RTI for Social Behavior: Positive Behavioral

Interventions & Supports

Lori Lynass Ed.D.Executive Director, NWPBIS

Carol FrodgeFormer Principal, Edmonds School District

Its About Systems

Speaking about STEM Programs and Why Countries Producing the Top Scientist Didn’t Need to create STEM

Programs:

“The answer is that they have education systems that work and we don't. When we start falling behind in an

area, we invent a program. When they start falling behind, they ask, What's wrong with our system? And

they fix it.” Marc Tucker

President of the National Center on Education & the Economy

PBIS ObjectiveRedesign and support teaching and learning environments that are effective, efficient, relevant, and durable– Outcome-based– Data-guided decision making– Evidence-based practices– Systems support for accurate & sustained

implementation

What is School-wide PBS?

A systems approach, establishing the socialculture and behavioral supports needed forschools to be effective learningenvironments for all students.

SWPBS is not an add-on program, it is a system.

PBIS & RTI

• “We cannot intervention our way out of an achievement gap.”

• “We build in preventative factors to reduce the likelihood of risk factors.”

• “RTI and PBIS Are A Civil Rights Issue”

AIM: ALIGNMENT Increased Student Achievement

Aim of the Organization

Aim of the Organization

Goals and Measures

Random Acts of Improvement

Goals and Measures

Aligned Acts of Improvement

From Jim Shipley & Associates

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Special Education

General Education

Interventions

Intensity of Problem

Am

ount

of

Res

ourc

es N

eede

d to

Sol

ve P

robl

em

RTIContinuum of

Support for ALLScience

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

RACHEL

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBIS IMPLEMENTATION DRIVERS

Systems

How things are done.

Practices

How staff interacts with students.

Data

How decisions are made.

•Behavioral expectations teaching system

•Behavioral matrix

•PBIS Reinforcement system

•Consequence system

•SAS/EBS Survey

•ODR data

•Team Implementation Checklist

•Benchmark of Quality

•PBS Teaching Plan

•Acknowledging students

•Common set of behavior standards

•Schoolwide Social Skills

SWPBIS IMPLEMENTATION DRIVERS

Why implement SWPBIS?

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of

expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations

How Full Is Your Bucket?

The Theory of the Dipper and the Bucket

• Everyone has an invisible bucket. We are at our best when our buckets are overflowing — and at our worst when they are empty.

• Everyone also has an invisible dipper.In each interaction, we can use our dippers either to fill up or to dip from others’ buckets.

• Whenever we choose to fill others’ buckets, we in turn fill our own.

Why Every Moment Matters

• We experience approximately 20,000 moments every day. Daniel Kahneman — Nobel Prize-winning scientist

• The “magic ratio” is 5 positive interactions for every 1 negative interaction.– 9 out of 10 people say they are more productive when

they are around positive people.– Increasing positive emotions could lengthen life span

by 10 years.

.

Results from SWPBS

• Reduction in Office Referrals• Reduction in Suspension• Reduction in Drop Outs• Increase in Academic Gains• Increase in Staff Satisfaction• Increase in Student Satisfaction* Return on Investment is High

Adopt Systems PerspectiveSystems Perspective

• Organizations do not “behave” …individuals behave

• “Organization is a group of individuals who behave together to achieve a common goal”

• “Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001)

Schools as Systems Goal to create

communities where all members have common:

• Vision• Language, & • Experience

Biglan, 1995; Horner, 2002

Beverly Elementary School

Received the Washington State Achievement Award for Closing the Achievement Gap for this time period.

PBIS Implementation & Office Referrals Reductions

Reading Data From the Same Three Schools

Impacts In Highline in Just One YearTime Bought Back When We Reduce

Problem Behaviors that Lead to Office Referrals

This Data Reported Yearly to the Highline School Board As Part of Their Visibility and Sustainability Efforts

How do you start, what does it look like, and how do you sustain

it?

Improving Decision-Making

Problem Solution

From:

To:

Problem

Problem

Solving

Using

Data

Solution

Monitor

Outcome

1. Common purpose & approach to discipline2. Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected

behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring & evaluation

School-wide Systems

Beverly Expectations MatrixAt Beverly we show care for ourselves and others in these ways.

Hallways and Walkways

Lunchroom

Bathrooms

Playground

Bus

RESPECT

Listen to directions from adultsKeep hands/body to selfUse quiet voicesWalk in line

Don’t laugh at others’ food choicesUse inside voicesBe friendly to other peopleKeep your body to yourselfDon’t ask for others’ food

Respect others’ privacyUse quiet voices.Use appropriate languageBe respectful of other classrooms as you go by

Use polite words; do not swearFollow golden rule: “Treat others as you would like them to treat you.” Be friendly

Follow the directions of the bus driver at all times Use a quiet voice

RESPONSIBILITY

Wait quietly, using patience Stay on task, even when no one is watchingwalking in line, not playing

Empty tray into garbage and stack trays neatlyWait quietly to be dismissedClean up messes/spillsChew with mouth closed

Keep bathrooms clean (flush; turn off water; throw away towels)Return to class promptlyReport problems to an adult right away

Be a friendly, polite spectatorPlay fair (follow rules)Ask others to do the right thingNo fighting Use STOP, WALK, and TALK if there is a problem

Stay in lineKeep track of your thingsKeep the bus clean

COOPERATION

Take turns with line jobs, allow others to do theirsCarry the lunch tub safely with classmates

Stop and listen when you hear the bellListen to and follow directions from adultsHelp pick up and clean up, even if it’s not your mess

Give a polite reminder to someone not following guidelinesTake turns or share sinks, appropriately

Stay calm, even if you lose.Remember the goal is to have FUN, not just win!Say “good game” to others when you play.

Share your seatHelp younger riders

Problem Solving

Use STOP, WALK, and TALK.

Use STOP, WALK, and TALK.

Use STOP, WALK, and TALK.

Use STOP, WALK, and TALK.

Use STOP, WALK, and TALK.Tell the bus driver if there is a problem you can’t solve.

Tomcat Tickets

Most Important Features for Sustainability

1. School administrators actively support SWPBS2. School administrators describes SWPBS as a top

priority for the school3. A school administrator regularly attends and

participates in SWPBS team meetings4. The SWPBS school team is well organized and

operates efficiently5. The school administrators ensure that the SWPBS

team has regularly scheduled time to meet

Types of Barriers to Change

• Belief System Barriers• Knowledge Barriers• Skill Barriers• Procedural Barriers

“Intelligence plus Character. That is the Goal of True

Education.”

Martin Luther King Jr.

42

Thank you!