Increasing Social and Academic Success: Positive Behavior Support
meets Response to Intervention
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
www.pbis.org
The Challenge• Students with the most challenging academic and social problems need
pro-active comprehensive and consistent systems of support• School-wide discipline systems are typically unclear and inconsistently
implemented – absence of a “social behavior curriculum”• Educators often lack specialized skills to address severe problem behavior
and learning challenges• Pressure on schools to incorporate national and state initiatives such as
Values Education, Anti-Bullying, Safe Schools and achieving “adequate yearly progress.” Many often have clearly defined outcomes without structures to reach or a framework for deciding what should be implemented when, for whom, and to what degree
Common school response to problem behavior = “punishment” of misbehavior and assumptions about appropriate behavior and/or seek out alternative placements
Common school response to academic challenges = send to specialists to “be fixed”
2 Minutes
With your neighbor, identify core curriculum across each academic subject
2 Minutes
With your neighbor, identify school-wide rules and strategies
for teaching social behavior
The point?
• We can’t “make” students learn or behave
• We can create environments to increase the likelihood students learn and behave
• Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect student need, and implemented with consistency and fidelity
ContextThe School Environment Must Support
Appropriate Social & Academic Behavior
School-Wide Positive Behavior Support
Response to Intervention
Starting Points
• Teams
• Universal curriculum developed / identified
• Data-based decision making
• Problem solving logic
• Access to Technical Assistance
• Working toward district/regional support
School-wide Positive Behavior Support
Typical responses to students Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Improve consistency of use of punishments Establish “bottom line” Zero tolerance policies Security guards, student uniforms, metal detectors, video
cameras Suspension/expulsion Exclusionary options (e.g., alternative programs)
The Danger….
“Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-
Azaroff, 1991, Skiba & Peterson, 1999)
The Good News…
Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998;Gottfredson, 1997; Lipsey, 1991, 1992; Tolan & Guerra, 1994):
• Social Skills Training• Academic Restructuring• Behavioral Interventions
Contributing FactorsHome
Poverty- LanguageParent/Child interactions
CommunitySchoolDisability
Toward a SolutionThe answer is not the invention of new solutions, but the
enhancement of the school’s organizational capacity to:• Accurately adopt and efficiently sustain their use of
research-validated practices• Provide a Seamless continuum of behavioral and
academic support for all students• Be part of a district wide system of behavior support• Increased focus, teacher training, community
training, and funding for early intervention
School-wide Positive Behavior Support
PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
OSEP Center on PBIS
PBS is not...
Not specific practice or curriculum…it’s a general approach to preventing problem behavior
Not limited to any particular group of students…it’s for all students
Not new…its based on long history of behavioral practices & effective instructional design & strategies
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
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
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
School-wide Positive Behavioral Support
Incorporate best practice in professional development and system change (teams)
Emphasizes the use of assessment information to guide intervention and management decisions
Focus on the use of a continuum of behavioral supports Focus on increasing the contextual fit between problem
context and what we know works Focus on establishing school environments that support
long term success of effective practices {3-5 years}
School-wide Positive Behavioral Support
Expectations for student behavior are defined by a building based team with all staff input
Effective behavioral support is implemented consistently by staff and administration
Appropriate student behavior is taught Positive behaviors are publicly acknowledged Problem behaviors have clear consequences Student behavior is monitored and staff receive regular feedback Effective Behavioral Support strategies are implemented at the
school-wide, specific setting, classroom, and individual student level
Effective Behavioral Support strategies are designed to meet the needs of all students
ThemesFocus on positive proactive
programmingEmphasis on clearly defined working
structuresTeacher/school takes ownership of
student learning & behavioral challenges
Problem behavior = learning error
Schools with Effective Discipline
Effective LeadershipWork smarter not harder Active involvementClarity in direction
Move Beyond PunishmentTeach, Monitor, Reward appropriate behaviors
before relying on punishment
First StepsForm a teamEstablish need, priorities, and commitmentDraft a mission statementDevelop working structuresDevelop maintenance structures“Work smarter not harder”
WORKING SMARTERInitiative,Project,
Committee
Purpose Outcome TargetGroup
StaffInvolved
SIP/etc.
AttendanceCommittee
Increase student attendance
Percentage increase in daily attendance
Total student body and high absence students
Mr. EarlyMs. NeverlateMr. OntimeMs. Prompt
Identified as part of school improvement plan
CharacterEducation
Improve student behavior
No measurable outcome defined
Total study body
SafetyCommittee
School ClimateCommittee
DARE Committee
PBS WorkGroup
Universal Strategies: School-Wide
Essential Features• Statement of purpose
• Clearly define expected behaviors (Rules)
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors
• Procedures for discouraging problem behaviors
• Procedures for record-keeping and decision making
Preparing for Implementation
• Establish a regular meeting schedule for the behavior committee
• Establish a standard system for communicating information within the committee and among staff
• Analyze needs assessment data and other data to create short and long term goals (EBS survey)
• Develop regular opportunities for training on key PBS strategies
• Develop strategies to share information with parents & community
Statement of Purpose
• State positively
• Focus on everyone and all settings in school building
• Focus on academic and behavioral outcomes"To promote and maintain a safe and orderly
learning environment for students and staff"
Clearly Define Expected Behaviors
• Set of “rules”
• State positively and succinctly• Keep to five or fewer
Process
1. List problem behaviors
2. Identify “replacement behaviors” {what do you want them to do instead}
3. Create “matrix” of replacements by settings
I am…. All Settings Classroom
Hallways Cafeteria Bathrooms Playground Assemblies
Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting
Maintain personal space
WalkStay to the right on stairsBanisters are for hands
•Walk•Push in chairs•Place trash in trash can
Wash hands with soap and waterKeep water in the sinkOne person per stall
Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self
•Walk•Enter and exit gym in an orderly manner
Respect-ful
•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly
Be honestTake care of yourself
Walk quietly so others can continue learning
Eat only your foodUse a peaceful voice
Allow for privacy of othersClean up after self
•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language
Be an active listenerApplaud appropriately to show appreciation
A Learner
•Be an active participant•Give full effort•Be a team player•Do your job
•Be a risk taker•Be prepared•Make good choices
Return to class promptly
•Use proper manners•Leave when adult excuses
•Follow bathroom procedures•Return to class promptly
•Be a problem solver•Learn new games and activities
•Raise your hand to share•Keep comments and questions on topic
Benton
Procedures for Teaching Expected Behaviors
• Social skill instruction– teach the rule– demonstrate the skill– students practice the skill– review and test the skill
• Embed in curriculum
• Practice, Practice, Practice
Procedures for Encouraging Expected Behaviors
• Identify “rule” student met and specific behavior they displayed (verbal feedback)
• Deliver reinforcement– Tangible to intrinsic– External to internal– Frequent to infrequent– Predictable to variable
Procedures for Discouraging Problem Behaviors
• CONSISTENCY• Clearly define problem behavior• Clear distinctions between staff/classroom
and office managed behavior• Establish a continuum of procedures for
correcting problem behavior• Establish data decision strategies for repeat offenses
Data-Based Decision Making
Types of Data• Office Discipline Referrals (SWIS.org)• Anecdotal data• Teacher, student, parent surveys• Direct observation (behavior counts)• Archival data (e.g., referrals to special education,
attendance, academic performance, grade retention, attendance, suspensions/expulsions)
Universal Strategies: Non- Classroom Settings
• Identify Setting Specific Behaviors• Develop Teaching Strategies• Develop Practice Opportunities and
Consequences• Assess the Physical Characteristics• Establish Setting Routines• Identify Needed Support Structures• Data collection strategies
Universal Strategies:Classroom
Needed at the classroom level...• Use of school-wide expectations/rules• Effective Classroom Management
– Behavior management– Instructional management– Environmental management
• Support for teachers who deal with students who display high rates of problem behavior
Implementation Examples
0
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l O
ffic
e D
iscip
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efe
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94-9595-9696-9797-9898-9999-0000-0101-0202-03
Academic Years
FRMS Total Office Discipline Referrals
Multi Year Comparisons Per Day Per Month
0
5
10
15
20
25
Sept Oct Nov Dec Jan Feb March April May
Refe
rral
s Pe
r Day
00-01
01-02
02-03
INSTRUCTIONAL HOURS GAINEDProjected (50%) vs. Actual (Aug-Dec 2000)
2145HOURS
4290HOURS
474 HOURS
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3500
4000
4500
5000
Total Instructional Hours Lost 99-00
Projected Instructional Hours Lost Actual Instructional Hours Lost
HO
UR
S
1671ADDITIONAL
Instructional Hours78%
Alton High SchoolAverage Referrals per Day
0
10
20
30
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50
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70
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100
November December January February
BALLWIN ACHIEVEMENT PBS
405
302
185
760
32.531
58.2
47.4
0
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400
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800
2000 2001 2002 2003
YEAR
NU
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MA
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Office Referrals Proficient or Advanced on MAP
Prevention & Supports For Identified and At-risk Students
Social Behavior
Does Implementation of PBIS improve individual interventions?
• Illinois “profile” analysis.– Assessment of intervention effectiveness
Very Low, Low, Med, High, Very High
0 1 2 3 4
– School-wide– Individual Intervention
N=223
N=169
N=38
N=17
Profile Effectiveness Scores (Illinois Schools 02-03)
0
1
2
3
4
School-wide Individual
Mea
n E
ffec
tiven
ess
Sco
res
t = 11.11 (335) p< .0001 t = 2.30 (27) p < .03
Partial
N=169
Full
N=223
Partial
N=17
Full
N=38
Mental Health Outcomes
• Does School-wide PBS fit within a comprehensive mental health model of prevention and intervention?
Minimizing and reducing “risk factors” by building “protective factors”
Risk and Protective Factor Comparison
SSS Risk and Protective Factor Scores (Illinois Schools 02-03)
0
20
40
60
80
100
Risk Factor Protective Factor
Me
an
SS
S F
ac
tor
Sc
ore
s
t = -2.17 (37) p < .036 t = 2.31 (37) p < .026
PartialN=21
FullN=18
PartialN=21
FullN=18
Correlation of Risk Variables with EBS Survey Score
N = 13 Middle SchoolsSprague, Walker, Sowards, Van Bloem, Eberhardt & Marshall, 2001
-0.6
-0.4
-0.2
0
0.2
Risk Variables
Pea
rson
R
Series1 0.017896 -0.119001 0.115955 -0.291545 -0.513794 -0.376016
Free & R Acd Fail Mobiltiy A&D Crm ASB Total
A&D = Alcohol and Drug; ABS = Anti-social Behavior Scale
Impact on Moving Students to More Restrictive Settings
Columbia Public Schools• Elementary Schools who implement SW-PBS
referred students to alternative/special school at lower rates compared to schools who were not implementing SW-PBS (r = -0.4306, p < 0.01)
• Elementary Schools who implemented SW-PBS have less recidivism to alternative settings once students returned to home-school
ExampleSelf-contained Special Education Building
• Enrollment 200
• 50% free and reduced
lunch
• Ages 13 and up
• Programs
• Serves 8 component
districts
• Physically Impaired• Autism• Language Impaired• Hearing Impaired• Multiple/ Severe
Disabilities • Emotional/
Behavioral Disorder
Reported Results
• Reduction in inappropriate behavior (verbal aggression, sleeping in class, off task, disruption)
• Increased prosocial behaviors and task completion
• Post universal systems, only 5 students (from 33) required individualized support
Maryland PBS Initiative
Elementary Office Refferals by Year
416
608
852
490
187
433
654
138180
108
385
134 140
218
296
87
0
100
200
300
400
500
600
700
800
900
1E 2E 3E 4E 5E 6E 7E 8E
Pre
Post
MIddle School Office Referrals by Year
592
2514
2082
1948
465
1464
800
1031
0
500
1000
1500
2000
2500
3000
9M 10M 11M 12M
2001-02
2002-03
Group Cost Benefit
Office Referral Reduction Across
12 PBIS schools= 5,606 If one Office Referral=15 minutes of
administrator time, then 5,606 x 15=84,090 minutes
1401.15 hours or
233 days of administrator time recovered and reinvested.
Group Cost Benefit
Office Referral Reduction
Across 12 PBIS Schools =5,606 If students miss 45 minutes of instruction for each
Office Referral, 5,606 X 45=252,270 minutes4204.50 hours or
700 days of instructional time recovered!!!!!
Western Sydney RegionNumber of Long Suspensions
Percentage change from 2005 to 2006
-23%
11%
-7%
26%
-30%
-20%
-10%
0%
10%
20%
30%
PBL Phase 1(13 schools)
PBL Phase 2(14 schools)
PBL Phase 3(28 schools)
Not PBL(183 schools)
Per
cen
tag
e C
han
ge
Small Group and Individual Interventions
Small Group / Targeted
• Part of a continuum: Must link to school-wide PBS system
• Efficient and effective way to identify students
• Assessment = simple sort
• Intervention matched to presenting problem but not highly individualized
Small Group / Targeted Practices
Social Skill TrainingSelf-ManagementMentors/Check-inPeer tutoring / Peer NetworkAcademic support
STUDENTS RECEIVING A "BEHAVIOR PLAN"
EIGHT OR MORE REFERRALS
1999/2000 vs. 2000/2001
0
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4
6
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18
20
A* B C D E F* G H I J * K L M N O P
STUDENT NAME
NUM
BER
OF
REFE
RRA
LS
REFERRALS 99-00 REFERRALS 00-01
AVERAGE PERCENT DECLINE IN REFERRALS
50%%
* STUDENT LEFT SCHOOL DISTRICT BEFORE THE END OF THE ACADEMIC YEAR
43
23
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10
15
20
25
30
35
40
45
Nu
mb
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of
Beh
avio
r R
efe
rrals
YR2 YR3
Pals - Combined Discipline ReferralsSept-J an
YR2 vs. YR3
46%
Average5.38
Average2.88
AMOUNT OF TIME PER WEEK
SPENT WORKING DIRECTLY WITH STUDENT
9
6
3
0
0
0
10 minutes or less
10 to 20 minutes
20 to 30 minutes
30 to 40 minutes
40 to 60 minutes
More than 60 minutes
NUMBER OF TEACHERS
Individual Students
• Part of a continuum: Must link to school-wide PBS system
• Quick supportive response to teacher• Plans based on a Functional Behavior
Assessment– Clear process in place– Behavioral expertise available– All in school understand basic logic of
FBA and PBS
Individual Support Plans
• When small group not sufficient
• When problem intense and chronic
• Driven by Functional Behavioral Assessment
• Linked to school-wide system
Process (FBA to PBS)
• Conduct functional behavioral assessment
• Create plan based on functional assessment outcome
• Develop infra-structure to support behavior change (school environment must change)
0
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1 0 0
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1 3 5 7 9 1 1 1 3 1 5 1 7 1 9 2 1 2 3 2 5 2 7 2 9 3 1 3 3 3 5 3 7 3 9 4 1 4 3 4 5 4 7 4 9
Daily Sessions
Jerrod
Emma
Matthew
BaselineNon-Function
Function Based InterventionBased Intervention
FBA – PBS Plan Process
Success requires:
1. Individual(s) with expertise in FBA-PBS
2. Fluency with a clear process among all staff including their role
3. A basic understanding of the Applied Behavior Analysis = Behavior is functionally related to the teaching environment
Essential Steps to Individual PBS Plans
1. Request for assistance2. Operationally define problem/replacement behavior3. Background/archival data/ data collection/Environmental Assessment4. Functional Behavioral Assessment
Indirect measures Direct observation
5. Develop hypothesis regarding function of problem behavior6. Develop a PBS plan
Social skill instruction Self management Environmental modifications
7. Implement, Monitor and Evaluate progress
Response to Intervention
Common school response to academic challenges = send to
specialists to “be fixed”
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
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
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Responsiveness to InterventionEVIDENCE-BASEDINTERVENTIONS
STUDENTPERFORMANCE
CONTINUOUSPROGRESS MONITORING
DATA-BASEDDECISION MAKING &PROBLEM SOLVING
RtI Logic
Teach w/ best curriculum & instruction
Intervene early at all levels
Use student behavior as
progress indicator
Screen universally &
frequently
Modify & specialize for
non-responders
• Consistent “core” curriculum implemented school-wide (research-based)
• Core instruction follows effective instructional practices (NWREL.org)
• Core instruction implemented with fidelity
• Consistent, prioritized, and protected time allocated to instruction
• Data decision rules to identify a) those at high risk and b) “non-responders” in a timely manner
Universal Supports: Core Instruction
Importance of Effective Instruction (Sanders, 1999)
• The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of classroom instruction.
• The answer to why children learn well or not isn't race, it isn't poverty, it isn't even per-pupil expenditure at the elementary level.
• The classroom’s effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.
Early Literacy & Behavior(Kelk & Lewis, 2001)
What are the effects of three instructional conditions a) social skill instruction, b) phonological / phonemic awareness instruction, and c) a combination of social skill instruction and phonological awareness instruction on the reading related and/or social behavior of at-risk kindergarten children?
Early Literary Outcome
Social Skill Outcomes
Phonemic Instruction
+/- -
Social Skill Instruction
- +/-
Phonemic and SS Instruction
+ +
Control Group - -
Targeted / Small Supports
Important Themes
• Part of a continuum – must link to core curriculum
• Efficient and effective way to identify students (Curriculum Based Measures; DIBELS) through FREQUENT monitoring
• Intervention matched to presenting problem but not highly individualized
Targeted Supports
Intensify Instruction• Increase academic
engaged time• Small group / one:one• Increased
opportunities to respond
• Supplemental curriculum
Alter Instructional Environment
• Rules & routines• Attention signal• Ratio of positive /
negative statements• Efficient transitions• Active supervision
Structural Analysis Setting Factors Assessment Tool
• Level 1: Classroom Set-up and Structure
• Level 2: Context Specific Activities
• Level 3: Instructional Delivery and Tasks
• Level 4: Student Behavior
Case Study
• SFAT– Significant variables: clarity of expectations &
directions; consistency of expectations; accessibility of class schedules; lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class).
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Baseline Level 1 Level 1 & 2 Level 1, 2 & 3 Follow-Up
Mea
n P
erce
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f Tea
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Beh
avio
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High Structure Materials Accessiblity Rules Visible Assistance Consistent Answering Consistent
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55
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Sessions
Per
cent
of
Inte
rval
s O
ff-T
ask
Frequency of V
erbalizationsBaseline Level 1 Level 1 & 2 Level 1, 2, & 3 Follow-up
Verbalizations
Off-Task
Individual / Intensive
Individual
• When small group/targeted not sufficient
• When data indicate high risk*
• Linked to core curriculum / outcomes
*limited data beyond literacy
Individual/ Intensive
• Targeted assessment (Curriculum Based Measures; DIBELS)
• Instruction targets remediation and/or accommodation
• Environment provides multiple and sustained engagement opportunities
• Monitor outcomes and make necessary adjustments (progress monitoring)
0
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1 0 0
1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 3 1 3 2 3 3 3 4 3 5 3 6 3 7
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L a r ry
D a v e
J a c k
D a i l y S e s s i o n s
B a s e l i n e C l a s s r o o m In t e r v e n t i o n C l a s s ro o m &In d i v i d u a l I n t e r v e n t i o n
RtI Applications (Sugai, 2007)
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAMGeneral educator, special educator,
reading specialist, Title 1, school psychologist, etc.
General educator, special educator, behavior specialist, Title 1, school
psychologist, etc.
UNIVERSAL SCREENING
Curriculum based measurement SSBD, ODR, record review, gating
PROGRESS MONITORING
Curriculum based measurementODR, suspensions, behavior incidents,
precision teaching, attendance
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,
group contingency management, function-based support, self-
management
DECISION MAKING RULES
Core, strategic, intensive Primary, secondary, tertiary tiers
Big Ideas• Develop Core curriculum (social & academic)
– Teach & Practice
• Data-based decision making– Evaluate effectiveness
– Identify “non-responders”
• Continuum of supports firmly linked to core curriculum– Small group/targeted
– Individual
• Systems, systems, systems• Problem Solving using logic of PBS & RTI
Scaling Up
• Does not simply equal more schools or every school within a district/region/state
• Outcome = increasing school’s adoption and sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication
Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• Best evidence documents what doesn’t work:
– Information dissemination alone
– Training by itself
Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• What does work
– Long term, multi-level approaches
– Skills-based training
– Practice-based coaching
– Practioner performance-feedback
– Program evaluation
– Facilitative administrative practices
– Methods for systems intervention
Recommendations(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 77)
• Develop partnerships with skilled researchers
• Establish a community of practices at implementation sites
• Share lessons learned across functional purveyor teams from different programs
Key
Build parallel systemic processes • Provide school/district teams with a process to address the
presenting challenge (e.g., problem behavior, drop out, learning to read)
• Develop a parallel process for districts/states to support school implementation and continue to expand with integrity (Blue Print Leadership Team)
Region/District Initiative
Region/District Coordinator
PBS Coaches
School Teams
District CoordinatorProfessional Development• Coordinate professional development opportunities for current teams• Assist with training of new teams• Coordinate coaches training• Work with teams/coaches on development of resource bank (materials, examples,
updates of website, etc.)Communication• Coordinate communication across district• Attend principal and assistant principal meetings to provide PBS updates and to listen to
school concerns/questions• Prepare quarterly & annual reports on progress of the district initiative for leadership team• Develop district PBS handbookCoordination• Prepare leadership team agenda• Maintain file of building meeting minutes, coach logs, and other data sources from school
teams• Meet with district coaches to problem solve• Develop connections between PBS initiative and district school improvement plan• Develop linkages to external agencies and PBS (e.g., mental health)• Explore funding opportunities to expand & support initiative
Coaches• Connect point between school teams and
the district initiative• Provide technical assistance to school
teams• Not intended to “lead” team, rather, serve
as an additional resource– Access materials– Share examples from other schools– Updates from the district
School Teams
• Principal or Deputy Principal + representatives of the school
• Commit to on-going training
• Develop/Draft essential components of school-wide system
• Two-way Communication with colleagues
On school reform…
Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).