Transcript RtI & PBIS: Braiding Initiatives George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut November 19, 2008 www.pbis.org www.cber.org www.swis.org [email protected].

RtI & PBIS:
Braiding Initiatives
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
November 19, 2008
www.pbis.org www.cber.org www.swis.org
[email protected]
• Context RtI & Braiding Initiatives
• PBIS Basics
• RtI-PBIS Applications & Examples
Braiding Initiatives
Wayne Gretzky Wisdom
“Braiding Initiatives”
Guiding Principles
Relevant
outcomes
Implementation
integrity
Leadership
priority
Is Student
Affected
Directly
Continuous
Regeneration
Resource
consolidation
Local expert
capacity
Evidence
based
Data-driven
Responsivenessto-Intervention
Responsiveness to
Intervention
Social
Sciences
Specials
SWPBS
Etc.
Literacy &
Writing
Numeracy
&
Sciences
RtI: Good “IDEiA” Policy
Approach or framework for redesigning
& establishing teaching & learning
environments that are effective,
efficient, relevant, & durable for all
students, families & educators
• NOT program, curriculum, strategy,
intervention
• NOT limited to special education
• NOT new
Response to Intervention
IMPLEMENTATION
W/ FIDELITY
UNIVERSAL
SCREENING
RtI
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
DATA-BASED
DECISION MAKING
STUDENT
& PROBLEM
PERFORMANCE
SOLVING
CONTINUOUS
PROGRESS
MONITORING
Quotable Fixsen
“Policy is allocation of limited
resources for unlimited needs
– Opportunity, not guarantee, for good
action”
“Training does not predict action”
– “Manualized treatments have created
overly rigid & rapid applications”
Continuum of Effective Behavior
Support
Students with
Chronic/Intense
Problem Behavior
(1 - 7%)
Specialized Individual
Interventions
(Individual Student
System)
Tertiary Prevention
Secondary Prevention
Specialized Group
Interventions
(At-Risk System)
Students At-Risk
for Problem
Behavior
(5-15%)
Students
without
Serious
Problem
Behaviors
(80 -90%)
Primary Prevention
All Students in School
Universal Interventions
(School-Wide System
Classroom System)
Circa 1994
Designing School-Wide Systems
for Student Success
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
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
Academic
+
Social Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~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
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
School-wide
Positive
Behavioral
Supports
PBIS Logic!
Successful individual student
support is linked to host
environments or school
climates that are effective,
efficient, relevant, integrated,
durable, & scalable for all
students
(Zins & Ponti, 1990)
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
SWPBS outcomes
Improving
classroom &
school climate
Integrating
Decreasing
academic &
reactive
behavior
management
initiatives
Improving
support for
students w/
EBD
Maximizing
academic
achievement
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
Pre
3000
Total ODRs
2500
2000
Post
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Central Illinois Elem, Middle Schools
Triangle Summary 03-04
1
05%
Mean Proportion of
Students
11%
20%
0.8
22%
0.6
84%
58%
0.4
0.2
6+ ODR
2-5 ODR
0-1 ODR
SWPBS schools are more preventive
0
Met SET (N = 23)
Not Met SET (N =12)
National ODR/ISS/OSS
July 2008
K-6
6-9
9-12
2409
# Sch
1756
476
177
# Std
781,546 311,725 161,182 1,254,453
# ODR 423,647 414,716 235,279 1,073,642
ISS
# Evnt
6
38
38
avg/100 # Day
12
49
61
OSS
# Evnt
6
30
24
avg/100 # Day
10
74
61
# Expl
0.03
0.29
0.39
100,000 schools ~ 45,000,000 ODRs
July 2, 2008
% Students
3
100%
8
9
15
16
8
90%
80%
70%
60%
6+
50%
2-5
89
77
40%
0-1
74
30%
20%
10%
0%
K-6
6-9
9-12
School Level
ODR rates vary by level
% Major ODRs
100%
90%
33
45
80%
44
70%
60%
6+
50%
42
2-5
0-1
40%
38
38
17
18
30%
20%
26
10%
0%
K-6
6-9
School Level
July 2, 2008
9-12
Bethel School District Office Discipline Referrals
1000
900
800
Number of Referrals
700
600
2001-02
2002-03
2003-04
500
2004-05
2005-06
400
2006-07
2007-08
300
200
100
0
K
1
2
3
4
5
6
Grade Level
7
8
9
10
11
12
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
VIOLENCE PREVENTION
• Positive, predictable school-wide
climate
• Surgeon General’s
Report on Youth
Violence (2001)
• High rates of academic & social
success
• Coordinated Social
Emotional &
Learning
(Greenberg et al.,
2003)
• Formal social skills instruction
• Positive active supervision &
reinforcement
• Center for Study &
Prevention of
Violence (2006)
• Positive adult role models
• White House
Conference on
School Violence
(2006)
• Multi-component, multi-year
school-family-community effort
SWPBS
Practices
Classroom
Non-classroom
Student
• Smallest #
• Evidence-based
Family
• Biggest, durable effect
School-wide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide
expected behavior
5. Continuum of procedures for encouraging expected
behavior
6. Continuum of procedures for discouraging rule
violations
7. Procedures for on-going data-based monitoring &
evaluation
Expectations
Teaching
Matrix
SETTING
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r 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.
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.
Respect
Property
FRMS Total Office Discipline Referrals
SUSTAINED IMPACT
Pre
3000
Total ODRs
2500
2000
Post
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Elementary School
Suspension Rate
Elementary School
Trends in Suspension Rates for PBS Schools
Implementing w/ Fidelity & Maturity
Trends in Black & Hispanic Suspension Rates for PBS
Schools Implementing w/ Fidelity & Maturity
Non-classroom
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Franzen, K., & Kamps, D. (2008).
“Good morning, class!”
Teachers report that when
students are greeted by an
adult in morning, it takes less
time to complete morning
routines & get first lesson
started.
McCormick Elementary School, MD
Active Supervision &
Dismissal
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
Classroom
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Typical Contexts/
Routines
All
Morning Meeting
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Homework
Do own work.
Turn in before lesson.
Transition
Use inside voice.
Keep hands to self.
“I Need
Assistance”
Teacher Directed
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put homework neatly in Turn in lesson on time.
box.
Do homework
Touch your work only.
night/day before.
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Allday &
Pakurar (2007)
Classroom Management: Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than inappropriate
behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g.,
class point systems, praise, etc.).
Yes
No
Yes
No
10. In general, I have provided specific feedback in response to social and academic behavior
errors and correct responses.
Overall classroom management score:
10-8 “yes” = “Super”
7-5 “yes” = “So-So”
# Yes___
<5 “yes” = “Improvement Needed”
Individual Student
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
-O
ct
3N
o
16 v
-N
o
30 v
-N
ov
7D
ec
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
e
17 b
-F
eb
25
-F
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
13 r
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
26
Percent of Intervals Engaged in Problem Behavior
100
90
10
0
BL
CI/
CO
CI/CO
+75%
CI/CO
+80%
80
80
90
School Days
CI/CO
+90%
70
Helena
60
50
40
30
20
10
100
0
90
70
Jade
60
50
40
30
20
10
0
100
80
Farrell
70
60
50
40
30
20
Began
meds.
Class B
Results
Check In/Out Pt Card
Name________________ Date ________
GOALS
9:30
10:30
11:30
1. RESPECT OTHERS 2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
2. MANAGE SELF
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
3. SOLVE
PROBLEMS
RESPONSIBLY
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0 2 1 0
Rating Scale
2 = Great
1 = Ok
0 = Goal Not Met
8:30
Goal _____
Pts Possible _____
Pts Received_____
% of Pts _____
Goal Met? Y N
12:30
1:30
Class B
Results +
Composite
Peers
100
BL
CI/
CO
90
CI/CO
+75%
CI/CO
+80%
CI/CO
+90%
80
Helena
70
60
Peer
40
30
20
10
0
100
90
Jade
80
70
60
Peer
50
40
30
20
10
0
100
90
Farrell
80
70
Peer
60
50
40
30
20
School Days
eb
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
pr
29
-A
p
10 r
-M
a
19 y
-M
ay
-F
25
17
-F
eb
eb
Began
meds.
8F
-O
ct
3N
ov
16
-N
ov
30
-N
ov
7D
ec
0
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
10
26
Percent of Intervals Engaged in Problem Behavior
50
100
BL
90
Study 2
Results
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
50
40
30
20
10
0
100
80
Blair
70
60
50
40
30
20
10
0
100
90
80
Be n
70
60
50
40
30
20
10
0
100
90
80
Oliv ia
70
60
50
40
30
20
10
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
e
b
8F
e
b
17
-F
e
b
25
-F
e
b
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
90
School Days
Study 2
Results +
Composite
Peer
100
BL
90
CI/
CO
CI/CO
75%
CI/CO
80%
FB
plan
FB
plan 2
80
Marce llus
70
60
Peer
50
40
30
20
10
0
100
90
80
Peer
60
50
40
30
20
10
0
100
90
80
Be n
70
60
Peer
50
40
30
20
10
0
100
90
80
70
Peer
Oliv ia
60
50
40
30
20
10
School Days
4M
a
11 r
-M
a
30 r
-M
ar
5A
p
r
13
-A
p
29 r
-A
p
10 r
-M
a
19 y
-M
ay
6Ja
n
13
-J
a
n
18
-J
a
n
27
-J
a
n
3F
eb
8F
eb
17
-F
e
25 b
-F
eb
-O
ct
3N
ov
16
-N
o
30 v
-N
ov
7D
ec
0
26
Percent of Intervals Engaged in Problem Behavior
Blair
70
Family
• Continuum of positive behavior support for
all families
• Frequent, regular positive contacts,
communications, & acknowledgements
• Formal & active participation & involvement
as equal partner
• Access to system of integrated school &
community resources
Family
Teaching
Matrix
Expectations
Respect
Ourselves
Respect
Others
Respect
Property
SETTING
At home
Morning
Routine
Homework
Meal
Times
In Car
Play
Bedtime
www.pbis.org
Horner, R., & Sugai, G. (2008). Is
school-wide positive behavior support
an evidence-based practice? OSEP
Technical Assistance Center on
Positive Behavioral Interventions and
Support.
http://www.pbis.org/files/101007eviden
cebase4pbs.pdf.
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of
students attending
daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety
Committee
Improve safety
Predictable response
to threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office
referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
•
•
•
•
•
•
••
•
•
•
~80% of Students
•
•
•
•
•
•
TERTIARY PREVENTION
PREVENTION
TERTIARY
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
PREVENTION
SECONDARY
• Check in/out
Targeted social skills instruction
• Peer-based supports
• Social skills club
•
PRIMARY PREVENTION
PRIMARY
PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
ESTABLISHING A CONTINUUM of SWPBS
TERTIARY PREVENTION
Practice Selection
• Function-based support
• Wraparound/PCP
Audit
•
Evidence-based
• Specialized individualised
~5%
supports
Identify existing
practices
by tier
•1. Measurable
outcome
aligned
with
•
need
& student
~15%
2.
Specify
outcome for each effort
SECONDARY PREVENTION
• Check in/out
•
Rules
for
data-based
decisions
3.
Evaluate
implementation
• Targeted social skills instruction
• Peer-based supports
accuracy &with
outcome
•
Integrated
related practices
• Social skills club
effectiveness
•
based
on outcomes, need,
4. student
Eliminate/integrate based on
PRIMARY PREVENTION
• Teach & encourage positive
outcomes
• Implementation
fidelity
SW expectations
• Proactive SW discipline
Establish decision
rules (RtI)
•5. Continuous
monitoring
• Effective instruction
• Parent engagement
•
~80% of Students
PBS Systems Implementation Logic
PBS
Implementation
Blueprint
www.pbis.org
Funding
Visibility
Political
Support
Leadership Team
Active & Integrated Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
BRAIDING INITIATIVES:
SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS
Continuous
Self-Assessment
Relevance
Valued
Outcomes
Priority
Efficacy
Fidelity
Practice
Implementation
Effective
Practices