Sustaining Change: RtI & SWPBS

1. Sustaining Change:RtI & SWPBS George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut March 10, 2008 www.pbis.org www.cber.org George.sugai@uconn.edu

3. Purpose RtI & SWPBS & sustaining change: • Promoting effective, efficient, & relevant teaching & learning environments • Working from continuum of behavior support for all students • Building capacity for adoption & sustained Implementation of evidence-based practices

4. Sustaining Change • Know your basics • Implement with fidelity • Give priority to what matters • Know your outcomes • Integrate for efficiency • Build durable capacity

5. Questions

6. Who is he?

7. www.pbis.org

8. 7138 schools across 45 states (3/08) Over 110,000 public schools…..6.4%!!

9. www.cber.org

10. What is RtI? Basics

12. RtI

13. 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

14. 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”

16. 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

17. 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%

18. RtI Application Examples

19. Responsiveness to InterventionAcademic+ Social Behavior

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

21. Questions to Ponder • What is “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? • ???

22. What is SWPBS?

23. Implementation Levels State District School Classroom Student

24. Behaviorism SWPBS Conceptual Foundations ABA PBS SWPBS

25. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

26. SWPBS is about….

27. 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

28. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

29. 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

30. 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

31. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

32. School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

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

34. 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

35. 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

36. 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

37. Who does SWPBS look like?

38. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

39. Saying & doing it “Positively!” Keep off the grass!

40. LC: Expectations & behavioral skills are taught & recognized in natural context

41. Expectations & behavioral skills are taught & recognized in natural context TEACHING MATRIX Expectations

42. Acknowledge & Recognize

43. SWPBS Outcomes?

44. Pre Post

45. 05% 20% 11% 22% 84% 58% SWPBS schools are more preventive

46. Mean Proportion of Students 3% 8% 89% 10% 16% 74% 11% 18% 71% ODR rates vary by level K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

47. A few kids get many ODRs 32% 43% 25% 48% 37% 15% 45% 40% 15% K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

49. Fairbanks, Sugai, Gardino, & Lathrop, 2007. Class B Results Percent of Intervals Engaged in Problem Behavior School Days

50. Class B Results + Composite Peers Peer Percent of Intervals Engaged in Problem Behavior Peer Peer School Days