Transcript PBIS & RTI Powerpoint Presentation - Utah Personnel

Positive Behavior Interventions & Supports (PBIS) &
Response to Intervention (RtI)
Heidi Mathie Mucha
Utah Personnel Development Center
September 2009
The Need for Academic &
Behavioral Integration
Significance
BL
R
Reading
Instruction
B
R
Behavior
Instruction
B
R
B
Reading and
Behavior
Instruction
Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)
Good teaching is good teaching and there are
NO boundaries on when, where, or for what
or whom it will occur
Teaching academics without attention to
behavior IS NOT evidence based practice
Teaching behavior without attention to
academics is unsound practice
In efforts to improve achievement, they
cannot be separated
Algozzine, 2008
THE BOTTOM LINE
Are we matching
instruction to student
need?
History of the Triangle
Public Health: 1957 Commission on Chronic Illness
Mental Health Psychology: Caplan,G. (1964)
Principles of preventative psychology
Mental Health Social Work Wrap Around Model:
Mrazek & Haggerty (1994)
Committee on prevention of mental disorders
PBIS: Sugai & Horner. (2002),
Reading Tiered Instruction: Torgesen, J. K. (2002)
US Department of Education RtI Summit
December 2007
What is RtI?
Systematically addressing academic and
behavior skills through the practice of
providing high quality instruction and
intervention matched to student need to
create learning environments that are
effective, efficient, relevant, and durable
Every ED Initiative
Comprehensive way to address student needs
RtI is NOT
Not new
Not a specific curriculum or program
Not intended for a subgroup of students only
Not a Special Education thing
Not a just about reading
Not something we can just add to the
teachers’ list of duties
Not something an individual can do on their
own
Where did this whole RtI thing come
from anyway?
A convergence of
Research
Policy
Practice
Where did this whole RtI thing come
from anyway?
• RtI comes from research in:
Applied Behavior Analysis
Data Based Program Modification
PBIS
Reading Research—Big 5
Curriculum Based Measurement
RESEARCH
Resistance to Intervention (Gresham, 1991)
IQ/Achievement Discrepancy is “harmful” (Fletcher, et al, 2004)
Where did this whole RtI thing
come from anyway?
President’s Commission on Excellence in
Special Education (2001)
Learning Disabilities Summit (2001)
No Child Left Behind (2002)
RtI Symposium (2003)
Reauthorization of IDEA (2004)
POLICY
Where did this whole RtI thing come
from anyway?
Minnesota (1989) Dual Discrepancy for
identifying learning disabilities
Pennsylvania (1990) statewide Instructional
Support Teams
Iowa (1991) Problem Solving for special
education eligibility; piloted non-categorical
system
Ohio (1993) Problem Solving for applying
interventions in academics and behavior
PRACTICE
RTI Guiding Principles
Probability Equation
A
Student Characteristics:
skills, history,
Family/culture,
functional desires,
B
School/Teacher Control:
curriculum, expectations,
routines, examples,
physical arrangements,
engagement, prompts,
time, feedback
p
C
Desired State:
measureable outcomes
(skills, behaviors)
Terry Scott, Spring Institute
What are we going to
talk about today?
History
of the
Public Health: 1957 Commission on Chronic Illness
Triangle
Mental Health Psychology: Caplan,G. (1964)
Principles of preventative psychology
Mental Health Social Work Wrap Around Model:
Mrazek & Haggerty (1994)
Committee on prevention of mental disorders
School and District Behavioral Support: Walker,et al. (1996).
Integrated approaches to preventing antisocial behavior patterns
among school children and youth.
School wide positive behavior support: Sugai & Horner. (2002)
The evolution of discipline practices: school wide positive behavior supports
“To often, students of all ages come to class
struggling with life challenges that can
interfere with instruction, impeded
achievement, and undermine school
climate. Preventing or remedying such
barriers is critical to school success.”
-National Association of School Psychologists, August 2008
Make a list of potential factors
• RISK FACTORS
• PROTECTIVE FACTORS
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5
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Why focus on supporting positive
behavior?
• 17 % of teachers lost four or more hours of teaching time
per week
• 19 % of teachers said they lost two or three hours
• In urban elementary schools, 21 % said they lost four or
more hours per week.
• In urban secondary schools, 24% said they lost four or more
hours per week.
» Source American Federation of Teachers (AFT)
4 Components of PBIS
Innovation
Process
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
What are the critical steps for setting up a
school-wide system of behavior?
• Establish a school wide leadership or behavior support team.
• Secure administrator agreement of active support and participation.
• Secure 80% of staff for active support.
• Conduct a self assessment of the current school-wide discipline
system.
• Create an action plan from data based decision making.
• Collect data on a regular basis to evaluate the effectiveness of the PBS
efforts.
Team
GENERAL IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
PBIS Makes Sense For
“Real World” Contexts
Gallup Poll…..
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where employees
(Buckingham &
Coffman 2002, Gallup)
1. Know what is expected
2. Have materials & equipment to do job correctly
3. Receive recognition each week for good work.
4. Have supervisor who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify person at work who is “best friend.”
7. Feel mission of organization makes them feel like their jobs are
important
8. See people around them committed to doing good job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their job well.
1 million workers, 80,000 managers, 400 companies
Predictable work environments are places where employees
(Buckingham &
Coffman 2002, Gallup)
educators, students, family members, etc.
1. Know what is expected
2. Have curriculum & instruction to do job correctly
3. Receive recognition for demonstrating expectations.
4. Have teacher/parent/principal who cares, & pays attention
5. Receive encouragement to contribute & improve
6. Can identify someone who they can relate to.”
7. Feel mission of classroom/school makes them feel like their efforts are
important
8. See students/teachers/principals around them committed to doing good
job
9. Feel like they are learning new things (getting better)
10. Have opportunity to do their learning/teaching well.
Why focus on PBIS
in Utah schools?
School District, School and Charter
School Responsibility
• “shall develop and implement a board approved
comprehensive district plan for school discipline. The
plan shall include: written standards for student
behavior expectations; effective instructional
practices for teaching student expectations;
systematic methods for reinforcement of expected
behavior and uniform methods for correction of
student behavior; uniform methods for annual
evaluation of efficiency and effectiveness; ongoing
staff development…”
Tier 1
Tier 1:
Focuses on schoolwide
PBIS
Continuity of Services in PBIS
All/School Wide
Some/Targeted
Few/High Risk
Scope of Service
Intensity of Service
4 Components of PBIS
PBIS
Positive Behavior Intervention and Support
Tiered Behavioral Instruction and Intervention
Proactive, Preventative, Efficient
Establish
Expectations
All Areas
All Staff and Students
Explicity Teach
Expectations
All Areas
All Staff and Students
Reinforce
Expectations
All Areas
All Staff and Students
Correct
Behavioral Errors
All Areas
All Staff and Students
Decide What Socially Acceptable
Behavior Is In Your
School/Program…
Step 1: Establish Expectations
Establish Expectations
• Define what is needed for students and staff
to be successful socially
• Develop looks and sounds like matrix with all
common (non classroom settings) well defined
• Consensus must be gained prior to
implementation
SETTING
Expectations
Teaching
Matrix
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk.
Have a plan.
Eat all your
food.
Select healthy
foods.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Characteristics of Good Proactive Rules
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•
•
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•
•
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No more than 5
Keep it simple
Positively stated
Be specific
Observable, Measurable
Publicly Post in a prominent place
Tie rules to consequences
– If you do….. If you don’t….
• Include a compliance rule
– Ex: Follow directions first time given
From: The Tough Kid Book,
Rhode, Jenson, Reavis (1992)
Team Time: 10 minutes
• What are we currently doing?
• What changes need to be made?
• What steps do we need to take to insure
implementation and evaluation?
Treat Social Behavior As Skills---That
Can Be Taught
Step 2:
Explicitly Teach Expectations
Why Teach Expectations? Why Not Just
Tell Them the Rules?
• Cannot assume students know how to apply rules in each setting.
Need to teach behaviors in context!
– What does “Be respectful” look like in the lunchroom?
– What does “Be There, Be Ready” look like for assemblies?
• Teaching allows students to practice appropriate behavior and builds
fluency
• Allows students to see non-examples of expectation
– Know when consequences will be applied
• Decreases student response “I didn’t know……”
Why Teach Expectations? Why Not Just
Tell Them the Rules?
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
John Herner (NASDE President ) Counterpoint (1998, p.2)
Teaching Academics & Behaviors
DEFINE
Simply
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
MODEL
PRACTICE
In Setting
Tips for Explicit Instruction
• Teach in the environment where behavior is
required
• Plan for booster sessions
– At least each term, natural breaks
• Ensure consistency between instructors
• Write down the plan for future reference and
adjustment
You get what you pay
attention to….
STEP 3:
Systematic Reinforcement for
Demonstration of Expectations
Systematic Reinforcement
• Make doing things the right way more efficient to getting
needs met than doing thing the wrong way
• Everyone in the school system (staff, students, families) need
positive reinforcement
• School based team needs reinforcement to maintain positive
approach
Components of School-wide Reinforcement
• Components often overlooked
–
–
–
–
–
–
Positive parent contact
Random reinforcement strategies
Positive public posting
Continuous behavioral feedback for students and staff
Data on positive reinforcement
Other enhancements
Error Correction
STEP 4:
Systematic Correction of Behavioral
Errors
Error Correction
• System Approach
– Getting everyone on the same page
• Data Sources
– What do we need to track and how are we going to track it?
• Anticipate and Prevent Disciplinary Problems.
– Problem areas, supervision, transitions, etc.
• Decide on major and minor infractions
Variables that affect compliance
• Precision requests: when you want a student to do
something, tell them.
• Distance: 3 to 5 feet is the best for compliance
• Eye contact
• No more than 2 requests
• Soft but firm voice
• Time: 3 to 5 seconds no interaction
• More start than stop
• Nonemotional
• Descriptive requests
• REINFORCE COMPLIANCE
Compliance and Coercion
• The central behavior for
difficult students in noncompliance:
– Not following directions
within reasonable amounts
of time.
– Most arguing, fighting, and
rule breaking is behavior to
avoid requests or tasks.
Starting your action plan…
• What short term outcomes do
you want?
• What long term outcomes do
you want?
• What data do you have and
need?
• What practices do you want to
implement?
• What do you want more and
what do you want less (from
adults and students)?
Heidi Mathie Mucha
[email protected]
www.updc.org/abc
www.pbis.org
www.florida-rti.org