (.83)1/107/day
K-(8-12) 183 419 .86 (1.14)1/120/day
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Elem With School-wide PBS
-5
0
5
10
15
20
1 2 3 4 5 6 7 8 9 10 11 12 13
Schools
Ch
an
ge
fro
m 9
7-9
8 t
o 0
1-0
2
Elem Without School-wide PBS
-6
-4
-2
0
2
4
6
1 2 3 4 5 6
Schools
Ch
an
ge
fro
m 9
7-98
to 0
1-02
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.
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Mean ODRs per 100 students per school dayIllinois and Hawaii Elementary Schools 2003-04 (No Minors)
0
0.2
0.4
0.6
0.8
1
N = 87 N = 53
Met SET 80/80 Did Not Meet SET
Mea
n O
DR
/100
/Day
.64
.85
Schools using SW-PBS report a 25% lower rate of ODRs
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Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading
Standardt test (df 119) p < .0001
46.60%
62.19%
0%
10%
20%
30%
40%
50%
60%
70%
PBIS NOT in place N = 69 PBIS IN place N = 52
Mea
n P
erce
ntag
e of
3rd
gra
ders
m
eetin
g IS
AT
Rea
ding
Sta
ndar
d
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N =23 N = 8
Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
0
0.2
0.4
0.6
0.8
1
Not Meeting SET Meeting SET
Pro
po
rtio
n o
f S
tud
ents
Mee
tin
g
Rea
din
g S
tan
dar
ds
N = 23 N = 8
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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
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4. What are we worried about?
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WorriesHow 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?
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0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
To
tal O
DR
s
Academic Years
FRMS Total Office Discipline Referrals
SUSTAINED IMPACTPre
Post
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District-Wide SET ScoresBethel SET Scores K-12
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 Mean
% o
f Im
plem
enta
tion
Poin
ts
Fall 00
Spring 01
Spring 02
Spring 03
Spring 04
Spring 05
Spring 06
Spring 07
FIDELITY of IMPLEMENTATION
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1535
68
125
190
276
369
0
50
100
150
200
250
300
350
400
FY99
FY00
FY01
FY02
FY03
FY04
FY05
EXPONENTIAL GROWTH
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153
20
10
33
17
5749
65
50
86
67
93 93
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004 2005
Schools Trained Active
SUSTAINED & SCALED IMPLEMENTATION
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Pre-Post SETs by Region
48 48
25 28
39 42
82 8488
808888
0102030405060708090
100
Anne
Arun
del
Cen
tral
East
ern
Sout
hern
Spec
ial
Wes
tern
Pre Post
SCALED FIDELITY OF IMPLEMENTATION
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~6600 Schools/~40 States
Over 140,000 public schools…..4.6%!!
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Growth in Schools Adopting PBIS 2004-2007
0500
100015002000250030003500400045005000550060006500
Pre Elem Mid High Alt/JJ Total
Num
ber
of s
choo
ls Aug 04
Aug 05
Aug 06
Aug 07
Is SWPBS doable in secondary settings & w/
kids w/ significant behavior challenges?
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Current PBIS-II StatusAug 18, 2007
6672 Schools across 38 states
PRE SCH
ELEM(K-6)
MID(6-9)
HS(9-12)
ALT-JJ
145 4043 1465 708 311
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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!
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Leadership Team
Active Coordination
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
PBS Systems Implementation Logic
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IMPLEMENTATIONPHASES
Need,Agreements, Adoption, &Outcomes
LocalDemonstration
w/ Fidelity
Sustained Capacity,
Elaboration, &Replication
4. SystemsAdoption, Scaling,
& ContinuousRegeneration
2.
3.
1.
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Scaling Up: Horizontal V. Vertical Expansion
National Federal
State/Region
District
SchoolS S SSS SSSS SSSS SSSSSS SSS SSSSSSSSSSSSSSSSSSSS
Org
aniz
atio
nal
Sys
tem
s
Schools
Practice & Research
Communities
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ValuedOutcomes
ContinuousSelf-Assessment
Practice Implementation
EffectivePractices
Relevance
Priority Efficacy
Fidelity
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION
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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.
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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)
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Also on Horizon: NCLB-II
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Amendment Sections1. “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
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On Horizon:Response to Intervention
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Possibilities
• Center for Implementation Scaling of Evidence-based Practices (“Submitted”)
• Center on PBIS-III (tba)
• CBER
•
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CONTACT INFO
www.cber.org
www.pbis.org
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give
your best effort.
Be prepared
.
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet to self.Help/share with
others.
Use normal voice
volume.Walk to right.
Play safe.Include others.Share
equipment.
Practice good table
manners
Whisper.
Return books.
Listen/watch.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
carefully.
Pick up.Treat chairs appropriatel
y.
Wipe your feet.Sit
appropriately.