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Linking School-wide PBIS with Response to Intervention (RtI) Rob Horner University of Oregon Center on Positive Behavioral Interventions and Supports (PBIS) www.pbis.orgwww.pbis.org www.uoecs.org

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Goals Define Current status of School-wide PBIS Provide a model for linking/integrating SWPBIS and RtI

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Purpose The purpose of SWPBIS is to make schools more effective learning environments for all students.

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A Concern Need to improve the effectiveness of schools with a wider range of students Calls for reform are increasing and funding for reform is decreasing Most calls for reform are broad in scope and are NOT tied to specific action

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School-wide Positive Behavioral Interventions and Supports (SWPBIS) The social culture of a school matters. A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families. Effective practices with the systems needed for high fidelity and sustainability Multiple tiers of intensity

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Number of Schools Implementing SWPBIS since 2000

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Count of School Implementing SWPBIS by State August, 2011 12 States > 500 Schools Illinois Texas

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Proportion of School Implementing SWPBIS by State August, 2011 Texas

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Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school- wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school- wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Randomized Controlled Trials Examining PBIS Reduced problem behavior Improvements in academic achievement Enhanced perception of organizational health & safety Improved school climate Reductions in teachers reports of bullying behavior Improve social emotional functioning Improved teacher effectiveness

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Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16. Algozzine, R., Putnam, R., & Horner, R. (2012). Support for teaching students with learning disabilities academic skills and social behaviors within a response-to-intervention model: Why it doesnt matter what comes first. Insights on Learning Disabilities, 9(1), 7-36. Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154. McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53- 62. Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109. Academic-Behavior Connection

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What is School-wide Positive Behavioral Interventions and Support? School-wide PBIS is: A systems framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment (e.g. academic and behavior) for all students. Evidence-based features of SWPBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior Classroom linkage of behavioral and academic supports On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices SWPBIS is a multi-tiered Framework NOT a specific Curriculum

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Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

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No Gum No Hats No Backpacks No Running No Violence No Disruption

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eject violence bey rules top bullying verybody Stop It

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These banners are hanging in the commons area and in our gymnasium.

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Phoenix Experience A few positive SW Expectations

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20 Visible Reminders of Expectations are Critical

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Safe Organization Achievement Respect SOAR

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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence, Academic Achievement and Safety Supporting Decision Making School-wide PBIS

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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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tx Classroom Systems Bully Prevention

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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 Individualized Systems for Students with High-Risk Behavior ~80% of Students SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27

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Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems 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

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Academic SystemsBehavioral Systems 1-5% 5-10% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration 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 80-90% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Multi-tier Model Dona Meinders, Silvia DeRuvo; WestEd, California Comprehensive Center

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Responsiveness to Intervention Academic + Social Behavior

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Examples of Behavior Supports Continuum of Supports Universal Prevention Identify expectations Teach Monitor Acknowledge Correct Targeted Intervention Check-in, Checkout Social skills training Mentoring Organizational skills Self-monitoring Intensive Intervention Individualized, functional assessment based behavior support plan

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PBIS Is Integrated Continuum Mar 10 2010 Academic Continuum Behavior Continuum

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All Some Few RTI Continuum of Support for ALL George Sugai

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36 Tier III For Approx 5% of Students Core + Supplemental + Intensive Individual Instruction to achieve benchmarks 1.Where is the students performing now? 2.Where do we want him to be? 3.How long do we have to get him there? 4.What supports has he received? 5.What resources will move him at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. 36

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Dr. Laura Riffel

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Positive Behavior Support Dr. Terry Scott: Adapted from George Sugai, 1996 Terrance M. Scott, 2001 Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Intensive Analyze Student Data Interviews, Questionnaires, etc. Observations and ABC Analysis Multi-Disciplinary Assessment & Analysis Simple Student Interventions Group Interventions Complex Individualized Interventions Team-Based Wraparound Interventions Intervention Assessment

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Academics Behavior (PBS) Engagement Universal Targeted Individualized Bethels Comprehensive Secondary Counseling Program Outcomes

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~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement School-wide Bully Prevention SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

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Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Reading Behavior Math Health

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Six Basic Recommendations for Implementing PBIS Never stop doing what already works Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Define what you will do with operational precision Do not add something new without also defining what you will stop doing to make the addition possible.

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Six Basic Recommendations for Implementing PBIS Collect and use data for decision-making Fidelity data: Are we doing what we said we would do? Impact Data: Are we benefiting students? Adapt any initiative to make it fit your school community, culture, context. Families Students Faculty Fiscal-political structure Establish policy clarity before investing in implementation

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The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school- wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies. Adopted September 12, 2006 Michigan State Board of Education Positive Behavior Support Policy it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

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Using PBIS to Achieve Quality, Equity and Efficiency QUALITY: Using what works; Linking Academic and Behavior Supports North Carolina (valued outcomes) Michigan (behavior and literacy supports) Commitment to Fidelity Measures Building functional logic/ theory/ practice (Sanford) EQUITY: Making schools work for all Scott Ross Russ Skiba Vincent, Cartledge, May & Tobin Bully prevention EFFICIENCY: Working Smarter: Building implementation science into large scale adoption. Using teacher and student time better. Dean Fixsen/ Oregon Dept of Education

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Time Cost of a Discipline Referral (Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher) 1000 Referrals/yr 2000 Referrals/yr Administrator Time 500 Hours1000 Hours Teacher Time250 Hours500 Hours Student Time750 Hours1500 Hours Totals1500 Hours3000 Hours

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Pre PBIS Year 1 Year 2 Year 3

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What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School Savings in Administrative time ODR = 15 min Suspension = 45 min 13,875 minutes 231 hours 29, 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 216 min 43,650 minutes 728 hours 121, 6-hour school days

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Linking SWPBIS and RTI Continuum of Support Practices Emphasis on Foundation Supports and investment in prevention. Emphasis on the organizational systems needed to implement practices with fidelity and durability. Collection and use of data for decision- making

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Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Linking SWPBIS and RtI Literacy Wraparound Math Family Support Behavior Support ALIGNMENT Early Intervention Response to Intervention/Prevention Student Outcomes 14 Core Functions

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Linking RTI and PBIS 1. Effective and Efficient Foundation Practices Establishing a Universal System of Support Effective Curriculum Unambiguous Instruction Adequate intensity Reward System Error Correction System

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Linking RTI and PBIS 2. Universal Screening Collect information on all students at least twice a year Nov Feb Use data for decision-making 2 or more ODRs SSBD is used in Illinois SSBD-Web available 2012

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DIBELS Universal Screening

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Literacy Risk Tier I Risk Tier II Risk Tier III Risk

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Literacy Risk Tier I Risk Tier II Risk Tier III Risk

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Cumulative Mean ODRs Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 Jennifer Frank, Kent McIntosh, Seth May

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Linking RTI and PBIS 3. Continuum of Evidence- based Practices Targeted interventions for students at risk Intensive, Individualized interventions for students with more significant needs Early Intervention

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Linking RTI and PBIS 4. Progress Monitoring Collection of data on a monthly, weekly, daily rate Use of data for decision- making

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Linking RTI and PBIS 5. Fidelity Monitoring Assessing the extent to which we are implementing what we claim to implement Use of the data for decision-making Team Checklist

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Team Checklist: Subscale Scores Percentage of Total Points

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Your Turn: What should team focus on ?

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Time 1 versus Time 2

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Demonstration School Exemplar NCES ID: Zenith, Winnemac Demonstration District NCES ID : School YearNumber of Responses Date CollectedActionWho/When 2009-10109/30/2009 FeatureScore (0, 1, 2) Establish Commitment 1. Administrator's Support & Active Involvement.1 2. Faculty/Staff Support.1 Establish & Maintain Team 3. Team Established (Representative).1 4. Team has regular meeting schedule, effective operating procedures. 2 5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support. 0 Conduct Self-Assessment 6. Team completes the Team Implementation Checklist (TIC). 2 7. Team summarizes existing school discipline data.1 8. Team uses self-assessment information to build implementation Action Plan (areas of immediate focus). 0

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Demonstration School Exemplar NCES ID: Zenith, Winnemac Demonstration District NCES ID : School YearNumber of Responses Date CollectedActionWho/ When 2011-12109/15/2011 FeatureScore (0, 1, 2) Establish Commitment 1. Administrator's Support & Active Involvement.2 2. Faculty/Staff Support.2 Establish & Maintain Team 3. Team Established (Representative).1 4. Team has regular meeting schedule, effective operating procedures. 2 5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support. 0 Conduct Self-Assessment 6. Team completes the Team Implementation Checklist (TIC). 2 7. Team summarizes existing school discipline data.2 8. Team uses self-assessment information to build implementation Action Plan (areas of immediate focus). 2

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Implications for Systems Change 1. District policy Clear statement of values, expectations, outcomes 2. Ability to conduct universal screening and progress monitoring assessments District provides efficient options for universal screening and progress monitoring measures 3. Recruitment and hiring Expectations defined in job announcements 4. Annual faculty orientation

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Implications for Systems Change 5. Professional development Focused strategies for staff development in core skills Always train teams not individuals Match training with access to coaching support 6. Coaching Capacity Training linked to on-site assistance to implement

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OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5%0%..+Demonstration in Training 30% 20% 0% + Practice & Feedback in Training 60% 5% + Coaching in Classroom 95% Joyce and Showers, 2002 Competent Implementation

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Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Integrated & Compensatory Competency Drivers Organization Drivers Leadership AdaptiveTechnical Successful Student Outcomes Program/Initiative/Framework (e.g. RtI) Continuing Ed

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Stages of Implementation Exploration Installation Initial Implementation Full Implementation Innovation Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 4 Years

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Leadership Team Active Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School/District Teams/Demonstrations Behavioral Expertise Policy

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Scaling up School-wide Positive Behavioral Interventions and Supports: The Experiences of Seven States with Documented Success Rob Horner, Don Kincaid George Sugai, Tim Lewis, Lucille Eber, Susan Barrett, Celeste Rossetto Dickey, Mary Richter, Erin Sullivan, Cyndi Boezio, Nancy Johnson ExplorationInstallationInitial ImpFull ImpInnovationSustainability Leadership Team Funding Visibility Political Support Policy Training Coaching Expertise Evaluation Demos

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Exploration and Adoption InstallationInitial Implementation Full Implementation Innovation and sustainability Leadership Team (coordination) Do you have a state leadership team? If you do, how was your first leadership team developed? Who were members? Who supported/lead the team through the exploration process? Was any sort of self- assessment completed (e.g. the PBIS Implementation Blueprint Assessment)? What was the role of State agency personnel in the exploration phase? What were critical issues that confronted the team as it began to install systems changes? What were specific activities the team did to ensure success of the initial implementation efforts? Did the team change personnel or functioning as the # of schools/districts increased? What has the Leadership team done to insure sustainability? In what areas is the State innovating and contributing to the research and practice of PBIS (e.g. linking PBIS with literacy or math)?

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Descriptive Summary: Oregon Exploration / Installation / Initial Imp /Full Imp & Innovate

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Descriptive Summary: Missouri Exploration / Installation /Initial Imp / Full Imp & Innovate

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Descriptive Summary: North Carolina Exploration / Installation / Initial & Full Imp / Innovate

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Descriptive Summary: Colorado Exploration / Installation / Initial & Full Imp / Innovate

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Descriptive Summary: Florida Exploration/ Installation/ Initial Imp / Full Imp / Innovate

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Descriptive Summary: Maryland Exploration / Installation / Initial Imp / Full Imp / Innovate

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Descriptive Summary: Illinois Exploration / Installation / Initial Imp /Full Imp & Innovate

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Lessons Learned Multiple approaches to achieving scaled implementation Colorado: Started with Leadership Team Illinois: Started with Leadership Advocates and built team only after implementation expanded. All states began with small demonstrations that documented the feasibility and impact of SWPBIS. Only when states reached 100-200 demonstrations did scaling occur. Four core features needed for scaling: Administrative Leadership / Support/ Funding Technical capacity (Local training, coaching and behavioral expertise) Local Demonstrations of feasibility and impact (100-200) Evaluation data system (to support continuous improvement) Essential role of Data: Fidelity data AND Outcome data

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Lessons Learned Maintain a clear and unrelenting focus on student outcomes (academic and social) Select research-validated practices that provide a multi- tiered system of support. Use data for decision-making to assess BOTH fidelity and impact. Assume continuous improvement is essential for sustainability Build the systems (team structure, policies, data sources) that support high fidelity implementation Invest in durable, large-scale applications of effective practices.

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PBIS Science Values Vision Practices that work Practices that affect quality of life Practices that are practical, durable and available