response to intervention iii sw behavioral assessment
DESCRIPTION
Response to Intervention III SW Behavioral Assessment. George Sugai Director CBER Co-Director Center on PBIS www.CBER.org www.PBIS.org. PURPOSE Extend RtI discussion from individual/classroom to school-wide data-based decision making & interventions. Brief RtI-SWPBS Review - PowerPoint PPT PresentationTRANSCRIPT
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Neag School of Education
Response to Intervention IIISW Behavioral Assessment
George SugaiDirector CBER
Co-Director Center on PBISwww.CBER.org www.PBIS.org
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PURPOSE
Extend RtI discussion from
individual/classroom to school-
wide data-based decision
making & interventions
• Brief RtI-SWPBS Review• SW data-based decision making• Data-based interventions
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BIG IDEASuccessful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable(Zins & Ponti, 1990)
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Evaluation Criteria
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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RtI
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RtI: Good “IDEiA” PolicyApproach or framework for redesigning
& establishing teaching & learning environments that are effective,
efficient, relevant, & durable for all students, families & educators
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new
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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
ALL
SOME
FEW
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All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
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Questions to Ponder• What is “scientifically/evidence-based”
intervention/practice?
• How do we measure & ensure “fidelity of implementation?”
• How do we determine “non-responsiveness?”
• Can we affect “teacher practice?”
• Do we have motivation to increase efficiency of “systems” organization?
• ???
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Possible RtI OutcomesGresham, 2005
Responder Non-Responder
High Risk
False +Adequate response
True +Inadequate response
No Risk
True –Adequate response
False –Inadequate response
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Avoiding False +/-
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Need for….
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SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
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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
ALL
SOME
FEW
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
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VIOLENCE PREVENTION
• Surgeon General’s Report on Youth Violence (2001)
• Coordinated Social Emotional & Learning (Greenberg et al., 2003)
• Center for Study & Prevention of Violence (2006)
• White House Conference on School Violence (2006)
• Positive, predictable school-wide climate
• High rates of academic & social success
• Formal social skills instruction
• Positive active supervision & reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-community effort
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
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• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Non-classroom
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0
10
20
30
40
50
60
5 minute observationDate
Baseline School-wide Intervention
0
10
20
30
40
50
60
3/1
4/ 9
5
3/2
8/ 9
5
3/2
9/ 9
5
4/3
/ 95
4/4
/ 95
4/7
/ 95
4/1
0/ 9
5
4/1
7/ 9
5
4/1
8/ 9
5
4/2
6/ 9
5
4/2
7/ 9
5
4/2
9/ 9
5
5/1
/ 95
5/2
/ 95
5/3
/ 95
5/4
/ 95
5/9
/ 95
5/1
0/ 9
5
5/1
2/ 9
5
5/1
5/ 9
5
5/1
6/ 9
5
5/1
7/ 9
5
5/1
8/ 9
5
5/2
3/ 9
5
5/2
4/ 9
5
5/2
5/ 9
5
5/2
6/ 9
5
5/3
0/ 9
5
5/3
1/ 9
5
6/1
/ 95
6/2
/ 95
6/5
/ 95
6/6
/ 95
6/8
/ 95
6/9
/ 95
6/1
2/ 9
5
6/1
3/ 9
5
0
10
20
30
40
50
60
Entering Cafeteria
Entering School
Exiting School
Problem Behaviors
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0
10
20
30
40
50
60
Date
Baseline Pre-Correction Intervention
0
10
20
30
40
50
60
3/1
4/ 9
5
3/2
8/ 9
5
3/2
9/ 9
5
4/3
/ 95
4/4
/ 95
4/7
/ 95
4/1
0/ 9
5
4/1
7/ 9
5
4/1
8/ 9
5
4/2
6/ 9
5
4/2
7/ 9
5
4/2
9/ 9
5
5/1
/ 95
5/2
/ 95
5/3
/ 95
5/4
/ 95
5/9
/ 95
5/1
0/ 9
5
5/1
2/ 9
5
5/1
5/ 9
5
5/1
6/ 9
5
5/1
7/ 9
5
5/1
8/ 9
5
5/2
3/ 9
5
5/2
4/ 9
5
5/2
5/ 9
5
5/2
6/ 9
5
5/3
0/ 9
5
5/3
1/ 9
5
6/1
/ 95
6/2
/ 95
6/5
/ 95
6/6
/ 95
6/8
/ 95
6/9
/ 95
6/1
2/ 9
5
6/1
3/ 9
50
10
20
30
40
50
60
Entering Cafeteria
Entering School
Exiting School
Problem BehaviorsStaff Interactions
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Franzen, K., & Kamps, D. (2008).
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• 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
Classroom
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Allday & Pakurar (2007)
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0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
B
ehav
ior
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
Class B Results
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GOALS 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Name________________ Date ________
Rating Scale2 = Great1 = Ok0 = Goal Not Met
Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N
Check In/Out Pt Card
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0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Class B Results + Composite Peers
Peer
Peer
Peer
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0
10
20
30
40
50
60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Blair
0
10
20
30
40
50
60
70
80
90
100
Olivia
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Study 2 Results
School Days
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0
10
20
30
40
50
60
70
80
90
100
Olivia
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Blair
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Peer
Peer
Peer
Peer
Study 2 Results + Composite Peer
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0
5
10
15
20
25
30
Sep-04 Oct-04 Nov-04 Dec-04 Jan-05 Feb-05 Mar-05 Apr-05 May-05 Jun-05
Months
Num
ber
of M
ajor
and
Min
or O
ffic
e D
isci
plin
e R
efer
rals
CICO begins 11/15
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• 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
Individual Student
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% Intervals w/ P.B. for Bryce
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions**Data points with arrows indicate no medication
% I
nte
rva
ls w
/ P
.B.
Baseline
Contra-IndicatedIndicatedContra-
IndicatedIndicated
Ingram, Lewis-Palmer, & Sugai, 2005
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% Intervals w/ P.B. for Carter
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
% In
terv
als
w/ P
.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
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• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Family
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~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out
• Targeted social skills instruction• Peer-based supports
• Social skills club•
TERTIARY PREVENTION• Function-based support
• Wraparound• Person-centered planning
• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement
• Effective instruction• Parent engagement
•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
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~80% of Students
~15%
~5%
ESTABLISHING A CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Specialized individualised supports•
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
Practice Selection
•Evidence-based
•Measurable outcome aligned with need & student
•Rules for data-based decisions
•Integrated with related practices based on outcomes, need, student
•Implementation fidelity
•Continuous monitoring
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Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking Evidence-
BasedPractices
MultipleSystems
ExistingDiscipline
DataData-based Action Plan
SWIS
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0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
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Office Discipline Referrals
• Definition– Kid-Teacher-Administrator interaction
– Underestimation of actual behavior
• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions
– Distinction between office v. classroom managed
– Continuum of behavior support
– Positive school-wide foundations
– W/in school comparisons
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0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
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0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
Referrals by Problem Behavior
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0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by LocationReferrals per Location
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Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
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0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of DayReferrals by Time of Day
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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%
SWPBS schools are more preventive
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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%
SWPBS schools are more preventive
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SWIS summary 07-08 July 2, 20082,717 sch, 1,377,989 stds; 1,232,826 Maj ODRs
Grade Range # Schools Mean Enroll.
Mean ODRs/100/ sch day
(std dev.)
K-6 1,756 445 ..35 (.45)
1/300 day
6-9 476 654 .91 (1.40)
1/100 /day
9-12 177 910 1.05 (1.56)
1/105/day
K-(8-12) 308 401 1.01 (1.88)
1/100 /day
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National ODR/ISS/OSS July 2008
K-6 6-9 9-12# Sch 1756 476 177# Std 781,546 311,725 161,182# ODR 423,647 414,716 235,279
ISS # Evnt 6 38 38avg/100 # Day 12 49 61OSS # Evnt 6 30 24avg/100 # Day 10 74 61 # Expl 0.03 0.29 0.39
24091,254,4531,073,642
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July 2, 2008
ODR rates vary by level
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July 2, 2008
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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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0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
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Elementary School
Suspension Rate
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Elementary School
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531
346
0
100
200
300
400
500
600
2004-05 2005-06
Middle SchoolOffice Referrals
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Middle SchoolSuspension Rate
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Middle School
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FC, MD Trends in Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity
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FC, MD Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity
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www.pbis.org
Horner, R., & Sugai, G. (2008). Is school-wide positive behavior support an evidence-based practice? OSEP Technical Assistance Center on Positive Behavioral Interventions & Support.
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90-School StudyHorner et al., in press
•Schools that receive technical assistance from typical support personnel implement SWPBS with fidelity
•Fidelity SWPBS is associated with▫Low levels of ODR
▫ .29/100/day v. national mean .34
▫Improved perception of safety of the school ▫ reduced risk factor
▫Increased proportion of 3rd graders who meet state reading standard.
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Project Target: Preliminary FindingsBradshaw & Leaf, in press
• PBIS (21 v. 16) schools reached & sustained high fidelity
• PBIS increased all aspects of organizational health
• Positive effects/trends for student outcomes– Fewer students with 1 or more ODRs (majors + minors)
– Fewer ODRs (majors + minors)
– Fewer ODRs for truancy
– Fewer suspensions
– Increasing trend in % of students scoring in advanced & proficient range of state achievement test
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SSS Mean Protective Factor Score: Illinois Schools 03-04 t = 7.21; df = 172; p < .0001
0
0.2
0.4
0.6
0.8
1
Met SET Did Not Meet SET
Mea
n P
rote
ctiv
e Fa
ctor
Sco
re
N = 59 N = 128
12 schools 25 schools
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SSS Mean Risk Factor Score: Illinois Schools 03-04 t = -5.48; df = 134; p < .0001
0
0.2
0.4
0.6
0.8
1
Met SET Did Not Meet SET
Mea
n S
SS
Ris
k Fa
ctor
Sco
re
N = 59
12 schools
N = 128
25 schools
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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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ODR Instruc. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
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ODR Admin. BenefitSpringfield MS, MD
2001-2002 2277
2002-2003 1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
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“Mom, Dad, Auntie, & Jason”
In a school where over 45% of 400 elem. students receive free-reduced lunch, >750 family members attended Family Fun Night.
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I like workin’ at school
After implementing SW-PBS, Principal at Jesse Bobo Elementary reports that teacher absences dropped from 414 (2002-2003) to 263 (2003-2004).
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“I like it here.”
Over past 3 years, 0 teacher requests for transfers
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“She can read!”With minutes reclaimed from improvements in proactive SW discipline, elementary school invests in improving school-wide literacy.
Result: >85% of students in 3rd grade are reading at/above grade level.
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“We found some minutes?”
After reducing their office discipline referrals from 400 to 100, middle school students requiring individualized, specialized behavior intervention plans decreased from 35 to 6.
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• Measurable & justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of implementation
PBIS Messages
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