The Big Picture: “Getting in Going” and “Keeping it Going” Susan Barrett Implementer Partner, OSEP Center on PBIS

pbis.org

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.”

Sustainability + Scaling Organizational capacity for & documentation of accurate (90%) & expandable implementation of evidence- based practice across desired context (e.g., district, classroom, school-wide, nonclassroom) over time w/ local resources & systems for continuous regeneration.

Education 65 million kids 6 million teachers and staff 100,000 schools 3,143 counties 60 states & U.S. jurisdictions

Expansion 7,800 Schools !!! Maryland 600 schools North Carolina 548 schools Illinois 744 schoolsColorado 405 schools Florida 250 schoolsNew York 322 schools Michigan 248 schoolsOhio 221 schools New Hampshire 141schoolsWest Virginia 215 schools Virginia 210 schools Louisiana 285 schools Missouri 300 schoolsOregon 398 schools

Start with the end in mind… What will it take to have 100,000 replications that produce increasingly effective outcomes for 100 years? –Fixsen

Creating Implementation Capacity Start with too many overqualified people “Generation 1” practitioners become: –Generation 2 interviewers, trainers, coaches, evaluators –Generation 3 administrators, directors, and leaders –Generation 4 state and federal officials Fixsen 2008

Educational Initiatives Guiding Principles (Coyne 2008) –Promoting evidence based practices –Supporting change at the systems level (feasible, consistent and relevant to local needs) –Developing local capacity to sustain effective practices over time

Leadership Team Funding VisibilityPolitical Support TrainingCoaching Evaluation Local School Teams/Demonstrations SWPBS Implementers’ Blueprint Elements

Need to Know Cultural fit Building on “What works” Focus on the Staff

Worry #1 Do we live in a punishing work environment ? How do we create systems that support staff?

Predictable work environments are places where employees: Know what is expected Have materials & equipment to do job correctly Receive recognition each week for good work Have supervisor who cares & pays attention Receive encouragement to contribute & improve Can identify person at work who is “best friend” Feels mission of organization makes them feel like their jobs are important See people around them committed to doing good job Feel like they are learning new things Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup)

Many Begin, Many Leave Adelman and Taylor Preparing All Education Personnel to Address Barriers to Learning and Teaching2008 Predictions of shortages of 2 million educators over the next decade… Data in the U.S. indicate about 15% of new teachers leave in the first year, 30% within three years and 40-50% within the first five years. (Smith and Ingersoll, 2003)

On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).

Worry #2 Too much to do We add more and more each year How can we be better prepared to integrated into existing programs?

Memo To: School Administrators From: District Administrators In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!!

14 Initiatives School Counseling Services Second Step FBA/BIP’s School Health Social Skills Bully proofing Anger Management Student Intervention Plans Behavioral Contracting Character Education 504 Plans/IEP CICO Responsive Classroom Expanded School Mental Health

Competing or Coordinated Need for a framework, the anchor, for all school improvement efforts Common language, Common logic

School counseling servicesSecond StepFBAs/BIPsSchool health servicesSocial skills, bully proofing, and/or anger management groups Student Intervention Plans UNIVERSAL TARGETED INTENSIVE School wide PBIS Check-in/Check-out Section 504 Plans and/or IEPs Health Education Voluntary State Curriculum Behavioral contracting Alternative programs Character Education Responsive counseling School mental health services Bullying Prevention Expanded School Mental Health Initiatives and Interagency Partnerships

School counseling servicesSecond StepFBAs/BIPsSchool health servicesSocial skills, bully proofing, and/or anger management groups Student Intervention Plans UNIVERSAL TARGETED INTENSIVE Check-in/Check-out Section 504 Plans and/or IEPs Health Education Voluntary State Curriculum Behavioral contracting Alternative programs Character Education Responsive counseling School mental health services Bullying Prevention Expanded School Mental Health Initiatives and Interagency Partnerships Leadership Team Student Services Team Family ESMH Wrap Team

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

Empower Educators We need to be better consumers! Say “No”, unless…. Show evidence of need

Office referrals are increasing every day!!! “Minor disrespect and disruption are increasing over time and are most likely during the last 15 minutes of our block periods when students are engaged in independent seatwork. This pattern is most common in 7 th and 8 th grades, involves many students, and appears to be maintained by peer attention.”

The playground is out of control !!!! The students won’t listen to anyone and are fighting all of the time!!! “Major & minor referrals have increased by 50% during on the playground. The referrals are mostly 4 th and 5 th graders, and disrespect and aggressive behavior are the highest problem behaviors. Peer attention is the motivation.”

DATA is your friend 3 Parts –Coherent office referral procedures –Computer Application –Decision Making

Using Data - Does your Data give you an accurate picture? Reliable? What is your confidence level? Do you share with all staff?Does your Data give you an accurate picture? Reliable? What is your confidence level? Do you share with all staff? General Data Decision RulesGeneral Data Decision Rules Are you able to make precision statements ? Do you present to faculty to get buy in?Are you able to make precision statements ? Do you present to faculty to get buy in? How do you know when to move “up the triangle”?How do you know when to move “up the triangle”?

Improving Decision-Making Problem Solution From To Problem Solving Solution Information

Key features of data systems that work. The data are accurate and valid The data are very easy to collect (1% of staff time) Data are presented in picture (graph) format Data are used for decision-making The data must be available when decisions need to be made (weekly?) Difference between data needs at a school building versus data needs for a district The people who collect the data must see the information used for decision-making.

Why Collect Discipline Information? Decision making Professional Accountability Decisions made with data (information) are more likely to be (a) implemented, and (b) effective

What data to collect for decision-making? USE WHAT YOU HAVE –Office Discipline Referrals/Detentions Measure of overall environment. Referrals are affected by (a) student behavior, (b) staff behavior, (c) administrative context An under-estimate of what is really happening Office Referrals per Day per Month –Attendance –Suspensions/Expulsions –Vandalism

Office Discipline Referral Processes/Form Coherent system in place to collect office discipline referral data –Faculty and staff agree on categories –Faculty and staff agree on process –Office Discipline Referral Form includes needed information Name, date, time Staff Problem Behavior, maintaining function Location

When Should Data be Collected? Continuously Data collection should be an embedded part of the school cycle not something “extra” Data should be summarized prior to meetings of decision-makers (e.g. weekly) Data will be inaccurate and irrelevant unless the people who collect and summarize it see the data used for decision-making.

Organizing Data for “active decision-making” Counts are good, but not always useful To compare across months use “average office discipline referrals per day per month”

January 10

Using Data for On-Going Problem Solving Start with the decisions not the data Use data in “decision layers” (Gilbert, 1978) –Is there a problem? (overall rate of ODR) –Localize the problem –(location, problem behavior, students, time of day) –Get specific Don’t drown in the data It’s “OK” to be doing well Be efficient

Is there a problem? Office Referrals per Day per Month Attendance Faculty Reports

SWIS Data Summary 06-07

SWIS summary (Majors Only) 1974 schools; 1,025,422 students; 948,874 ODRs Grade Range Number of Schools Mean Enrollment per school Mean ODRs per 100 per school day K (sd=.37) (1 / 300 / day) (sd=1.36) (1/ 100 / day) (sd=.83) (1/ 107 / day) K-(8-12) (sd=1.14) (1/ 120 / day

Interpreting Office Referral Data: Is there a problem? Absolute level (depending on size of school) –Middle, High Schools (> 1 per day per 100) –Elementary Schools (> 1 per day per 300) Trends –Peaks before breaks? –Gradual increasing trend across year? Compare levels to last year –Improvement?

Middle School N= 495

What systems are problematic? Referrals by problem behavior? –What problem behaviors are most common? Referrals by location? –Are there specific problem locations? Referrals by student? –Are there many students receiving referrals or only a small number of students with many referrals? Referrals by time of day? –Are there specific times when problems occur?

Defining the Problem What Problem Behaviors Are Occurring? Referrals: 52

Clarifying the Problem When Are Problem Behaviors Occurring? Referrals: 138

Clarifying the Problem Where Are Problem Behaviors Occurring? Referrals: 166

Clarifying the Problem Who Is Engaging in Problem Behaviors? Students: 60Referrals: 96

Data Based Decision Making Is there a problem? What areas/systems are involved? Are there many students or a few involved? What types of problem behaviors are occurring? When are the behaviors most likely to occur? What is the most effective use of our resources to solve this problem?

Collect and Use and UseData Review Status and Identify Problems Develop and Refine Hypotheses Discuss and Select Solutions Develop and Implement Action Plan Evaluate and Revise Action Plan Problem Solving Foundations Team Initiated Problem Solving (TIPS) Model

Precision Problem Statements (What are the data we need for a decision?) Precise problem statements include information about the five core “W” questions. –What is problem, and how often is it happening –Where is it happening –Who is engaged in the behavior –When the problem is most likely –Why the problem is sustaining

Primary versus Precision Statements Primary Statements –Too many referrals –September has more suspensions than last year –Gang behavior is increasing –The cafeteria is out of control –Student disrespect is out of control Precision Statements –There are more ODRs for aggression on the playground than last year, and these are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

What are the data you are most likely to need to move from a Primary to a Precise statement? What problem behaviors are most common? –ODR per Problem Behavior Where are problem behaviors most likely? –ODR per Location When are problem behaviors most likely? –ODR per time of day Who is engaged in problem behavior? –ODR per student Why are problem behaviors sustaining? –No graph

What other data may you want? ODR by staff ODR by IEP ODR by grade ODR by gender by grade Faculty subjective impressions Academic performance Attendance Information about home status

Decision Making Is there a problem? What areas/systems are involved? Are there many students or a few involved? What kinds of problem behaviors are occurring? When, where and with whom are these behaviors most likely? What is the most effective use of our resources to address this problem?

Primary to precise Primary –Kids are noisy in the hallway going to reading Precise –Many second graders coming from reading are too loud from room 13 to room 22 and their noise is maintained by peer attention. We also have very little adult supervision available

Using Data to Build Solutions Prevention: How can we avoid the problem context? –Who, When, Where –Schedule change, curriculum change, etc Teaching: How can we define, teach, and monitor what we want? –Teach appropriate behavior –Use problem behavior as negative example Recognition: How can we build in systematic reward for desired behavior? Extinction: How can we prevent problem behavior from being rewarded? Consequences: What are efficient, consistent consequences for problem behavior? How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

5:1 Ratio of tickets to referrals Our data tells us that we should be giving 5 positives to each corrective response How is that measured? –Number of coupons versus number of referrals.

Number of RRR Tickets QuarterK12345Total One Two Overall

Ratio of Tickets: Referrals

Triangle of Student Referrals 1-5% 5-10% 80-90% Intensive, Individual Interventions  Individual Students  Assessment-based  High Intensity 6+ referrals Targeted Group Interventions  Some Students (at-risk)  High Efficiency  Rapid Response 2-5 referrals Universal Interventions  All Students  Preventive, proactive 0-1 referral 1-5%

Triangle of Student Referrals: August/September 2005

Triangle of Student Referrals: April 2006

Cost-Benefit Analysis

What is the academic/behavior connection in your school? What information do you need to answer this question? What types of data do you currently use? How often? Is it working? What would make it better? What are your goals when you leave to return to your building?

Data Base SWIS Decision Making Precision Statements Build Solutions Marketing and Dissemination Presentations Newsletters Annual Reports Evaluation Questions School Improvement Goals and Objectives

Educational Initiatives Guiding Principles (Coyne 2008) –Promoting evidence based practices –Supporting change at the systems level (feasible, consistent and relevant to local needs) –Developing local capacity to sustain effective practices over time

Keep it Going!! Create Useful Systems of Data Collection Establish Community of Practice –We will be more efficient and effective if we share and learn together- Local NETWORKs Apply three tiered logic to your work Showcase and celebrate outcomes!! –Cost benefit Fidelity!! Action Plan, process tools like BOQ, staff surveys!!!