Response to Intervention and Positive Behavior Supports

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Response to Intervention and Positive Behavior
Supports

• OSPI
• October 1, 2008
• Dr. Lori Lynass

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Acknowledgements

• Oregons PBIS Center OSPI
• Grants from OSPI US Office of Special Education
  Programs the USDOE Center for Special Education
  Research, Institute for Education Sciences WEA
• A BIG Thank You to -
• Principals, teachers, students and families at
  schools
• Drs. Doug Cheney (UW), Geoff Colvin, Rob Horner
  Hill Walker (UO), George Sugai (UCONN)

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Challenges

• Doing more with less
• Lack of support
• Lack of agreement about rules, expectations,
  consequences
• Educating increasingly diverse students,
  including those with severe problem behavior
• Creating sustainable cultures of competence
• Daily stressors of teaching
• Lack of family community engagement
• Push/pull of initiatives

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RtI Defined

• RTI is an integrated approach to service delivery
  that encompasses general, remedial and special
  education through a multi-tiered service delivery
  model. It utilizes a problem-solving framework
  to identify and address academic and behavioral
  difficulties for all students using scientific,
  research-based instruction.
• Bergeson, Harmon, Gill, Alig Middling, 2006

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Response to Intervention

• RtI can be defined as the change in behavior or
  academic performance as a function of
  intervention. An RtI approach ensures that
  students experiencing behavioral or academic
  difficulties can more readily access services
  that previously might not have been available
  until those students qualified for special
  education services (Gresham, 2004).

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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

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Level of Interventions (Tiers)

• Level One Core Interventions (Preventative
  Proactive)
• All students, all settings, all subjects
• Benchmarked at least 3 times per year
• Level Two Strategic Interventions
• At-risk students
• Efficient Fluid
• Progress Monitoring at least twice monthly
• Level Three Intensive Interventions
• Individualized, Targeted Interventions
• Progress Monitoring at least weekly
• Bergeson, Harmon, Gill, Alig Middling, 2006
  

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RTI means a shift in our thinking about schools
systems.

• No two schools will implement RtI the same since
  it is a model, not a prescribed formula.

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Using Response to Intervention (RtI)for
Washingtons Students

• Use all available resources to teach all
  students.
• Use scientific, research-based interventions/instr
  uction.
• Monitor classroom performance
• Conduct universal screening/benchmarking
• Use a multi-tier model of service delivery
• Make data-based decisions.
• Monitor progress frequently
• Bergeson, Harmon, Gill, Alig Middling, 2006

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RtI and Your Programs
10 Minutes

• Take a moment to think about where your current
  programs may fall along the RtI continuum.
• How do you assess their effectiveness?
• What do the outcomes of your program over the
  last few years tell you?

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Its not just about behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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RtI Defining Features
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RtI Is Using Evidenced-Based Practices for
Prevention and Intervention
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Using a Problem Solving Approach for Needed
Services

• Problem Solving is done by teams compromised of
  people qualified to make the needed educational
  decisions about the student.
• Define the problem
• Analyze the cause function
• Develop a plan
• Implement the plan
• Evaluate the plan
• Bergeson, Harmon, Gill, Alig Middling, 2006

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Using Evidence-based Practices

• Defining a practice
• A practice is a procedure, or set of
  procedures,
• designed for use in a specific context,
• by individuals with certain skills/features,
• to produce specific outcomes
• for specific individuals.
• A practice can be at any of an array of sizes
• Individual technique
• Intervention package
• Intervention program

Horner, 2008 www.pbis.org
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RtI Applications
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Barriers to RtI Implementation
5 Minutes

• With a partner(s) discuss the current barriers
  you see to schools fully implementing a RtI
  model.

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Implications Cautions(E.g., Gresham, Grimes,
Kratochwill, Tilly, etc.)

• Standardized Measures measurement procedures
  for student outcomes universal screening?
• 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?

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Questions to Ponder
15 Minutes

• Are we witnessing scientifically/evidence-based
  intervention/practice?
• How do we measure ensure fidelity of
  implementation?
• How do we determine non-responsiveness?
• Can we affect teacher practice?
• Do we have motivation to increase efficiency of
  systems organization?

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Schoolwide Positive Behavior Support (SWPBS) A
Proposal for Increasing Positive Social
Academic Outcomes
pbis.org
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What is School-wide PBS?

• A systems approach, establishing the social
• culture and behavioral supports needed for
• schools to be effective learning
• environments for all students.
• SWPBS is not an add-on program, it is a system.

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SWPBS is about.
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• Audit
• Identify existing practices by tier
• Specify outcom for each effort
• Evaluate implementation accuracy outcome
  effectiveness
• Eliminate/integrate based on outcomes
• Establish decision rules (RtI)

CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Function-based support
• Wraparound/PCP
• Special Education

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• 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

Sugai, 2008 www.pbis.org
80 of Students
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Evidence-based features of SW-PBS

• Prevention
• Define and teach positive social expectations
• Acknowledge (reward) positive behavior
• Arrange consistent consequences for problem
  behavior
• On-going collection and use of data for
  decision-making
• Continuum of intensive, individual interventions.
  
• Home-School partnerships
• Established leadership teams

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Why implement SWPBS?
Create a positive school culture School
environment is predictable 1. common
language 2. common vision (understanding of
expectations) 3. common experience (everyone
knows) School environment is positive regular
recognition for positive behavior School
environment is safe violent and disruptive
behavior is not tolerated School environment is
consistent adults use similar expectations.
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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A Comparison of Approaches to Academic and
Social Problems

• We Assume
• Student learned it wrong
• Student was (inadvertently) taught it the wrong
  way
• Next We
• Diagnose the problem
• Identify the misrule/ reteach
• Adjust presentation. Focus on the rule. Provide
  feedback. Provide practice and review
• Finally We Assume
• Student has been taught skill
• Will perform correctly in future

• We Assume
• Student refuses to cooperate
• Student knows what is right and has been told
  often
• Next We
• Provide a punishment
• Withdraw student from normal social context
• Maintain student removal from normal context
• Finally We Assume
• Student has learned lesson and will behave in
  future
• Colvin, 1988

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Behavior Supports Promote Academic Social
Success

• Invest in Prevention
• more effective, cost-efficient and productive
  than responding after behavior patterns become
  ingrained
• Teach prosocial behaviors
• Acknowledge appropriate behaviors
• Gather use data to guide behavior supports
• Invest in systems that support effective
  practices
• teams, policies, funding, administrative support
  and data structures
• Blonigen et. al. (2008)

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Major Office Discipline Referrals at B P
ElementaryThree School Years
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BP Elementary

• B.P. Elementary Schools major office discipline
  referrals have been reduced by 80 . In the
  05-06 school year, 577 major ODRs were reported.
  In 06-07, 345 major incidents were reported.
  Currently, BP has had 114 major ODRs, May 1, 08.
• The reduction of 463 office discipline referrals
  is significant. It can be estimated to have cost
  teachers/administrators 15 minutes per referral.
  The instructional time recaptured for
  administrators and teachers is 116 hours or 17
  school days.

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Implementation Levels
State
District
School
Classroom
Student
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Summary of PBIS BIG IDEAS to increase Social
Competency

• 1. Systems (How things are done)
• Team based problem solving
• Data-based decision making
• Long term sustainability
• 2. Data (How decisions are made)
• On going data collection use
• ODRs ( per day per month, location, behavior,
  student)
• Suspension/expulsion, attendance, tardies
• 3. Practices (How staff interact with students)
• Direct teaching of behavioral expectations
• On-going reinforcement of expected behaviors
• Functional behavioral assessment

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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
Positive Behavior Support
PRACTICES
Supporting Student Behavior
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Major Tasks to Implement SWPBS

• Establish leadership team
• Establish staff agreements
• Build working knowledge capacity of SW-PBS
  practices systems
• Develop individualized action plan for SW-PBS
• Full Implementation takes 3-5 years

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PBS Systems Implementation Logic
Visibility
Funding
Support
District Leadership Team Active Integrated
Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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RtI in Washington
10 Minutes

• What are the next steps to bring RtI
• to full implementation in Washington?

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SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity