Transcript RTI Squared, Cubed and Quartered: Linking response to

POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS (PBIS)
A Staff Overview
In Partnership with OSEP’s TA Center
on Positive Behavior Support
Co-Director’s:
Rob Horner, University of Oregon, and
George Sugai, University of Connecticut
www.pbis.org
www.swis.org
The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction
in the development of this presentation and for the continued support of this federally-funded grant program. There are no
copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when
copying all or part of this material.
Wisconsin RtI Center
Our mission is to support schools through the phases
and sustainability of their RtI system implementation.
The core reason that the Wisconsin RtI Center exists is to
develop, coordinate and provide high-quality
professional development and technical assistance…
as well as to gather, analyze and disseminate RtI
implementation data to enhance the support of schools’
implementation.
Principles for RtI in Wisconsin:
1. RtI is for ALL children and ALL educators.
2. RtI must support and provide value to effective practices.
3. Success for RtI lies within the classroom through
collaboration.
4. RtI is a framework for academics and behavior together.
5. RtI supports and provides value to the use of multiple
assessments to inform instructional practices.
6. RtI is something you do and not necessarily something you
buy.
7. RtI emerges from and supports research and evidence based
practice.
Wisconsin RtI
An organizational framework that
guides implementation of a
multi-level system of support to
achieve academic and behavioral
success for all
Response to Intervention
Is
what?
An organizational framework
Does
what?
guides implementation of a
multi-level system of support
that
to
For
what?
achieve academic and
behavioral success
for all
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
•
•
•
•
•
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 PBIS ?
“PBIS” is a research-based systems
approach designed to enhance the
capacity of schools to…
effectively educate all students, including
students with challenging social behaviors
 adopt & sustain the use of effective
instructional practices
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.
Data Collection (Big 5 x 2)
• PBIS teams should analyze the following five
data points and should be disaggregated by
disability and ethnicity status for
disproportional trends:
1.
2.
3.
4.
5.
Referrals by Problem Behavior,
Referrals by Location,
Referrals by Time,
Referrals by Student, and
Average referrals by Day and by 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) layered interventions for areas
of need determined from data analysis
– Individualized (Tier 3) layered supports required
for individual students with high-needs or specific
situations.
Tier 3/Intensive Level
1-5%
Tier 2/Selected Level
5-15%
Tier 1/Universal
80-90%
Increasing Intensity
Reading
(Intervention)
PE
Strengths &
Challenges
Math
(Acceleration)
Language
Arts
Hallway
Behavior
Attendance
Science
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.
West Elementary, Alton, IL
Reduced ODRs by 719, ISSs by 47, OSSs by 27*
ODRs
ISSs
940 mins.
15.7 hrs.
OSSs
Admin
7190 mins.
119.8 hrs.
Student
14380 mins. 16920 mins. 9720 mins.
239.7 hrs.
282 hrs.
162 hrs.
Staff
3595 mins.
59.9 hrs.
235 mins.
3.9 hrs.
1215 mins.
20.3 hrs.
135 mins.
2.3 hrs.
Total Time
Gained Back
9345 mins.
155.8 hrs.
25.9 days
41020 mins.
683.7 hrs.
144 days
3965 mins.
66.1 hrs.
11 days
Elementary Schools
Mean & Median Major ODR/100 students/day
2004 to 2011
Mean Major
Median Major, Elem
0.45
0.4
0.35
0.3
0.25
0.2
22% reduction
0.15
0.1
0.05
N = 641
959
1316
1737
2137
06-07
07-08
08-09
2564
2979
0
04-05
05-06
09-10
10-11
Middle Schools
Mean & Median ODR/100 students/day
2010-11
Middle Mean
Middle Median
1.2
1
0.8
0.6
0.4
44%
reduction
0.2
N = 256
334
423
536
672
808
889
06-07
07-08
08-09
09-10
10-11
0
04-05
05-06
High Schools
Mean &Median ODR/100 students/day
2010-11
High Sch Mean
High Sch Median
1.2
1
0.8
0.6
23% reduction
0.4
0.2
N=
76
104
155
05-06
06-07
198
250
330
390
07-08
08-09
09-10
10-11
0
04-05
Suspensions - # of students – 2009/2010 to 2010/2011
2009-2010 to 2010/2011
Suspensions - # of Students - by School and Implementation Level
40.00%
32.26%
31.16%
30.00%
20.00%
16.67%
10.00%
Not Trained
5.36%
1.13%
Trained, Not Implementing
N=3
1.75%
0.75%
Implementing, No Fidelity
Fidelity
0.00%
Elementary
-10.00%
Middle
High
-4.76%
-6.40%
-8.73%
-10.77%
Pk-8
-2.31%
-10.50%
-13.44%
-16.42%
-20.00%
-23.06%
-30.00%
Current Status Nationally
• Main Messages:
– SWPBIS is possible (over 18,200 schools)
– 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.
0
Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
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
1200
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 13,331 schools 8/10’
1400
Wisconsin
Illinois
1000
800
600
400
200
0
Wyoming
Wisconsin
West Virginia
Washington DC
Washington State
Virginia
Vermont
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
#of schools implementing PBIS by state (incomplete August 2012)
1800
1600
1400
1200
1000
800
600
400
200
How Do We Get There?
• District commitment, school staff buy-in
• Coaching capacity
• Professional development plan
• Efficient data tool
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
Big Ideas-District
• Long term planning is essential
• Funding sources
• Coaching and ADMINISTRATIVE
commitment at all 3 tiers
Building Level Commitments
 Three-five year focus to get sustainable change
 Active administrative support and participation
 Administrative leadership for PBIS teams
 Commitment from staff (80%)
 Ongoing communication and support with staff
 Completion and use of data collection (discipline and
academic data, survey, checklists)
 Staff participation in ongoing training
Family Involvement or Engagement in a PBIS School?
Family involvement is often more of a “doing to,” while
engagement is a “doing with.”
•Involvement – schools tend to lead with their mouth –
generally telling family members what to do
•Engagement – schools lead with their ears – listening
to family members’ ideas, and eliciting what they have
found works best with their children
Larry Ferlazzo, Education Week, March 2012
Components of Family Engagement
• Family member/parent academic aspirations
and expectations for children
• Family member/parent-child communication
about school
• Home structure that supports behavior and
learning
• Family member/parent participation and
connection in school activities
Four Concepts of Family Engagement that Educators Need to
Know
1.The positive effect of family engagement on student
performance (academic and behavior).
2.The home and cultural context of the students they
teach.
3.Family beliefs about ways to support children's
learning.
4.Specific strategies to support children’s learning.
Remember
• PBIS involves all of us
–
–
–
–
–
–
we decide what our focus will be
we decide how we will monitor
we decide what our goals are
we decide what we’ll do to get there
we evaluate our progress
we decide whether to keep going or change
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
National and State Resources
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www.pbis.org
www.wisconsinPBISnetwork.org
www.SWIS.org
www.pbisassessment.org
www.apbs.org