Transcript RTI Squared, Cubed and Quartered: Linking response to

POSITIVE BEHAVIORAL INTERVENTIONS
AND SUPPORTS (PBIS)
In Partnership with OSEP’s TA Center on Positive Behavior Support
Co-Directors:
Rob Horner
University of Oregon
George Sugai
University of Connecticut
• www.pbis.org
• www.pbisassessment.org
• www.swis.org
Why do we need a district-wide
approach to address behavior needs?
Proactive district-wide discipline systems help to
establish a learning culture within which both social
and academic success is more likely.
Schools face a set of difficult challenges
today when dealing with behavioral
needs
 Multiple expectations (Academic accomplishment, Social
competence, Safety)
 Students arrive at school with widely differing understandings
of what is socially acceptable.
 Traditional “get tough” and “zero tolerance” approaches are
insufficient.
 Faculty come with divergent visions of effective discipline
MOST EFFECTIVE TRENDS IN SCHOOL
DISCIPLINE PRACTICES
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Proactive school-wide discipline systems
Social skills instruction
Academic/curricular restructuring
Behaviorally based interventions
Early screening & identification of antisocial
behavior patterns
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992;
Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al.,
1995; Walker, et al., 1996)
What is District-wide Positive Behavior
Interventions and Supports (SW-PBIS)?
“PBIS is a broad range of proactive, systemic and
individualized strategies for achieving important
social and learning outcomes in safe and
effective environments while preventing problem
behavior with all students” (Sugai 2007)
What has research shown for schools
implementing PBIS?
• Creates learning environments that
proactively deal with behaviors.
• Improves support for students with
specialized behavioral needs.
• Maximizes on-task behavior and increases
learning time for all students.
What does PBIS emphasize?
• The PBIS decision-making process
emphasizes 3 integrated elements to provide
measureable outcomes for students:
– DATA sources to support decision-making,
– PRACTICES that support student behavior, and
– SYSTEMS that support staff behavior.
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
Adapted from “What is a systems
Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
‫٭‬
PRACTICES
Supporting
Student Behavior
Data Collection
• PBIS recommends the ability to isolate and
analyze the following five data points:
1.
2.
3.
4.
5.
Referrals by Problem Behavior,
Referrals by Location,
Referrals by Time,
Referrals by Student, and
Average referrals per Day per Month
Improving Decision-Making
From:
Problem
Solution
To:
Problem
Problem
Solving
Using
Data
Solution
Monitor
Outcome
Supporting Student Behavior
– Universal (Tier 1) instruction support for all
district learners
– Targeted (Tier 2) interventions for areas of need
determined from data analysis
– Individualized (Tier 3) supports required for
individual students with high-needs or specific
situations.
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Supporting Staff Behavior
• Reduce teacher stress
• Increase teacher efficacy in teaching
replacement behaviors
• Support teachers in designing classroom
management systems
Six Key Elements of PBIS
1. Define, teach and acknowledge positive
behaviors.
2. On-going collection and use of data for
decision-making regarding implementation
of systems that support effective practices.
3. Continuum of universal supports, targeted
interventions, and individualized supports.
Six Elements (cont.)
4. Implement evidenced-based behavioral
practices with fidelity and accountability
5. Arrange the environment to prevent the
development and occurrence of problem
behavior
6. Screen universally and monitor student
performance and progress continually.
PBIS TRACK RECORD
• Highly successful in many other states
• Many excellent resources available free online
• Interest in Wisconsin schools is growing
exponentially
• DPI acting to respond to this interest & need
When SWPBIS is implemented well, more students find
their school to be an effective learning environment.
Current Status Nationally
• Main Messages:
– SWPBIS is possible (over 16,000 schools nationally, over
800 in Wisconsin)
– SWPBIS is effective at (a) reducing problem behavior, (b)
improving academic achievement, and (c) improving
perceived faculty effectiveness
– Coaching is critical to (a) implementation with fidelity and
(b) sustained use of SWPBIS
– Coaching is perceived a major contributor to the cultural
“fit” of SWPBIS to a community/ school.
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Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
1000
Utah*
Texas
Tennessee
South Dakota
South Carolina*
Rhode Island
Pennsylvania
Oregon*
Oklahoma
Ohio
North Dakota*
North Carolina*
New York
New Mexico
New Jersey*
New Hampshire
Nevada
Nebraska
Montana*
Missouri*
Mississippi
Minnesota
Michigan
Massachusetts
Maryland*
Maine
Louisiana*
Kentucky
Kansas*
Iowa*
Indiana
Illinois
Idaho
Hawaii
Georgia
Florida*
Delaware
Connecticut
Colorado*
California
Arkansas
Arizona
Alaska
Alabama
SWPBIS in 15,995 Schools in 8/2011
1600
1400
1200
Wisconsin
800
600
400
200
A View of SWPBIS in Wisconsin
• Themes:
– Child as the unit of impact, School as the unit of
implementation, District as the unit of coordination.
– Use data for continuous improvement, cultural fit,
sustainability.
• Are we doing what we said we would do?
• Is what we are doing benefiting children?
– Build the systems needed to support effective practices.
• Never train school teams without also training the
Trainers, Coaches and Evaluators who will make the
practices endure
Likely Outcomes
• The following slides show 2010-11 outcomes
for Wisconsin schools implementing PBIS.
Outcome Data – Days of Out of School Suspension
2010-11 Out of School Suspension data for:
• 21 schools Fully Implementing before 2010-11 school year
• 51 schools Partially Implementing before 2010-11
Outcome Data – Students with Out of School Suspension
2010-11 Out of School Suspension data for:
• 21 schools Fully Implementing before 2010-11
• (Ave 2.83% students receive OSS)
• 51 schools Partially Implementing before 2010-11
• (Ave 2.33% students receive OSS)
Outcome Data – Occurrences - OSS
2010-11 Out of School Suspension data for:
• 21 schools Fully Implementing before 2010-11
• (Ave .06 OSS/student)
• 51 schools Partially Implementing before 2010-11
• (Ave .10 OSS/student)
Outcome Data – Office Discipline Referrals
2010-11 Office Discipline Referral Data for:
• 28 schools Fully Implementing before 2010-11
• (Ave ODR/100 students/day=.4909)
• 67 schools Partially Implementing before 2010-11
• (Ave ODR/100 students/day=.5692)
Teacher
Student
Administrator
Referrals
5 minutes
20 minutes
10 minutes
Out-of-School
Suspensions
5 minutes
6 hours
45 minutes
(Barrett & Swindell, 2002)
ODRs (57 fewer)
Out-of-School
Suspensions
(12 fewer)
Administrator
57 referrals x 10 minutes =
570 minutes saved (over 9.5
hours returned!)
12 OSS x 45 minutes
= 540 minutes saved
(9 hours returned!)
Student
57 referrals x 20 minutes =
1140 additional minutes of
instruction (19 hours!)
12 OSS x 6 hours = 72
additional hours of
instruction!
Teacher
57 referrals x 5 minutes = 285
additional minutes for
instruction
12 OSS x 5 minutes =
60 additional minutes
for instruction
District Commitments
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High priority in District Improvement Plans
3-5 year commitment
Continuation of the district leadership team
Ongoing staff development
Allocation of resources
Building Commitments
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Establish and maintain building PBIS team
Identify building coaches
Training for and implementation by all staff
Effectively use student information systems
PBIS APPROACH WORKS!
• Data driven building decision-making
• Clear expectations that are universally known
• Focuses on positive interaction and
acknowledges appropriate behavior
• Proactive rather than reactive
• Supports a positive learning environment
• Delivers results
www.pbis.org
www.wisconsinPBISnetwork.org
www.pbisassessment.org
www.swis.org