RtI and PBIS: Putting it all Together

1
RtI and PBIS Putting it all Together

• Erin Engness - PBIS/RtI Coach
• Princeton Public Schools
• Princeton, MN
• Barb Lindell - E/BD Teacher
• Princeton South Elementary

2
www.pbis.org

• Many slides taken from pbis.org and created by
  George Sugai

3
Purpose

• Describe how RtI relates to positive behavioral
  interventions supports for EVERYONE in school

4
(No Transcript)
5
Response to Intervention
6
Responsiveness to Intervention
7
(No Transcript)
8
Response to Intervention

• Universal Screening
• Data-Based Decision Making
• Continuous Progress Monitoring
• Student Performance
• Evidence Based Interventions
• Implementation with Fidelity

9
RtI Good IDEiA Policy

• Approach 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

10
Paradigm Shifting
From categorical thinking to Problem
solving For all students
From wait to fail to prevention and
early intervention
From a placement orientation to a
teaching/intervention orientation
From seeing Sp Ed, Title I, remedial education
as a place to seeing them as a service
From defined roles to using all resources
differently and more effectively
11
Major Paradigm Shift
From The problem is within the child
To The problem may be due to other
environmental elements that we can control a
breakdown in the instruction, curriculum and/or
learning environment.
12
Public Health Disease PreventionKutash et al.,
2006 Larson, 1994

• Tertiary (FEW)
• Reduce complications, intensity, severity of
  current cases
• Secondary (SOME)
• Reduce current cases of problem behavior
• Primary (ALL)
• Reduce new cases of problem behavior

13
Triangle Model - Modified
Flexible Model
Collaborative Model
Academic Intervention
Behavior Intervention
Teach-reteach model
Team Decision- Making
Supportive Service (Sp.Ed. is not a
place)
Data-Driven
A red student does not ALWAYS require a
red intervention and visa versa.
Layered not leveled intervention model
Function- Based
14
Responsiveness to Intervention
Behavioral Systems
Academic Systems
1-5
1-5
5-10
5-10
80-90
80-90
Circa 1996
15
(No Transcript)
16
RtI Application Examples
17
RTI Continuum of Support for ALL
Few
Some
All
Dec 7, 2007
18
(No Transcript)
19
School-wide Positive Behavior Support and RtI
20
Circa 1994
21
Evaluation Criteria
22
Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting Student Behavior
23
SWPBS Conceptual Foundations
Behaviorism
Laws of Behavior
ABA
Applied Behavioral Technology
PBS
Social Validity
SWPBS
All Students
IDEA Positive Behavioral Interventions Supports
24
SWPBS Practices
School-wide
Classroom
Family
Non-classroom
Student
25
Tiger Pride Expectations
26
Teaching vs. Discipline
When children dont read, we teach. When
children dont compute, we teach. When children
dont write, we teach. When children dont
behave, we ...
discipline punish ignore
Answer we teach and re-teach.
27
Skill Deficits
28
TEACH
INTERVENE
29
Teach expectations in the areas you want them to
occur
30
(No Transcript)
31
Slight Changes for Secondary
32
Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

33
Non-Classroom Management Self-Assessment
34
(No Transcript)
35
Classroom

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 4 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent pre-corrections for chronic errors
• Effective academic instruction curriculum

36
Classroom Matrix
37
Classroom Management Self-Assessment
38
(No Transcript)
39
Family

• 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

40
Tiger Pride Family Night
41
Sample Family Matrix
42
Individual Student

• Behavioral competence
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive student-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

43
Stop, Walk, and Talk

• Focus on non-structured settings.
• Cafeteria, Playground, Hallway, Bus.
• Teaching format.
• If someone directs problem behavior toward you.
• If you see others receive problem behavior.
• If someone tells you to stop.

44
(No Transcript)
45
Effective Praise

• Catch them being good
• and reinforce the desired behavior.
• Qualities
• 1. Provide praise immediately after a desired
  behavior has occurred.
• 2. Be specific
• Thanks for coming into the classroom quietly.
• Great job giving me eye contact when we spoke.
• 3. Be genuine.

46
Rewards-Main Messages

• Rewards are a core feature of building a positive
  school culture.
• Rewards make a difference
• Initial behavior change
• Sustained behavior change (Doolittle, 2006)
• Rewards can be used badly
• But they do NOT inhibit intrinsic motivation
• Rewards can be used effectively in all school
  contexts.

47
Simple Rewards
48
Recognition
49
Middle School
50
Data

• Measurable behavioral definitions for rule
  violations
• Discipline referral or behavior incident
  recording form that is efficient and relevant
• Clear steps for processing, storing, summarizing,
  analyzing, and reporting data
• Schedule for monthly review of school-wide data

51
Improving Decision Making
From
Problem
Solution
To
Solution Monitor Outcome
Problem-Solving Using Data
Problem
52
What does this graph tell you (not tell you)?
53
What does this graph tell you (not tell you)?
54
Time Cost of a Discipline Referral (45 min per
referral)
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
What does this graph tell you?How would you
program for this student?
Just the Facts Green Kindergarten Year Blue
First Grade Year September Physical
Aggression (unsafe) Location Classroom Function
Obtain Adult Attention Obtain
Activity/Item Dec-Jan Location Recess
(Indoor Recess) What are some program
options/modifications?
(11)
8
6
5
4
3
2
2
59
CONTINUUM of SWPBS

• TERTIARY PREVENTION
• Layered support (accessing universal layer,
  secondary layer and tertiary level)
• Function-based support
• Wraparound
• Time intensive instruction

• Audit
• Identify existing practices by tier
• Specify outcome for each effort
• Evaluate implementation accuracy
• outcome effectiveness
• Eliminate/integrate based on outcomes
• 5. Establish decision rules (RtI)

5
15

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

• PRIMARY PREVENTION
• Teach encourage positive SW expectations
• Effective instruction
• Parent engagement
• Universal (everyone)

80 of Students
60
What is Different with PBIS?

• Increase academic time.
• Social skills taught in context.
• High positive to negative feedback ratio.
• Examine the function of behavior.
• Levels of intervention and support based on
  student need.
• Using data to drive decisions.
• Tailored to the individual student.

61
Team
GENERAL IMPLEMENTATION PROCESS Getting Started
Agreements
Data-based Action Plan
Implementation
Evaluation
62
Minnesota School Wide PBIS
Vision To create proactive, preventive, positive,
respectful and sustainable learning environments
to support academic achievement, social
competence, lifestyle skills and effective
teaching for all learners.
63
Current Status

• Implementation of School-wide PBIS as of January,
  2008 (schools in)

64
Start With a Team that WORKS

• Administrator
• Grade/Department Representation
• Specialized Support
• Special Educator, Counselor, School Psychologist,
  Social Worker, etc.
• Support Staff
• Office, Supervisory, Custodial, Bus, Security,
  etc.
• Parent
• Community
• Mental Health, Business

65
80 Rule

• Apply triangle to adult and student behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for non-responders

66
Main Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District Support
Investing in Outcomes, Data, Practices, and
Systems
67
Summary of Strategies for Combining Initiatives

• Combine trainings under RtI umbrella.
• Develop targeted interventions for staff.
• Provide structured planning activities for school
  teams.

68
Resources
www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.o
rgwww.swis.orgwww.isbe.netwww.iirc.niu.edu
69
Contact Information

• Erin Engness, PBIS/RtI Coach
• [phone]
• erin.engness_at_princeton.k12.mn.us
• Barbara Lindell, E/BD Teacher
• [phone]
• barb.lindell_at_princeton.k12.mn.us