Sustainability of PBIS in Schools
Susan Barrett (bio) maintains that data contributes to the sustainability of PBIS.
Well , if they've collected the data and they know that what they're doing is making an impact on increased instructional time, in a lot of cases for teachers, that's huge. And, if you've got data, and you've got momentum around — well, we've decreased office referral rates. We've decreased suspensions. Our kids are performing better. We've got a coach that's guiding the process. We're using that team dynamic. It's going to be hard to let go.
In fact, we've had new superintendents come aboard and want to say, "I've got a new acronym that I'd like to introduce." And the data's so compelling, and the administrators and the community have said, "Look at the data. Look at the evidence behind it. It doesn't make sense to do something else when we've got evidence that this is making impact with our children and our youth."
We're also, again, we're looking at the state and district level to shape policy, to make sure that we've got our professional development aligned with providing skills and nurturing the growth and development of our teaching staff.
We've got an evaluation, a social marketing plan, that shows, builds the case. It's kind of hard, once you demonstrate success, to say, "We should get rid of it," because it's really the community that's bought in. We brought in the family and the community partners to say, "It's working."
Excerpted from an interview at CBITS Summit 2012 in Santa Monica, CA.