Extending an RTI Approach to School-wide Behavior Support Rob Horner University of Oregon

Goals Provide a context for linking school-wide behavior support and academic support within an RTI framework Describe current research Suggest practical directions

RTI: Good “IDEiA” Policy Approach for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators NOT a program, curriculum, strategy, intervention NOT limited to special education NOT new

Academic Support/ Good Teaching Social Behavior Support STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Main Themes from RTI Invest in Prevention First Active Instruction Multi-tiered Support Use of data for decision-making ___________________________ SWPBS Addition ◦ Social culture of school is core feature for successful academic outcomes.

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

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

Responsiveness to Intervention Academic + Social Behavior

Thanks to Laura Riffel

Functions Functions within an RTI Approach Functions Universal screening Efficient curriculum Unambiguous instruction Adequate intensity/ Whole school Reward appropriate behavior Correct errors early and consistently Universal level data use Multi-tiered early intervention options ◦ Targeted intervention (CICO) ◦ Targeted data system Individualized assessment ◦ Multiple levels Use of assessment for intervention design Implementation system ◦ Case Management Intensive, individual data system.

A logic for linking Behavior and Literacy 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.

A logic for linking Behavior and Literacy Supports Children who fall behind academically will be more likely to: ◦ A) Find academic work aversive ◦ B) Find escape-maintained problem behaviors reinforcing.

Steps for Successful Readers (Roland Good) Phonemic Awareness (Spring, Kdg) Fluency with Connected Text (Spring, 1 st) Alphabetic Principle (Winter, 1 st ) 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, 2 nd) Fluency with Connected Text (Spring, 3 rd) Probability: Catch-Up.03 (n=114) Probability: Catch-Up.06 (n=213) Probability: On-Track.83 (n=246) Probability: On-Track.81 (n=196) We need to have the odds with us!

Implications Invest in prevention (high quality primary settings) Progress monitoring Early Intervention Data-based decision-making Functional behavioral assessment Inclusion of academic interventions as PART of behavior support plans for escape-maintained problem behavior.

Linking Academic and Behavior Supports Behavior and Academic supports are connected ◦ Kent McIntosh ◦ Amanda Sanford ◦ Jorge Preciado ◦ Moira McKenna

Why Behavior and Reading Support? Both involve similar processes to achieve desired outcomes and both are necessary for academic success As disruptive student behavior decreases, teaching time increases, allowing all children to learn more. As major discipline referrals decrease, school staff are free to address other school needs like supporting instruction.

Major Discipline Referrals per 100 Students by Cohort n = 18 n = 8

Participating School Example: Fourth Grade Reading MEAP Results Began MiBLSi Implementation

Percent of Students at DIBELS Benchmark level: Schoolwide n = 20 n = 29 n = 14 “Control group”

Summary 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.