software to deliver 3 levels of pbs: implementation best practices and outcomes report
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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 Conference July 10-11, 2008 Sessions 32A & 32B. Why School-wide PBS?. - PowerPoint PPT PresentationTRANSCRIPT
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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
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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).
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A Three Tiered Approach Will A Three Tiered Approach Will WorkWork
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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
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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?
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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
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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)
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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
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Tier 1 OutcomesTier 1 Outcomes
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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)
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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
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Tier 2 OutcomesTier 2 Outcomes
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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
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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
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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
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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
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Tier 3 OutcomesTier 3 Outcomes
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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
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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
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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
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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
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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
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Ripple Effects in LaFourche Parish Ripple Effects in LaFourche Parish
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Ripple Effects Settings in LaFourcheRipple Effects Settings in LaFourche
1. District Wide
2. Suspension Alternatives
3. Counseling
4. …
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The Goal(s)The Goal(s)
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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
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The Implementation DetailsThe Implementation Details
• Planning for data measurements• Technology Assessment• Initial training• School Roll outs• Initial outcomes reports
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The Implementation DetailsThe Implementation Details
Students and the intervention - who , when, where, how often, how referred
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The OutcomesThe Outcomes
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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
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What We LearnedWhat We Learned
• Plan on more time for…
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LaFourche Parish LaFourche Parish
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An Outcome We All WantAn Outcome We All Want
Belmont HS video
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Lewis BrentanoLewis BrentanoRipple Effects, Inc.Ripple Effects, [email protected]: 1-888-259-6618 x308Phone: 1-888-259-6618 x308www.rippleeffects.com
Ricardo RosadoRicardo RosadoLafourche Pupil Appraisal CenterLafourche Pupil Appraisal [email protected] office985-447-8181 office