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

George.sugai@uconn.edu

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?

1. What is CBER?

Purpose:

Conduct & disseminate rigorous research that improves educational &social outcomes for all children and youth in schools

www.cber.org

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.

Research Forum Purpose

Examine progress & challenges of accurate, sustained, & scaled implementation of SWPBS

– SWPBS Features

– Descriptive data

– Conceptual logic

– Future directions

Outcomes

• Comments, reactions, suggestions, etc.

• SWPBS implementation

• Future research ideas/directions

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

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.”

2. What is SWPBS?

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

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

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

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

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

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

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

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?

pbis.org

3. What does implementation

look like?

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%

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%

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

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%

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

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

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.

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

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

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

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

4. What are we worried about?

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?

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

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

1535

68

125

190

276

369

0

50

100

150

200

250

300

350

400

FY99

FY00

FY01

FY02

FY03

FY04

FY05

EXPONENTIAL GROWTH

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

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

~6600 Schools/~40 States

Over 140,000 public schools…..4.6%!!

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?

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

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!

Leadership Team

Active Coordination

Funding Visibility PoliticalSupport

Training Coaching Evaluation

Local School Teams/Demonstrations

PBS Systems Implementation Logic

IMPLEMENTATIONPHASES

Need,Agreements, Adoption, &Outcomes

LocalDemonstration

w/ Fidelity

Sustained Capacity,

Elaboration, &Replication

4. SystemsAdoption, Scaling,

& ContinuousRegeneration

2.

3.

1.

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

ValuedOutcomes

ContinuousSelf-Assessment

Practice Implementation

EffectivePractices

Relevance

Priority Efficacy

Fidelity

SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION

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.

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)

Also on Horizon: NCLB-II

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

On Horizon:Response to Intervention

Possibilities

• Center for Implementation Scaling of Evidence-based Practices (“Submitted”)

• Center on PBIS-III (tba)

• CBER

•

CONTACT INFO

George.sugai@uconn.edu

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.