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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.