RtI & PBIS: Braiding Initiatives

1. 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 George.sugai@uconn.edu

2. PURPOSE Provide some thoughts about braiding initiatives by establishing integrated continuum of behavior support that reflects RtI framework • Context RtI & Braiding Initiatives • PBIS Basics • RtI-PBIS Applications & Examples

4. Braiding InitiativesWayne Gretzky Wisdom Key point #1 “Most players skate to where the puck is, but I skate to where the puck is going”

5. “Braiding Initiatives” Guiding Principles Is Student Affected Directly Key point #2 Continuous Regeneration

6. 12/32 Responsiveness-to-Intervention

7. Responsiveness to Intervention

8. RtI: Good “IDEiA” Policy Key point #3 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

9. Response to Intervention RtI

10. 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”

11. Circa 1994

12. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

13. Responsiveness to InterventionAcademic+ Social Behavior

14. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Key point #4 ALL ~80% of Students

15. RTI Continuum of Support for ALL Few Some All Dec 7, 2007

23. 12/32 School-wide Positive Behavioral Supports

24. 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) Key point #5

25. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

26. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

27. 2 SWPBS outcomes

28. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

29. Pre Post

30. 05% 20% 11% 22% 84% 58% SWPBS schools are more preventive

31. National ODR/ISS/OSS July 2008 100,000 schools ~ 45,000,000 ODRs

32. July 2, 2008 ODR rates vary by level

33. July 2, 2008

35. www.swis.org

36. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

37. VIOLENCE PREVENTION • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al., 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006) • Positive, predictable school-wide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

38. SWPBS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Key point #6 Student

39. School-wide • Leadership team • Behavior purpose statement • Set of positive expectations & behaviors • Procedures for teaching SW & classroom-wide expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging rule violations • Procedures for on-going data-based monitoring & evaluation

40. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

41. Pre Post

42. Elementary School Suspension Rate

43. Elementary School

44. Trends in Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity

45. Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing w/ Fidelity & Maturity

46. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

47. Franzen, K., & Kamps, D. (2008).

48. “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.

49. McCormick Elementary School, MD Active Supervision & Dismissal

50. Non-Classroom Management: Self-Assessment