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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.
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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 Decision-making • 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 cultureand 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
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students 27
School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% MissouriMissouri SWIS data.pptx ~80% of Students
CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit Identify existing efforts by tier What are decision rules for moving from one tier of support to another Evaluate the fidelity of implementation Specify outcomesfor each effort ~5% ~15% • Secondary Prevention • Check in/out • Primary Prevention • SWPBS ~80% of Students
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.
Intensive Intervention Individualized, functional assessment, highly specific Targeted Intervention Supplemental, some students, reduce risk Universal Intervention Core Instruction, all students Preventive Reading School-Wide Support Systems for Student Success 1-5% 7-15% 80% 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
Fluency with Connected Text (Spring, 1st) Fluency with Connected Text (Spring, 2nd) Fluency with Connected Text (Spring, 3rd) Alphabetic Principle (Winter, 1st) Steps for Successful Readers (Roland Good) Probability: On-Track .81 (n=196) Probability: On-Track .83 (n=246) Probability: Catch-Up .06 (n=213) Probability: On-Track .86 (n=138) Probability: Catch-Up .03 (n=114) Probability: On-Track .64 (n=348) Probability: Catch-Up .22 (n=180) 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
Participating School Example: Fourth Grade Reading MEAP Results Began MiBLSi Implementation
Percent of Students at DIBELS Benchmark level: Schoolwide “Control group” n = 20 n = 14 n = 29
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.