Transcript Increasing Social and Academic Success: Positive Behavior Support meets Response to Intervention Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org.

Increasing Social and Academic
Success: Positive Behavior Support
meets Response to Intervention
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive
Behavioral Intervention & Supports
www.pbis.org
The Challenge
• Students with the most challenging academic and social problems need
pro-active comprehensive and consistent systems of support
• School-wide discipline systems are typically unclear and inconsistently
implemented – absence of a “social behavior curriculum”
• Educators often lack specialized skills to address severe problem behavior
and learning challenges
• Pressure on schools to incorporate national and state initiatives such as
Values Education, Anti-Bullying, Safe Schools and achieving “adequate
yearly progress.” Many often have clearly defined outcomes without
structures to reach or a framework for deciding what should be
implemented when, for whom, and to what degree
Common school response to problem behavior = “punishment” of
misbehavior and assumptions about appropriate behavior and/or seek out
alternative placements
Common school response to academic challenges = send to specialists to “be
fixed”
2 Minutes
With your neighbor, identify
core curriculum across
each academic subject
2 Minutes
With your neighbor, identify
school-wide rules and strategies
for teaching social behavior
The point?
• We can’t “make” students learn or behave
• We can create environments to increase
the likelihood students learn and behave
• Environments that increase the likelihood
of social and academic success are
guided by a core curriculum, adapted to
reflect student need, and implemented
with consistency and fidelity
Context
The School Environment Must Support
Appropriate Social & Academic Behavior
School-Wide Positive
Behavior Support
Response to Intervention
Starting Points
•
•
•
•
•
•
Teams
Universal curriculum developed / identified
Data-based decision making
Problem solving logic
Access to Technical Assistance
Working toward district/regional support
School-wide Positive Behavior
Support
Typical responses to students







Increase monitoring for future problem behavior
Re-review rules & sanctions
Extend continuum of aversive consequences
Improve consistency of use of punishments
Establish “bottom line”
Zero tolerance policies
Security guards, student uniforms, metal detectors, video
cameras
 Suspension/expulsion
 Exclusionary options (e.g., alternative programs)
The Danger….
“Punishing” problem behaviors (without a
proactive support system) is associated with
increases in (a) aggression, (b) vandalism, (c)
truancy, and (d) dropping out. (Mayer, 1995, Mayer & SulzarAzaroff, 1991, Skiba & Peterson, 1999)
The Good News…
Research reviews indicate that the most
effective responses to school violence are
(Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan &
Guerra, 1994):
• Social Skills Training
• Academic Restructuring
• Behavioral Interventions
Contributing Factors
Home
Poverty- Language
Parent/Child interactions
Community
School
Disability
Toward a Solution
The answer is not the invention of new solutions, but
the enhancement of the school’s organizational
capacity to:
• Accurately adopt and efficiently sustain their
use of research-validated practices
• Provide a Seamless continuum of behavioral
and academic support for all students
• Be part of a district wide system of behavior
support
• Increased focus, teacher training, community
training, and funding for early intervention
School-wide Positive Behavior Support
PBS is a broad range of systemic and
individualized strategies for
achieving important social and
learning outcomes while preventing
problem behavior
OSEP Center on PBIS
PBS is not...
 Not specific practice or curriculum…it’s a
general approach to preventing problem
behavior
 Not limited to any particular group of
students…it’s for all students
 Not new…its based on long history of
behavioral practices & effective
instructional design & strategies
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
School-wide Positive Behavioral
Support
 Incorporate best practice in professional development
and system change (teams)
 Emphasizes the use of assessment information to guide
intervention and management decisions
 Focus on the use of a continuum of behavioral supports
 Focus on increasing the contextual fit between problem
context and what we know works
 Focus on establishing school environments that support
long term success of effective practices {3-5 years}
School-wide Positive
Behavioral Support
 Expectations for student behavior are defined by a building based
team with all staff input
 Effective behavioral support is implemented consistently by staff
and administration
 Appropriate student behavior is taught
 Positive behaviors are publicly acknowledged
 Problem behaviors have clear consequences
 Student behavior is monitored and staff receive regular feedback
 Effective Behavioral Support strategies are implemented at the
school-wide, specific setting, classroom, and individual
student level
 Effective Behavioral Support strategies are designed to meet the
needs of all students
Themes
Focus on positive proactive
programming
Emphasis on clearly defined working
structures
Teacher/school takes ownership of
student learning & behavioral
challenges
Problem behavior = learning error
Schools with Effective Discipline
Effective Leadership
Work smarter not harder
Active involvement
Clarity in direction
Move Beyond Punishment
Teach, Monitor, Reward appropriate
behaviors before relying on punishment
First Steps
Form a team
Establish need, priorities, and commitment
Draft a mission statement
Develop working structures
Develop maintenance structures
“Work smarter not harder”
WORKING SMARTER
Initiative,
Project,
Committee
Purpose Outcome
Target
Group
Attendance
Committee
Increase
student
attendance
Percentage
increase in daily
attendance
Total student
body and high
absence
students
Character
Education
Improve
student
behavior
No measurable
outcome defined
Total study
body
Safety
Committee
School
Climate
Committee
DARE
Committee
PBS Work
Group
Staff
Involved
Mr. Early
Ms. Neverlate
Mr. Ontime
Ms. Prompt
SIP/etc.
Identified as
part of school
improvement
plan
Universal Strategies:
School-Wide
Essential Features
•
•
•
•
•
•
Statement of purpose
Clearly define expected behaviors (Rules)
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for record-keeping and decision making
Preparing for Implementation
• Establish a regular meeting schedule for the
behavior committee
• Establish a standard system for communicating
information within the committee and among
staff
• Analyze needs assessment data and other data
to create short and long term goals (EBS survey)
• Develop regular opportunities for training on key
PBS strategies
• Develop strategies to share information with
parents & community
Statement of Purpose
• State positively
• Focus on everyone and all settings in
school building
• Focus on academic and behavioral
outcomes
"To promote and maintain a safe and orderly
learning environment for students and staff"
Clearly Define Expected Behaviors
• Set of “rules”
• State positively and succinctly
• Keep to five or fewer
Process
1. List problem behaviors
2. Identify “replacement behaviors” {what do you want
them to do instead}
3. Create “matrix” of replacements by settings
Benton
I am….
All Settings
Classroo
m
Hallways
Cafeteria
Bathrooms
Playground
Assemblies
Safe
•Keep bodies
calm in line
•Report any
problems
•Ask
permission to
leave any
setting
Maintain
personal
space
Walk
Stay to the
right on
stairs
Banisters
are for
hands
•Walk
•Push in
chairs
•Place trash
in trash can
Wash hands with
soap and water
Keep water in the
sink
One person per
stall
Use equipment for
intended purpose
Wood chips are for
the ground
Participate in
school approved
games only
Stay in approved
areas
Keep body to self
•Walk
•Enter and exit
gym in an
orderly manner
Respect
ful
•Treat others
the way you
want to be
treated
•Be an active
listener
•Follow adult
direction(s)
•Use polite
language
•Help keep
the school
orderly
Be
honest
Take
care of
yourself
Walk
quietly so
others can
continue
learning
Eat only
your food
Use a
peaceful
voice
Allow for privacy
of others
Clean up after self
•Line up at first
signal
•Invite others who
want to join in
•Enter and exit
building peacefully
•Share materials
•Use polite
language
Be an active
listener
Applaud
appropriately to
show
appreciation
A
Learner
•Be an active
participant
•Give full
effort
•Be a team
player
•Do your job
•Be a risk
taker
•Be
prepared
•Make
good
choices
Return to
class
promptly
•Use proper
manners
•Leave
when adult
excuses
•Follow bathroom
procedures
•Return to class
promptly
•Be a problem
solver
•Learn new games
and activities
•Raise your
hand to share
•Keep
comments and
questions on
topic
Procedures for Teaching Expected
Behaviors
• Social skill instruction
– teach the rule
– demonstrate the skill
– students practice the skill
– review and test the skill
• Embed in curriculum
• Practice, Practice, Practice
Procedures for Encouraging Expected
Behaviors
• Identify “rule” student met and specific
behavior they displayed (verbal feedback)
• Deliver reinforcement
– Tangible to intrinsic
– External to internal
– Frequent to infrequent
– Predictable to variable
Procedures for Discouraging Problem
Behaviors
• CONSISTENCY
• Clearly define problem behavior
• Clear distinctions between staff/classroom
and office managed behavior
• Establish a continuum of procedures for
correcting problem behavior
• Establish data decision strategies for repeat offenses
Data-Based Decision Making
Types of Data
• Office Discipline Referrals (SWIS.org)
• Anecdotal data
• Teacher, student, parent surveys
• Direct observation (behavior counts)
• Archival data (e.g., referrals to special education,
attendance, academic performance, grade retention,
attendance, suspensions/expulsions)
Universal Strategies:
Non- Classroom Settings
• Identify Setting Specific Behaviors
• Develop Teaching Strategies
• Develop Practice Opportunities and
Consequences
• Assess the Physical Characteristics
• Establish Setting Routines
• Identify Needed Support Structures
• Data collection strategies
Universal Strategies:
Classroom
Needed at the classroom level...
• Use of school-wide expectations/rules
• Effective Classroom Management
– Behavior management
– Instructional management
– Environmental management
• Support for teachers who deal with students
who display high rates of problem behavior
Implementation Examples
T o ta l O ffi c e D i s c i p l i n e R e fe r r a
FRMS Total Office Discipline Referrals
3000
2500
2000
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03
Academic Years
Multi Year Comparisons Per Day Per Month
Referrals Per Day
25
20
00-01
15
01-02
10
02-03
5
0
Sept
Oct
Nov
Dec
Jan
Feb
March April
May
INSTRUCTIONAL HOURS GAINED
Projected (50% ) vs. Actual (Aug-Dec 2000)
5000
4500
4000
3500
HOURS
3000
2500
2000
4290
HOURS
1500
2145
HOURS
1000
1671
ADDITIONAL
Instructional Hours
78%
500
474 HOURS
0
Total Instructional H ours Lost 9900
Projected Instructional H ours Lost
Actual Instructional H ours Lost
Alton High School
Average Referrals per Day
100
90
80
70
60
50
40
30
20
10
0
November
December
January
February
BALLWIN ACHIEVEMENT PBS
800
70
760
700
60
58.2
50
47.4
500
40
405
400
32.5
31
30
302
300
185
200
20
10
100
0
0
2000
2001
2002
YEAR
Office Referrals
Proficient or Advanced on MAP
2003
MAP PERCENTILE
NUMBER OF REFERRALS
600
Prevention & Supports For
Identified and At-risk Students
Social Behavior
Does Implementation of PBIS improve
individual interventions?
• Illinois “profile” analysis.
– Assessment of intervention effectiveness
Very Low, Low, Med, High, Very High
0
1
2
3
4
– School-wide
– Individual Intervention
Profile Effectiveness Scores
(Illinois Schools 02-03)
Mean Effectiveness Scores
4
t = 11.11 (335) p< .0001
t = 2.30 (27) p < .03
3
N=223
N=38
N=169
2
N=17
1
Partial
Full
Partial
Full
N=169
N=223
N=17
N=38
0
School-wide
Individual
Mental Health Outcomes
• Does School-wide PBS fit within a
comprehensive mental health model of
prevention and intervention?
Minimizing and reducing “risk factors” by
building “protective factors”
Risk and Protective Factor Comparison
SSS Risk and Protective Factor Scores
(Illinois Schools 02-03)
Mean SSS Factor Scores
100
t = -2.17 (37) p < .036
t = 2.31 (37) p < .026
80
60
40
20
Partial
N=21
Full
N=18
Partial
N=21
Full
N=18
0
Risk Factor
Protective Factor
Correlation of Risk Variables with EBS Survey
Score
N = 13 Middle Schools
Sprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001
Pearson R
0.2
0
-0.2
-0.4
-0.6
Free & R Acd Fail
Mobiltiy A&D Crm
ASB
Total
Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016
Risk Variables
A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale
Impact on Moving Students to More
Restrictive Settings
Columbia Public Schools
• Elementary Schools who implement SW-PBS
referred students to alternative/special school at
lower rates compared to schools who were not
implementing SW-PBS (r = -0.4306, p < 0.01)
• Elementary Schools who implemented SW-PBS
have less recidivism to alternative settings once
students returned to home-school
Example
Self-contained Special Education Building
• Enrollment 200
• 50% free and reduced
lunch
• Ages 13 and up
• Programs
• Serves 8 component
districts
•
•
•
•
•
Physically Impaired
Autism
Language Impaired
Hearing Impaired
Multiple/ Severe
Disabilities
• Emotional/Behaviora
l Disorder
Reported Results
• Reduction in inappropriate behavior (verbal
aggression, sleeping in class, off task,
disruption)
• Increased prosocial behaviors and task
completion
• Post universal systems, only 5 students (from
33) required individualized support
Maryland PBS Initiative
Elementary Office Refferals by Year
900
852
800
700
654
608
600
490
500
Pre
433
416
Post
385
400
296
300
218
200
187
180
134
108
140
138
87
100
0
1E
2E
3E
4E
5E
6E
7E
8E
MIddle School Office Referrals by Year
3000
2514
2500
2082
1948
2000
2001-02
1464
1500
2002-03
1031
1000
800
592
465
500
0
9M
10M
11M
12M
Group Cost Benefit
Office Referral Reduction Across
12 PBIS schools= 5,606
If one Office Referral=15 minutes of
administrator time, then 5,606 x 15=
84,090 minutes
1401.15 hours or
233 days
of administrator time recovered and
reinvested.
Group Cost Benefit
Office Referral Reduction
Across 12 PBIS Schools =5,606
If students miss 45 minutes of instruction for each
Office Referral, 5,606 X 45=
252,270 minutes
4204.50 hours or
700 days
of instructional time recovered!!!!!
Western Sydney Region
Number of Long Suspensions
Percentage change from 2005 to 2006
30%
26%
20%
Percentage Change
11%
10%
0%
-10%
-7%
-20%
-23%
-30%
PBL Phase 1
(13 schools)
PBL Phase 2
(14 schools)
PBL Phase 3
(28 schools)
Not PBL
(183 schools)
Small Group and Individual
Interventions
Small Group / Targeted
• Part of a continuum: Must link to schoolwide PBS system
• Efficient and effective way to identify
students
• Assessment = simple sort
• Intervention matched to presenting problem
but not highly individualized
Small Group / Targeted Practices
 Social
Skill Training
 Self-Management
 Mentors/Check-in
 Peer tutoring / Peer Network
 Academic support
STUDENTS RECEIVING A "BEHAVIOR PLAN"
EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
AVERAGE PERCEN T D ECLIN E IN REFERRALS
20
18
50%
%
NUMBER OF REFERRALS
16
14
12
10
8
6
4
2
0
A*
B
C
D
E
F*
G
H
I
J*
K
STUDENT NAME
* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
REFERRALS 99-00
REFERRALS 00-01
L
M
N
O
P
Pals - Combined Discipline Referrals
Sept-Jan
YR2 vs. YR3
45
43
46%
Number of Behavior Referrals
40
35
30
25
Average
5.38
23
20
15
Average
2.88
10
5
0
YR2
YR3
AMOUNT OF TIME PER WEEK
SPENT WORKING DIRECTLY WITH STUDENT
More than 60 minutes
0
40 to 60 minutes
0
30 to 40 minutes
0
20 to 30 minutes
10 to 20 minutes
3
6
10 minutes or less
9
NUMBER OF TEACHERS
Individual Students
• Part of a continuum: Must link to schoolwide PBS system
• Quick supportive response to teacher
• Plans based on a Functional
Behavior Assessment
– Clear process in place
– Behavioral expertise available
– All in school understand basic logic of
FBA and PBS
Individual Support Plans
• When small group not sufficient
• When problem intense and chronic
• Driven by Functional Behavioral
Assessment
• Linked to school-wide system
Process (FBA to PBS)
• Conduct functional behavioral
assessment
• Create plan based on functional
assessment outcome
• Develop infra-structure to support
behavior change (school environment
must change)
FBA
Baselin e
Non-Fun ct io n
Based Int erven t ion
Funct ion Based Int erv en t ion
1 0 0
9 0
8 0
7 0
6 0
5 0
4 0
3 0
2 0
1 0
Mat t hew
Percentage of Intervals Inappropriate Behavior
0
10 0
90
80
70
60
50
40
30
20
Jerro d
10
0
1 00
9 0
8 0
7 0
6 0
5 0
4 0
3 0
Em ma
2 0
1 0
0
1
3
5
7
9
1 1
1 3
1 5
1 7
1 9
2 1
2 3
2 5
Daily Sessio ns
2 7
2 9
3 1
3 3
3 5
3 7
3 9
4 1
4 3
4 5
4 7
4 9
FBA – PBS Plan Process
Success requires:
1. Individual(s) with expertise in FBA-PBS
2. Fluency with a clear process among all
staff including their role
3. A basic understanding of the Applied
Behavior Analysis = Behavior is
functionally related to the teaching
environment
Essential Steps to Individual PBS
Plans
1.
2.
3.
4.
Request for assistance
Operationally define problem/replacement behavior
Background/archival data/ data collection/Environmental Assessment
Functional Behavioral Assessment


5.
6.
Develop hypothesis regarding function of problem behavior
Develop a PBS plan



7.
Indirect measures
Direct observation
Social skill instruction
Self management
Environmental modifications
Implement, Monitor and Evaluate progress
Response to Intervention
Common school response to
academic challenges = send to
specialists to “be fixed”
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Responsiveness to Intervention
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING &
PROBLEM SOLVING
STUDENT
PERFORMANCE
CONTINUOUS
PROGRESS MONITORING
RtI Logic
Modify &
specialize for
non-responders
Screen
universally &
frequently
Teach w/ best
curriculum &
instruction
Intervene early at
all levels
Use student
behavior as
progress indicator
Universal Supports: Core Instruction
• Consistent “core” curriculum implemented school-wide
(research-based)
• Core instruction follows effective instructional practices
(NWREL.org)
• Core instruction implemented with fidelity
• Consistent, prioritized, and protected time allocated to
instruction
• Data decision rules to identify a) those at high risk and b)
“non-responders” in a timely manner
Importance of Effective Instruction
(Sanders, 1999)
• The single biggest factor affecting academic growth of any
population of youngsters is the effectiveness of classroom
instruction.
• The answer to why children learn well or not isn't race, it isn't
poverty, it isn't even per-pupil expenditure at the elementary
level.
• The classroom’s effect on academic growth dwarfs and nearly
renders trivial all these other factors that people have
historically worried about.
Early Literacy & Behavior
(Kelk & Lewis, 2001)
What are the effects of three instructional conditions a)
social skill instruction, b) phonological / phonemic
awareness instruction, and c) a combination of social
skill instruction and phonological awareness
instruction on the reading related and/or social
behavior of at-risk kindergarten children?
Early Literary
Outcome
Social Skill
Outcomes
Phonemic
Instruction
+/-
-
Social Skill
Instruction
-
+/-
Phonemic and SS
Instruction
+
+
Control Group
-
-
Targeted / Small Supports
Important Themes
• Part of a continuum – must link to core
curriculum
• Efficient and effective way to identify students
(Curriculum Based Measures; DIBELS) through
FREQUENT monitoring
• Intervention matched to presenting problem
but not highly individualized
Targeted Supports
Intensify Instruction
• Increase academic
engaged time
• Small group / one:one
• Increased
opportunities to
respond
• Supplemental
curriculum
Alter Instructional
Environment
• Rules & routines
• Attention signal
• Ratio of positive /
negative statements
• Efficient transitions
• Active supervision
Structural Analysis
Setting Factors Assessment Tool
• Level 1: Classroom Set-up and Structure
• Level 2: Context Specific Activities
• Level 3: Instructional Delivery and Tasks
• Level 4: Student Behavior
Case Study
• SFAT
– Significant variables: clarity of expectations &
directions; consistency of expectations;
accessibility of class schedules; lack of enforced
procedures (especially regarding to hand raising
and verbalizations or entire class).
100
90
Mean Percent of Teacher Behavior
80
70
60
50
40
30
20
10
0
Baseline
High Structure
Level 1
Materials Accessiblity
Level 1 & 2
Rules Visible
Level 1, 2 & 3
Assistance Consistent
Follow-Up
Answering Consistent
55
Baseline
Level 1
Level 1, 2, & 3
Level 1 & 2
Follow-up
55
50
50
45
45
40
40
35
35
30
30
25
25
20
20
Frequency of Verbalizations
Percent of Intervals Off-Task
Verbalizations
Off-Task
15
15
10
10
5
5
0
0
1
2
3
4
5
6
7
8
Sessions
9
10
11
12
13
14
15
16
17
18
Individual / Intensive
Individual
• When small group/targeted not sufficient
• When data indicate high risk*
• Linked to core curriculum / outcomes
*limited data beyond literacy
Individual/ Intensive
• Targeted assessment (Curriculum Based
Measures; DIBELS)
• Instruction targets remediation and/or
accommodation
• Environment provides multiple and sustained
engagement opportunities
• Monitor outcomes and make necessary
adjustments (progress monitoring)
B a se lin e
C la ssr o o m
In t e r v e n t i o n
C l a s s ro o m &
In d i v i d u a l I n t e r v e n t i o n
1 0 0
9 0
8 0
7 0
6 0
5 0
4 0
L a r ry
3 0
2 0
1 0
0
1
2
3
4
5
6
7
8
9
1 0
1 1
1 2
1 3
1
4
1 5
1
6
1 7
1 8
1 9
2 0
2 1
2 2
2 3
2 4
2 5
2 6
2 7
2
8
2 9
3 0
3 1
3 2
3
3
3 4
3 5
3 6
3 7
1 0 0
9 0
8 0
7 0
6 0
5 0
4 0
D av e
3 0
2 0
1 0
0
1
2
3
4
5
6
7
8
9
1 0
11
12
1 3
1 4
1 5
1 6
17
1 8
1 9
2 0
2 1
22
2 3
2 4
2 5
2 6
27
2 8
2 9
30
3 1
3 2
3 3
3 4
3 5
3 6
37
10 0
9 0
8 0
7 0
6 0
5 0
4 0
J a ck
3 0
2 0
1 0
0
1
2
3
4
5
6
7
8
9
1 0
1 1
1 2
1 3
1 4
1 5
1 6
1 7
1 8
1 9
2 0
D a ily S e s sio n s
2 1
2 2
2 3
2 4
2 5
2 6
2 7
2 8
2 9
3 0
3 1
3 2
3 3
3 4
3 5
3 6
3 7
RtI Applications (Sugai, 2007)
EARLY READING/LITERACY
SOCIAL BEHAVIOR
TEAM
General educator, special educator,
reading specialist, Title 1, school
psychologist, etc.
General educator, special educator,
behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL
SCREENING
Curriculum based measurement
SSBD, ODR, record review, gating
PROGRESS
MONITORING
Curriculum based measurement
ODR, suspensions, behavior incidents,
precision teaching, attendance
EFFECTIVE
INTERVENTIONS
5-specific reading skills: phonemic
awareness, phonics, fluency,
vocabulary, comprehension
Direct social skills instruction, positive
reinforcement, token economy, active
supervision, behavioral contracting,
group contingency management,
function-based support, selfmanagement
DECISION MAKING
RULES
Core, strategic, intensive
Primary, secondary, tertiary tiers
Big Ideas
• Develop Core curriculum (social & academic)
– Teach & Practice
• Data-based decision making
– Evaluate effectiveness
– Identify “non-responders”
• Continuum of supports firmly linked to core
curriculum
– Small group/targeted
– Individual
• Systems, systems, systems
• Problem Solving using logic of PBS & RTI
Scaling Up
• Does not simply equal more schools or every school within a
district/region/state
• Outcome = increasing school’s adoption and sustained use of
evidence-based practices with integrity that lead to improved
academic and social outcomes for students with accompanying
organizational supports to allow replication
Research Findings on Scaling Up
(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• Best evidence documents what doesn’t work:
– Information dissemination alone
– Training by itself
Research Findings on Scaling Up
(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• What does work
– Long term, multi-level approaches
– Skills-based training
– Practice-based coaching
– Practioner performance-feedback
– Program evaluation
– Facilitative administrative practices
– Methods for systems intervention
Recommendations
(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 77)
• Develop partnerships with skilled researchers
• Establish a community of practices at
implementation sites
• Share lessons learned across functional
purveyor teams from different programs
Key
Build parallel systemic processes
• Provide school/district teams with a process to address the
presenting challenge (e.g., problem behavior, drop out,
learning to read)
• Develop a parallel process for districts/states to support school
implementation and continue to expand with integrity (Blue
Print Leadership Team)
Region/District Initiative
Region/District
Coordinator
PBS Coaches
School Teams
District Coordinator
Professional Development
• Coordinate professional development opportunities for current teams
• Assist with training of new teams
• Coordinate coaches training
• Work with teams/coaches on development of resource bank (materials, examples,
updates of website, etc.)
Communication
• Coordinate communication across district
• Attend principal and assistant principal meetings to provide PBS updates and to listen to
school concerns/questions
• Prepare quarterly & annual reports on progress of the district initiative for leadership team
• Develop district PBS handbook
Coordination
• Prepare leadership team agenda
• Maintain file of building meeting minutes, coach logs, and other data sources from school
teams
• Meet with district coaches to problem solve
• Develop connections between PBS initiative and district school improvement plan
• Develop linkages to external agencies and PBS (e.g., mental health)
• Explore funding opportunities to expand & support initiative
Coaches
• Connect point between school teams and
the district initiative
• Provide technical assistance to school
teams
• Not intended to “lead” team, rather, serve
as an additional resource
– Access materials
– Share examples from other schools
– Updates from the district
School Teams
• Principal or Deputy Principal +
representatives of the school
• Commit to on-going training
• Develop/Draft essential components of
school-wide system
• Two-way Communication with colleagues
On school reform…
Kauffman states “…attempts to reform
education will make little difference until
reformers understand that schools must
exist as much for teachers as for student.
Put another way, schools will be
successful in nurturing the intellectual,
social, and moral development of children
only to the extent that they also nurture
such development of teachers.” (1993, p.
7).