Extending RTI to School-wide Behavior Support Rob Horner University of Oregon www.pbis.org

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

Main Messages The 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 Themes Response to Intervention (RTI) is an effective approach to school organization that can be applied across content areas.

Core Features of RTI Invest FIRST in Evidence-based Prevention Curriculum Instruction Intervention Active Assessment for Data-based Decision- making Universal Screening Progress Monitoring National Standards

Core Features of RTI Multi-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 Support School-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 Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

 Tertiary Prevention: Specialized Individualized SCHOOL-WIDE Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings  ~80% of Students 27

School-Wide Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Can’t intervene without universal and secondary! MissouriMissouri SWIS data.pptx ~80% of Students

Identify existing efforts by tier CONTINUUM of SWPBS Tertiary Prevention Function-based support Audit Identify existing efforts by tier What are decision rules for moving from one tier of support to another Evaluate the fidelity of implementation Specify outcomes for each effort ~5% ~15% Secondary Prevention Check in/out Primary Prevention SWPBS ~80% of Students

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.

School-Wide Support Systems for Student Success Intensive Intervention Individualized, functional assessment, highly specific Reading Universal Intervention Core Instruction, all students Preventive 1-5% Targeted Intervention Supplemental, some students, reduce risk 7-15% 80% Why all three levels? mplementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe 10-20 weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention. Behavior 8

Responsiveness to Intervention Academic + Social 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. For many students with problem behavior, a core feature of there behavior support will be enhanced academic support

Steps for Successful Readers (Roland Good) Probability: On-Track .81 (n=196) Fluency with Connected Text (Spring, 3rd) Probability: On-Track .83 (n=246) Fluency with Connected Text (Spring, 2nd) Probability: Catch-Up .06 (n=213) Probability: On-Track .86 (n=138) Fluency with Connected Text (Spring, 1st) Probability: Catch-Up .03 (n=114) Probability: On-Track .64 (n=348) Alphabetic Principle (Winter, 1st) Probability: Catch-Up .22 (n=180) The students were part of a West Michigan Federal Research Grant Five elementary buildings in West Michigan This research took place over 3 years 2000-2003 The main point here is that the odds are against students catching up to their peers- Prevention is the key The steps are based on the findings from the National Reading Panels and are measured by DIBELS Phonemic Awareness (Spring, Kdg) Probability: Catch-Up .17 (n=183) 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)

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

Major Discipline Referrals per 100 Students by Cohort

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

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

As you plan for this conference Evidence-based practices Prevention first Multiple tiers of support Using Data Universal Screening Progress Monitoring Intervention assessment and evaluation Standards Administrative support

Summary RTI 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.