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SW-PBS & RtI: Lessons Being Learned. George Sugai Rob Horner OSEP Center on PBIS University of Connecticut & Oregon August 1, 2007 www.pbis.org www.swis.org George.sugai@uconn.edu. Purpose. Discuss "big ideas" & "lessons learned" about SWPBS & RtI Define RtI & features

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sw pbs rti lessons being learned

SW-PBS & RtI:Lessons Being Learned

George Sugai

Rob Horner

OSEP Center on PBIS

University of Connecticut & Oregon

August 1, 2007

www.pbis.org

www.swis.org

George.sugai@uconn.edu

purpose
Purpose

Discuss "big ideas" & "lessons learned" about SWPBS & RtI

  • Define RtI & features
  • Describe SWPBS v. RtI
  • Show applied research examples
slide5

Forum for Change

October 11-12 Rosemont, IL

pbis objective
PBIS objective….

Redesign & support teaching & learning environments that are effective, efficient, relevant, & durable

  • Outcome-based
  • Data-guided decision making
  • Evidence-based practices
  • Systems support for accurate & sustained implementation
slide7

Basics: 4 PBS Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

crystal s hope
Crystal’s “Hope”
  • Show me love/hope…..now!
  • Difference & diversity are good!
  • Behaviors are communications!
  • Change is hard!
  • Social/interpersonal culture is big deal!
  • Behaviors set climate
  • Experiences shape behavior…son!
slide9

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

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

it s not just about behavior
It’s not just about behavior!

STUDENT ACHIEVEMENT

Good Teaching

Behavior Management

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

designing school wide systems for student success

Academic Systems

Behavioral Systems

  • 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

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

rti good idea policy
RtI: Good “IDEA” Policy
  • Approach to increase efficiency, accountability, & impact of effective practices
  • NOT program, curriculum, strategy, intervention
  • NOT limited to special education
  • NOT new
    • Problem solving process
    • Diagnostic-prescriptive teaching
    • Curriculum based assessment
    • Precision teaching
    • Applied behavior analysis
  • Demonstrations
    • Systemic early literacy
    • School-wide positive behavior support
quotable fixsen
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”
implications cautions e g gresham grimes kratochwill tilly etc
Implications & Cautions(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.)
  • Psychometric features of measures for student outcomes & universal screening?
  • Standardized measurement procedures?
  • Valid & documented “cut” criteria for determining responsiveness?
  • Interventions efficacy, effectiveness, & relevance?
  • Students with disabilities?
  • Professional development?
  • Applications across grades/schools & curriculum areas?
  • Treatment integrity & accountability?
  • Functioning of general v. special education?
designing school wide systems for student success1

Academic Systems

Behavioral Systems

  • 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

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

slide21

Valued Outcomes & Life Quality

Local Capacity Building

Applied Behavior Analysis

PBS

Features

Continuum of

Behavior Support

Self-assessed Action Planning

Science of

Human

Behavior

3-tiered Prevention Logic

Systems

Change &

Durability

Local Implementers, Context, & Culture

Evidence-

Based Behavioral

Practices

Carr, Dunlap, Horner, Sailor, etc.

slide22

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

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

triangle s you should ask
“Triangle” ?’s you should ask!
  • Where did it come from?
  • Why not a pyramid or octagon?
  • Why not 12 tiers? 2 tiers?
  • What’s it got to do w/ sped?
  • Where those % come from?
original logic public health disease prevention larson 1994
Tertiary (FEW)

Reduce complications, intensity, severity of current cases

Secondary (SOME)

Reduce current cases of problem behavior

Primary (ALL)

Reduce new cases of problem behavior

Original logic: public health & disease prevention (Larson, 1994)
slide25

http://rtckids.fmhi.usf.eduKutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers.Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.http://cfs.fmhi.usf.eduDuchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.

slide26

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

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

prevention logic for all walker et al 1996
Prevention Logic for All(Walker et al., 1996)
  • Decrease development of new problem behaviors
  • Prevent worsening of existing problem behaviors
  • Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors
  • Teach, monitor, & acknowledge prosocial behavior
slide28

Basics: 4 PBS Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

slide29

Local

Demonstration

w/ Fidelity

Need,

Agreements,

Adoption, &

Outcomes

1.

IMPLEMENTATION

PHASES

2.

Sustained

Capacity,

Elaboration, &

Replication

4. Systems

Adoption, Scaling,

& Continuous

Regeneration

3.

slide30

PBS Systems Implementation Logic

Visibility

Funding

Political

Support

Leadership Team

Active Coordination

Training

Evaluation

Coaching

Local School Teams/Demonstrations

academic behavior message
Academic-Behavior Message

STUDENT ACHIEVEMENT

Good Teaching

Behavior Management

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

lessons learned 2006 white house conference on school safety
Lessons Learned: 2006 White House Conference on School Safety
  • Students, staff, & community must have means of communicating that is immediate, safe, & reliable
  • Positive, respectful, predictable, & trusting student-teacher-family relationships are important
  • High rates of academic & social success are important
  • Positive, respectful, predictable, & trusting school environment/climate is important for all students
  • Metal detectors, surveillance cameras, & security guards are insufficient deterents
messages
Messages
  • RtI logic is “good thing”
    • Continuous progress monitoring
    • Prescriptive problem solving & data-based decision making
    • Assessment-based intervention planning
    • Consideration of all students
  • However, still much work to be done
  • SWPBS approach is good approximation of RTI approach