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 ConferenceJuly 10-11, 2008

Sessions 32A & 32B

Why School-wide PBS?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 A Three Tiered Approach Will WorkWork

IndividualIntensive

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

Evidence says Technology Can Evidence says Technology Can HelpHelp• 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 researchWhat does the research1show?show?

In RCT and Q-Ex, baseline equivalent studies vs a control

Tier 1. 6-12 contact hours of course usage delvers significant improvement in resiliency assets and GPA for Primary interventions

Tier 2. 12 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 OutcomesTier 1 Outcomes

Tier 1 - NYC Middle School OutcomesTier 1 - NYC Middle School Outcomes

+32%

+77%

- 22%

- 32%

- 62%

-77%

0%

20%

40%

60%

80%

100%

120%

140%

160%

180%

Pro-SocialBehav.

AggressiveBehav.

Summer SchoolRefer.

Control Test1(teacher)Test 2(no teacher)

Tier 1: 2 Middle Schools, San MateoTier 1: 2 Middle Schools, San Mateo

2.9

2.95

3

3.05

3.1

3.15

3.2

Treatment Control

Changes in Problem Solving Skills

Pre-testPost-test

Tier 2 OutcomesTier 2 Outcomes

Tier 2: Three Schools in Oakland CATier 2: Three Schools in Oakland CA

% Reduction, Treatment vs Control Group

0%

50%

100%

School 5 35% 35% 29% 50% 0% 0%

School 6 63% 0 57% 58% 0% 100%

School 7 25% 15% 11% 24% 50% 0%

Disc. Referrals

Detention Tardies Days AbsentSuspensionsExpulsions

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

0%

20%

40%

60%

80%

100%

% Improvement

% Reduction in Discpline Referrals, Treatment vs Control

Cutting classHarass studentThreaten studentTalkingDefiantSwearingTotal referrals

Tier 2: Middle School, OaklandTier 2: Middle School, Oakland

2.11

1.44

99%93.70%

0

0.5

1

1.5

2

2.5

GPA Attendance

Change in GPA and Attendance, Treatment vs Control Group

TreatmentControl

Tier 2: Middle School, OaklandTier 2: Middle School, Oakland

0%

20%

40%

60%

80%

100%

% Reduction

% Reduction in Discpline Referrals, Treatment vs Control

Walking outName callingThreatAssaultStart fightTalkingDefiantSwearingTotal referrals

Tier 3 OutcomesTier 3 Outcomes

Tier 3: High School, LAUSD OutcomesTier 3: High School, LAUSD Outcomes

0%

20%

40%

60%

80%

Beck Depression Inventory, pre v. post

Pre Post

Pre 33% 14% 19% 19% 7% 4%

Post 74% 4% 3% 8% 7% 0

Normal

Mild Moo

Borderlin

Moderate

Severe

Extreme

Tier 3: High School, LAUSD Year over Tier 3: High School, LAUSD Year over Year Outcomes Year Outcomes

0%

20%

40%

60%

80%

100%

% Reduction

Reductions in Suspensions

Sexual HarassmentDisruptive/DefiantPossession of TobaccoMarijuana, 1st Offense Dangerous ObjectInjury to PersonStole PropertyDamage PropertyHarassed Threatened PupilUse of Obscene LanguageStole PropertyWillful Use of Force

Tier 3: Bibb County, GATier 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)Tier 3: Middle School Oakland (CA)

GPA

Absent Tardies

Suspensions

0%

20%

40%

60%

80%

100%

% Improvement

Percent improvement in four Areas

How can you deliver this?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 in LaFourche Parish

Ripple Effects Settings in LaFourcheRipple Effects Settings in LaFourche

1. District Wide

2. Suspension Alternatives

3. Counseling

4. …

The Goal(s)The Goal(s)

Ripple Effects: An Technology Ripple Effects: An Technology SolutionSolution

•Instructional ComponentInstructional Component (Comprehensive Curriculum)(Comprehensive Curriculum)

•Technology ComponentTechnology Component

•Relevant and Real-World Learning Relevant and Real-World Learning ContextsContexts

The Implementation DetailsThe Implementation Details

• Planning for data measurements• Technology Assessment• Initial training• School Roll outs• Initial outcomes reports

The Implementation DetailsThe Implementation Details

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

The OutcomesThe Outcomes

What Worked and What Didn’tWhat 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 LearnedWhat We Learned

• Plan on more time for…

LaFourche Parish LaFourche Parish

An Outcome We All WantAn Outcome We All Want

Belmont HS video

Lewis BrentanoLewis BrentanoRipple Effects, Inc.Ripple Effects, Inc.lbrentano@rippleeffects.comPhone: 1-888-259-6618 x308Phone: 1-888-259-6618 x308www.rippleeffects.com  

Ricardo RosadoRicardo RosadoLafourche Pupil Appraisal CenterLafourche Pupil Appraisal Centerrrosado.pac@lafourche.k12.la.us985-447-8181 office985-447-8181 office