RtI

1
RtI SWPBSFeatures Outcomes

• George Sugai
• OSEP Center on PBIS
• Center for Behavioral Education and Research
• University of Connecticut
• March 4, 2008
• www.pbis.org www.cber.org
• George.sugai_at_uconn.edu

2
Purpose

• Role of school psychologist in
• 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

3
Questions
4
Who is he?
5
www.pbis.org
6
www.cber.org
7
What is RtI? Basics
8
(No Transcript)
9
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

10
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

11
(No Transcript)
12
RtI
13
Public Health Disease PreventionKutash et al.,
2006 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

14
(No Transcript)
15
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
16
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
17
Responsiveness to InterventionAcademic
Social Behavior
18
RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
19
RtI Application Examples
20
(No Transcript)
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
(No Transcript)
24

• SWPBS Conceptual Foundations

Behaviorism
ABA
PBS
SWPBS
25
Implementation Levels
State
District
School
Classroom
Student
26
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)

27
SWPBS is about.
28
WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

• Surgeon Generals 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 social success
• Formal social skills instruction
• Positive active supervision reinforcement
• Positive adult role models
• Multi-component, multi-year school-family-communit
  y effort

29
Supporting Social Competence Academic
Achievement
Basics 4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
30
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
31
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
32
Train Hope
33
GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
34
Sample Implementation Map

• 2 years of school team training
• Annual booster events
• Coaching/facilitator support _at_ school district
  levels
• Regular self-assessment evaluation data
• On-going preparation of trainers
• Development of local/district leadership teams
• Establishment of state/regional leadership
  policy team

35
Major SWPBS Tasks

• Establish leadership team
• Establish staff agreements
• Build working knowledge capacity of SW-PBS
  practices systems
• Develop individualized action plan for SW-PBS

36
SWPBS Subsystems
School-wide
Classroom
Family
Non-classroom
Student
37
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

38
Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

39
Classroom

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  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

40
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

41
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

42
Who does SWPBS look like?
43
Few positive SW expectations defined, taught,
encouraged
44
Acknowledge Recognize
45
Reinforcement Wisdom!

• Knowing or saying know does NOT mean will
  do
• Students do more when doing worksappropriate
  inappropriate!
• Natural consequences are varied, unpredictable,
  undependable,not always preventive

46
Class B Results
Fairbanks, Sugai, Gardino, Lathrop, 2007.
Percent of Intervals Engaged in Problem Behavior

School Days
47
Class B Results Composite Peers
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
School Days
48
Study 2 Results
Percent of Intervals Engaged in Problem Behavior
School Days
49
Study 2 Results Composite Peer
Peer
Percent of Intervals Engaged in Problem Behavior
Peer
Peer
Peer
School Days
50
(No Transcript)
51
Local Demonstration w/ Fidelity
Need, Agreements, Adoption, Outcomes
1.
IMPLEMENTATION PHASES
2.
Sustained Capacity, Elaboration, Replication
4. Systems Adoption, Scaling,
Continuous Regeneration
3.
52
PBS Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
53
SUSTAINABLE IMPLEMENTATION DURABLE RESULTS
THROUGH CONTINUOUS REGENERATION
Continuous Self-Assessment
Relevance Priority Efficacy Fidelity
Valued Outcomes
Effective Practices
Practice Implementation
Local Implementation Capacity