Responsiveness-to-Intervention & School-wide Positive Behavior Support George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut December 2, 2008 www.pbis.org www.cber.org [email protected].
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Responsiveness-to-Intervention & School-wide Positive Behavior Support George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut December 2, 2008 www.pbis.org www.cber.org [email protected] • RtI Context/Review • PBIS Basics • Applications & Examples Responsivenessto-Intervention Comprehensive screening Systematic support for nonresponders Early & timely decision making Databased decision making Instructional accountability & justification Assessmentinstruction alignment WHY? Need for better… Resource & time use 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 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 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” Responsiveness to Intervention Social Sciences Specials SWPBS Etc. Literacy & Writing Numeracy & Sciences 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 Responsiveness to Intervention 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 RtI Application Examples EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement SSBD, record review, gating PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching 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 Intensive Targeted Universal Dec 7, 2007 Few Some All RTI Continuum of Support for ALL School-wide Positive Behavior Support & RtI Need for…. Improving classroom & school climate Integrating Decreasing academic & reactive behavior management initiatives Improving support for Maximizing academic students w/ behavior achievement disorders “141 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs BIG IDEA Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 1990) Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior GENERAL IMPLEMENTATION PROCESS Team Agreements • School-wide agreements Data-based • District investment Action Plan • 3-4 year training commitment • Local coordination, coaching, & evaluation 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 WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? • Positive, predictable school-wide climate • Surgeon General’s Report on Youth Violence (2001) • Formal social skills instruction • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Positive active supervision & reinforcement • Center for Study & Prevention of Violence (2006) • Positive adult role models • White House Conference on School Violence (2006) • High rates of academic & social success • Multi-component, multi-year school-family-community effort SWPBS Practices Classroom Non-classroom • Smallest # • Evidence-based Family • Biggest, durable effect Student 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 Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement Franzen, K., & Kamps, D. (2008). 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 Allday & Pakurar (2007) 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 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 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 CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound/PCP Audit • Special Education ~5%• 1. Identify existing practices • ~15% • • • • • by tier 2. Specify outcome for each effort SECONDARY PREVENTION Check in/out 3. Evaluate implementation Targeted social skills instruction Peer-based supports accuracy & outcome Social skills club effectiveness Eliminate/integrate based on PRIMARY4. PREVENTION • Teach & encourage positive outcomes SW expectations • Proactive SW discipline 5. Establish decision rules (RtI) • Effective instruction • Parent engagement • ~80% of Students Participating Schools 2000 Model Demonstration Schools 2004 Schools 2005 Schools 2006 Schools 2007 Schools 2008 Schools Partnering with 38 ISDs 151 School Districts 340 School Buildings ~9,000 Staff Impacting ~130,000 Students 45 Connections at State and National Levels Leadership Team National Advisors • Dr. Jacquelyn Thompson Director, Special Education and Early Intervention Services • Betty Underwood Acting Director, School Improvement • Shari Krishnan Parent/Advocate • Beth Steenwyk Director of State Projects, Michigan's Integrated Improvement Initiatives • Betsy MacLeod Michigan Reading First • Mark Coscarella Michigan Reading First • Kathleen Straus President, State Board of Education • Elizabeth Bauer Member, State Board of Education • Dr. Rob Horner Co-director, OSEP Center on Positive Behavioral Interventions & Support • Dr. Roland Good Co-author of Dynamic Indicators of Basic Early Literacy Skills • Dr. David Tilly Researcher and content expert in the area of Response to Intervention • Dr. Dan Reschly Researcher and content expert in the area of Response to Intervention • Dr. Greg Roberts Researcher and content expert in the area of Reading and Response to Intervention www.cenmi.org/miblsi