Extending RTI to School-wide Behavior Support Rob Horner University of Oregon www.pbis.org Goals Provide a context for linking school-wide behavior support and academic support within an RTI.
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Extending RTI to School-wide Behavior Support Rob Horner University of Oregon www.pbis.org Goals Provide a context for linking school-wide behavior support and academic support within an RTI framework Describe current research Suggest practical directions Main Messages The social culture of a school affects academic outcomes Real change in schools is done through teams operating at the whole-school level Effective practices are seldom implemented well and sustained for long periods without strong administrative support. Main Themes Response to Intervention (RTI) is an effective approach to school organization that can be applied across content areas. Core Features of RTI Invest FIRST in Evidence-based Prevention Curriculum Instruction Intervention Active Assessment for Data-based Decisionmaking Universal Screening Progress Monitoring National Standards Core Features of RTI Multi-tiered Support Use assessment data to increase support intensity Use research results to select effective interventions Systems to Support Effective Practices Policies Team design, training, scheduling, operation Hiring, evaluation, orientation School-wide Positive Behavior Support School-wide PBS is: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices) Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students 27 School-Wide Positive Behavior Support Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~5% ~15% ~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 Missouri Missouri SWIS data.ppt x CONTINUUM of SWPBS Tertiary Prevention • Function-based support • • ~5%• • Audit 1. Identify existing efforts by tier ~15% Secondary Prevention 2. What are decision rules for moving • Check in/out • from one tier of support to another • • 3. Evaluate the fidelity of • implementation Primary Prevention • SWPBS 4. Specify • • • • ~80% of Students outcomes for each effort Linking Behavior and Literacy Supports Improving the social behavior of students results in: ◦ More minutes spent in academic instruction ◦ Better acquisition during engaged minutes High quality instruction engages students, and leads to reduction in problem behavior. School-Wide Support Systems for Student Success Intensive Intervention Individualized, functional assessment, highly specific 1-5% 7-15% Universal Intervention Core Instruction, all students Preventive Targeted Intervention Supplemental, some students, reduce risk 80% Behavior Reading Responsiveness to Intervention Academic + Social Behavior A logic for linking Behavior and Literacy Supports Children who fall behind academically will be more likely to: ◦ A) Find academic work aversive ◦ B) Find escape-maintained problem behaviors reinforcing. For many students with problem behavior, a core feature of there behavior support will be enhanced academic support Steps for Successful Readers (Roland Good) Probability: On-Track .81 (n=196) Fluency with Connected Text Probability: On-Track (Spring, 3rd) .83 (n=246) Probability: Catch-Up Fluency with Connected Text .06 (n=213) Probability: On-Track (Spring, 2nd) .86 (n=138) Probability: Catch-Up Fluency with Connected Text .03 (n=114) Probability: On-Track (Spring, 1st) .64 (n=348) Probability: Catch-Up Alphabetic .22 (n=180) Principle (Winter, 1st) Phonemic Awareness (Spring, Kdg) Probability: Catch-Up .17 (n=183) Probability of remaining an average reader in fourth grade when an average reader in first grade is .87 Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988) Linking Academic and Behavior Supports Behavior and Academic supports are connected ◦ ◦ ◦ ◦ Kent McIntosh Amanda Sanford Jorge Preciado Moira McKenna Major Discipline Referrals per 100 Students Major Discipline Referrals per 100 Students by Cohort 1.4 n=8 1.2 1 n = 18 0.8 0.6 0.4 0.2 0 Cohort 1 04-05 05-06 Cohort 2 Percent of students Participating School Example: Fourth Grade Reading MEAP Results 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Began MiBLSi Implementation 2000 School 2001 District 2002 2003 Year 2004 2005 Percent of Students at DIBELS Benchmark level: Schoolwide 100 90 80 Percent 70 60 n = 20 n = 29 50 “Control group” n = 14 40 30 20 10 0 Cohort 1 Spr '04 Spr '05 Cohort 2 Spr '06 Cohort 3 As you plan for this conference Evidence-based practices Prevention first Multiple tiers of support Using Data Universal Screening Progress Monitoring Intervention assessment and evaluation Standards Administrative support Summary RTI provides a framework for improving schools across all content areas. Literacy and behavior support behaviors are linked. Good teaching is associated with improved social behavior Good behavior support is associated with improved minutes in academic engagement, and improved academic outcomes. Schools are able to implement both academic and social interventions on a school-wide basis.