PBS & RtI

1. PBS & RtI Scott Ross University of Oregon Effective Behavioral and Instructional Systems Support (EBISS) June 16, 2009 www.pbis.org Sross@uoregon.edu

2. PURPOSE • Provide brief overview of School-wide Positive Behavior Support • How it fits within Response-to-Intervention • Effective Behavioral and Instructional Support Systems

3. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice Typical Approaches to Student Support

4. What is RtI? STUDENT PERFORMANCE EVIDENCE-BASED INTERVENTIONS DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTINUOUS PROGRESS MONITORING

5. RtI Applications (Sugai, 2007)

6. Research Based Curriculum and Interventions for ALL • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

8. Working Together • SW-PBS team • universal screening & universal intervention • Check In-Check Out Manager(s) • Manage CICO program • Initiate student referrals into CICO • Monitor CICO data & report to I-PBS team • Intensive PBS (I-PBS) Team • Monitor students requiring Individualized Support (Yellow & Red Zone) • Monitor student progress data (CICO & Individual Intervention) & make decisions • Match students w/ appropriate interventions • Conduct Simple FBA when necessary • Assign case manager & organize teams for students requiring Intensive Individual Support • FBA/BSP team • Conduct formal FBA & develop BSP • Support implementation of intervention • Monitor student progress data & make decisions

10. Universal Screening - BEHAVIOR • Requires a Data System that allows for early identification of at-risk students in need of behavior support • Existing Data Systems • Office Discipline Referrals/Minor referrals • Data from students who received behavior support in previous year • Teacher/parent referral for support • Who regularly monitors the Data to make referrals for individual support? • I-PBS team, SW PBS team, Administrator, CICO manager, etc. Develop Decision Rules/Guidelines for your Building • i.e. Students receives 3rd discipline referral OR 2nd referral in a month • Before the school year starts… look at data from last year and identify students with • 5 or more referrals, • Students who received or should have received behavior support last year

11. Previous Years Discipline data Who needs to be on our radar from Day 1? Who had FBA/BSP’s last year? Which students moved on? Which are returning this year? Can we get data for our incoming class & new students? Decision Rule

12. 13 students had 8+ referrals last year • 5 moved on to HS & 2 moved out of school • 6 are returning • 11 students had 5 to 7 referrals last year • 4 left for HS & 1 moved out of school • 6 are returning • Incoming students • 1 with FBA/BSP • 3 with 5+ referrals in elementary school

14. Student Requiring Additional Individualized Support • For most students identified… • Start with Targeted Intervention (i.e. Check-In/Check-Out) • Pragmatism: We want to do the smallest intervention that will be effective • There should be very little time (0-2 minutes) spent on assessment & selecting initial Targeted Interventions • Questions? • When should students be referred for Level 2 (CICO) support? • Who should make referrals? How are referrals made? • What intervention is available? • How do we know if it is working or not? • What if it’s not working?

15. Moving from counts to count per day per month Compare data to national norms Compare data across time

16. Total Office Discipline Referrals as of January 10 Total Office Discipline Referrals

19. Application Activity: Absolute Value Is there a Problem? Middle School of 625 students? Compare with national average: 625/100 = 6.25 6.25 X .98 = 6.12 Office Discipline Referrals per School Day

20. Middle School N= 495

21. Middle School N= 495

22. Middle School N= 495

25. Effective Behavioral and Instructional Support Systems: An Approach we use in Oregon Investing in Outcomes, Data, Practices, and Systems Increasing District & State Competency and Capacity STUDENT ACHIEVEMENT Literacy Support Social Behavior Support 25

26. Visibility Funding Support & Commitment Leadership Team Coordination Professional Development Assessment/ Evaluation Coaching Instruction Coordination and support for literacy, behavior, and RTI activities at district sites Assessment/Evaluation to establish a district-wide system for collecting, reporting, and evaluating reading and behavior data across all schools Instruction, materials, and strategies that are based on research and linked to goals Professional Development in Schoolwide Reading Model (SWRM; elem. and sec.), Positive Behavior Support (SWPBS), and RTI for SLD Identification Coaching to assist schools in implementing SWRM, SWPBS, and RTI Local School/District Implementation 26

27. Ongoing EBISS Support and Coordination Leadership Point Person: Administrator with authority to allocate resources for training and implementation EBISS TEAMING FRAMEWORK District EBISS Leadership District PBS Planning + Behavioral Expertise District Literacy Planning+ Literacy Expertise Systems Coach: Coordination and implementation of systems level support; coaching and data expertise at the universal level for the blending of behavior and literacy District Leadership School Leadership School-wide Team School-level PBS Facilitator School-level Literacy Facilitator/Coach School Administrator Individual Student Support Grade Level

28. District Systems Support Plan 28

29. District Action Planning Guide 29

31. Questions 31 Scott Ross, University of Oregon

32. For more info • Scott Ross • sross@uoregon.edu • WWW.PBIS.ORG • WWW.PBSSURVEYS.ORG