Responsiveness-to-Intervention & School-wide Positive Behavior Support

1. 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 George.sugai@uconn.edu

2. PURPOSE Describe how responsiveness-to-intervention logic is represented in implementation of positive behavioral interventions & supports for EVERYONE in school. • RtI Context/Review • PBIS Basics • Applications & Examples

4. Responsiveness-to-Intervention

6. Response to Intervention RtI

7. 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

8. 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”

9. Responsiveness to Intervention

10. 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 ALL ~80% of Students

11. 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 Responsiveness to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

12. RtI Application Examples

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

20. School-wide Positive Behavior Support & RtI

21. Need for….

22. “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.

23. 5,100 referrals = 76,500 min @15 min = 1,275 hrs = 159 days @ 8 hrs

24. 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)

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

26. GENERAL IMPLEMENTATION PROCESS Team Agreements • School-wide agreements • District investment • 3-4 year training commitment • Local coordination, coaching, & evaluation Data-based Action Plan Evaluation Implementation

27. Working Smarter

28. Sample Teaming Matrix Are outcomes measurable?

29. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? • 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 & socialsuccess • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort

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

31. 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

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

33. Pre Post

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

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

36. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

37. Allday & Pakurar (2007)

38. 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

39. 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

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

41. 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

42. CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special Education Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement ~80% of Students

44. 2000 Model Demonstration Schools 2004 Schools 2005 Schools 2006 Schools 2007 Schools Participating 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 • Dr. Jacquelyn ThompsonDirector, Special Education and Early Intervention Services • Betty Underwood • Acting Director, School Improvement • Shari KrishnanParent/Advocate • Beth SteenwykDirector of State Projects, Michigan's Integrated Improvement Initiatives • Betsy MacLeodMichigan Reading First • Mark CoscarellaMichigan Reading First • Kathleen StrausPresident, State Board of Education • Elizabeth BauerMember, State Board of Education • National Advisors • 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