Sustaining Change:RtI & SWPBS

George SugaiOSEP Center on PBIS

Center for Behavioral Education and Research

University of ConnecticutMarch 10, 2008

www.pbis.org www.cber.org

George.sugai@uconn.edu

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

Sustaining Change

• Know your basics

• Implement with fidelity

• Give priority to what matters

• Know your outcomes

• Integrate for efficiency

• Build durable capacity

Questions

Who is he?

www.pbis.org

PBIS Center schools by state--September 2007

0

100

200

300

400

500

600

700

AR IN ME MS NE OK VT ID UT AK RI NJ NV SD WI

CT MA ND PA DC KS AZ VA WA TX MN WY IA CA DE NM NH KY GA SC WV TN MT AL MO OH HI FL MI CO LA NY OR MD NC IL

# of s

choo

ls

Alt./Ctr.

High

Mid/Jr.

Elem

ECH

PRE SCH

ELEM(K-6)

MID(6-9)

HS(9-12)

ALT-JJ

145 4043 1465 708 3117138 schools across 45 states (3/08)

Over 110,000 public schools…..6.4%!!

www.cber.org

What is RtI?Basics

RtI

RtI: Good “IDEiA” PolicyApproach 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

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”

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

RtI Application Examples

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title I, school psychologist, etc.

General educator, special educator, behavior specialist, Title I, school

psychologist, etc.

UNIVERSAL SCREENING

Curriculum based measurement SSBD, record review, gating

PROGRESS MONITORING

Curriculum based measurementODR, suspensions, behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

Responsiveness to Intervention

Academic+

Social Behavior

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

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?

• ???

What is SWPBS?

Implementation Levels

Student

Classroom

School

State

District

SWPBS Conceptual Foundations

Behaviorism

ABA

PBS

SWPBS

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)

SWPBS is about….

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 & social success

• Formal social skills instruction

• Positive active supervision & reinforcement

• Positive adult role models

• Multi-component, multi-year school-family-community effort

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

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

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Classroom

SWPBSSubsystems

Non-classroomFamily

Student

School-w

ide

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

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Non-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

Classroom

• 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

Individual Student

• 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

Family

Who does SWPBS look

like?

School Rules

NO FoodNO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Saying & doing it “Positively!”

Keep off the grass!

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

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

TEACHING MATRIX

Expectations & behavioral skills are taught & recognized in natural context

Exp

ecta

tions

Acknowledge & Recognize

SWPBS Outcomes?

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

To

tal O

DR

s

Academic Years

FRMS Total Office Discipline Referrals

SUSTAINED IMPACTPre

Post

0

0.2

0.4

0.6

0.8

1

Mea

n P

ropo

rtio

n of

S

tude

nts

Met SET (N = 23) Not Met SET (N =12)

Central Illinois Elem, Middle SchoolsTriangle Summary 03-04

6+ ODR

2-5 ODR

0-1 ODR

84% 58%

11%

22%

05%20%

SWPBS schools are more preventive

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)

0-1 '2-5 '6+

3%8%

89%

10%

16%

74%

11%

18%

71%

K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

Mean Proportion of Students

ODR rates vary by level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Major Office Discipline Referrals (05-06)Percentage of ODRs by Student Group

'0-1 '2-5 '6+

K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104)

32%

43%

25%

48%

37%

15%

45%

40%

15%

A few kids get many ODRs

Bethel School District ODR's by Grade Level

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K 1 2 3 4 5 6 7 8 9 10 11 12

Grade Level

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R's 2001-02

2002-03

2003-04

2004-05

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CI/CO +75%

CI/CO +80%

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Helena

School Days

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Jade

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Farrell

Began meds.

Class B Results

Fairbanks,Sugai, Gardino,& Lathrop, 2007.

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Class B Results + Composite Peers

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Ben

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Marcellus

BL CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

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Study 2 Results

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Olivia

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Marcellus

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CI/CO75%

CI/CO80%

FB plan

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Study 2 Results + Composite Peer