Extending RTI to Extending RTI to School-wide Behavior School-wide Behavior SupportSupport

Rob HornerUniversity of Oregon

www.pbis.org

GoalsGoalsProvide a context for linking

school-wide behavior support and academic support within an RTI framework

Describe current research

Suggest practical directions

Main MessagesMain MessagesThe social culture of a school affects

academic outcomes

Real change in schools is done through teams operating at the whole-school level

Effective practices are seldom implemented well and sustained for long periods without strong administrative support.

Main ThemesMain ThemesResponse to Intervention (RTI) is

an effective approach to school organization that can be applied across content areas.

Core Features of RTICore Features of RTIInvest FIRST in Evidence-based

Prevention Curriculum Instruction Intervention

Active Assessment for Data-based Decision-making

Universal Screening Progress Monitoring National Standards

Core Features of RTICore Features of RTIMulti-tiered Support

Use assessment data to increase support intensity

Use research results to select effective interventions

Systems to Support Effective Practices

Policies Team design, training, scheduling, operation Hiring, evaluation, orientation

School-wide Positive Behavior School-wide Positive Behavior SupportSupportSchool-wide PBS is:

A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students.

Evidence-based features of SW-PBS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation

(Systems that support effective practices)

Establishing a Social CultureEstablishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

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%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

27

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk BehaviorSecondary Prevention:

Specialized GroupSystems for Students with At-Risk Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support

MissouriMisso

uri SWIS

data.pptx

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

Tertiary Prevention• Function-based support• • • •

Secondary Prevention• Check in/out• • • •

Primary Prevention• SWPBS• • • •

Audit

1.Identify existing efforts by tier

2.What are decision rules for moving from one tier of support to another

3.Evaluate the fidelity of implementation

4.Specify outcomes for each effort

Linking Behavior and Linking Behavior and Literacy SupportsLiteracy Supports

Improving the social behavior of students results in:◦More minutes spent in academic

instruction◦Better acquisition during engaged

minutes

High quality instruction engages students, and leads to reduction in problem behavior.

School-Wide Support Systems School-Wide Support Systems for for Student SuccessStudent Success

ReadingBehavior

Universal InterventionCore Instruction, all studentsPreventive

Targeted InterventionSupplemental, somestudents, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

80%

7-15%

1-5%

Responsiveness to Responsiveness to InterventionIntervention

AcademicAcademic+ + Social BehaviorSocial Behavior

A logic for linking Behavior A logic for linking Behavior and Literacy Supportsand Literacy Supports

Children who fall behind academically will be more likely to:◦A) Find academic work aversive◦B) Find escape-maintained problem

behaviors reinforcing.

For many students with problem behavior, a core feature of there behavior support will be enhanced academic support

Steps for Successful Steps for Successful Readers Readers (Roland Good)(Roland Good)

Phonemic Awareness(Spring, Kdg)

Fluency with Connected Text(Spring, 1st)

Alphabetic Principle(Winter, 1st)

Probability: On-Track .64 (n=348)

Probability: On-Track .86 (n=138)

Probability: Catch-Up .17 (n=183)

Probability: Catch-Up .22 (n=180)

Probability of remaining an average reader in fourth grade when an average reader in first grade is .87

Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)

Fluency with Connected Text(Spring, 2nd)

Fluency with Connected Text(Spring, 3rd)

Probability: Catch-Up .03 (n=114)

Probability: Catch-Up .06 (n=213)

Probability: On-Track .83 (n=246)

Probability: On-Track .81 (n=196)

Linking Academic and Behavior Linking Academic and Behavior SupportsSupportsBehavior and Academic supports

are connected◦Kent McIntosh◦Amanda Sanford◦Jorge Preciado◦Moira McKenna

Major Discipline Referrals per 100 Students by CohortMajor Discipline Referrals per 100 Students by Cohort

0

0.2

0.4

0.6

0.8

1

1.2

1.4

Cohort 1 Cohort 2

Maj

or D

isci

plin

e Re

ferr

als

per

100

Stud

ents

04-05 05-06

n = 18

n = 8

0%10%20%30%40%50%60%70%80%90%

100%

2000 2001 2002 2003 2004 2005

Year

Perc

ent

of

stud

en

ts

School District

Participating School Example: Participating School Example: Fourth Grade Reading MEAP Results Fourth Grade Reading MEAP Results

Began MiBLSi Implementation

Percent of Students at DIBELS Benchmark level: Percent of Students at DIBELS Benchmark level: SchoolwideSchoolwide

0

10

20

30

40

50

60

70

80

90

100

Cohort 1 Cohort 2 Cohort 3

Perc

en

t

Spr '04 Spr '05 Spr '06

n = 20n = 29 n = 14

“Control group”

As you plan for this As you plan for this conferenceconferenceEvidence-based practices

Prevention first Multiple tiers of support

Using Data Universal Screening Progress Monitoring Intervention assessment and evaluation Standards

Administrative support

SummarySummaryRTI provides a framework for improving

schools across all content areas.

Literacy and behavior support behaviors are linked.

Good teaching is associated with improved social behavior

Good behavior support is associated with improved minutes in academic engagement, and improved academic outcomes.

Schools are able to implement both academic and social interventions on a school-wide basis.