2. RTI for Social Behavior: P ositive B ehavioral I nterventions & S upports Lori Lynass Ed.D. Executive Director, NWPBIS Carol Frodge Former Principal, Edmonds School District

3. Its About Systems Speaking about STEM Programs and Why Countries Producing the Top Scientist Didn’t Need to create STEM Programs: “The answer is that they have education systems that work and we don't. When we start falling behind in an area, we invent a program. When they start falling behind, they ask, What's wrong with our system? And they fix it.” Marc Tucker President of the National Center on Education & the Economy

4. PBIS Objective Redesign and support teaching and learning environments that are effective, efficient, relevant, and durable – Outcome-based – Data-guided decision making – Evidence-based practices – Systems support for accurate & sustained implementation

5. What is School-wide PBS? A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. SWPBS is not an add-on program, it is a system.

6. PBIS & RTI “We cannot intervention our way out of an achievement gap.” “We build in preventative factors to reduce the likelihood of risk factors.” “RTI and PBIS Are A Civil Rights Issue”

7. AIM: ALIGNMENT Increased Student Achievement Aim of the Organization Goals and Measures Random Acts of Improvement Goals and Measures Aligned Acts of Improvement From Jim Shipley & Associates

8. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

9. Special Education General Education Interventions Intensity of Problem Amount of Resources Needed to Solve Problem

10. RTI Continuum of Support for ALL Science Soc Studies Reading Math Soc skills Basketball Spanish RACHEL

11. Outcomes Systems: To sustain the implementation Data: For decision making Practices: Evidenced- based and doable SWPBIS IMPLEMENTATION DRIVERS

12. Systems How things are done. Practices How staff interacts with students. Data How decisions are made. Behavioral expectations teaching system Behavioral matrix PBIS Reinforcement system Consequence system SAS/EBS Survey ODR data Team Implementation Checklist Benchmark of Quality PBS Teaching Plan Acknowledging students Common set of behavior standards Schoolwide Social Skills SWPBIS IMPLEMENTATION DRIVERS

13. Why implement SWPBIS? Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations

14. How Full Is Your Bucket?

15. The Theory of the Dipper and the Bucket Everyone has an invisible bucket. We are at our best when our buckets are overflowing — and at our worst when they are empty. Everyone also has an invisible dipper. In each interaction, we can use our dippers either to fill up or to dip from others’ buckets. Whenever we choose to fill others’ buckets, we in turn fill our own.

16. Why Every Moment Matters We experience approximately 20,000 moments every day. Daniel Kahneman — Nobel Prize-winning scientist The “magic ratio” is 5 positive interactions for every 1 negative interaction. – 9 out of 10 people say they are more productive when they are around positive people. – Increasing positive emotions could lengthen life span by 10 years..

18. Results from SWPBS Reduction in Office Referrals Reduction in Suspension Reduction in Drop Outs Increase in Academic Gains Increase in Staff Satisfaction Increase in Student Satisfaction * Return on Investment is High

19. Adopt Systems Perspective Systems Perspective Organizations do not “behave” …individuals behave “Organization is a group of individuals who behave together to achieve a common goal” “ Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001) Schools as Systems Goal to create communities where all members have common: Vision Language, & Experience Biglan, 1995; Horner, 2002

21. Beverly Elementary School Received the Washington State Achievement Award for Closing the Achievement Gap for this time period.

22. PBIS Implementation & Office Referrals Reductions

23. Reading Data From the Same Three Schools

25. Impacts In Highline in Just One Year Time Bought Back When We Reduce Problem Behaviors that Lead to Office Referrals This Data Reported Yearly to the Highline School Board As Part of Their Visibility and Sustainability Efforts

27. How do you start, what does it look like, and how do you sustain it?

29. Improving Decision-Making Problem Solution From: To: Problem Solving Using Data Solution Monitor Outcome

30. 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide Systems

33. Beverly Expectations Matrix At Beverly we show care for ourselves and others in these ways. Hallways and Walkways Lunchroom Bathrooms Playground Bus RESPECT Listen to directions from adults Keep hands/body to self Use quiet voices Walk in line Don’t laugh at others’ food choices Use inside voices Be friendly to other people Keep your body to yourself Don’t ask for others’ food Respect others’ privacy Use quiet voices. Use appropriate language Be respectful of other classrooms as you go by Use polite words; do not swear Follow golden rule: “Treat others as you would like them to treat you.” Be friendly Follow the directions of the bus driver at all times Use a quiet voice RESPONSIBILITY Wait quietly, using patience Stay on task, even when no one is watching walking in line, not playing Empty tray into garbage and stack trays neatly Wait quietly to be dismissed Clean up messes/spills Chew with mouth closed Keep bathrooms clean (flush; turn off water; throw away towels) Return to class promptly Report problems to an adult right away Be a friendly, polite spectator Play fair (follow rules) Ask others to do the right thing No fighting Use STOP, WALK, and TALK if there is a problem Stay in line Keep track of your things Keep the bus clean COOPERATION Take turns with line jobs, allow others to do theirs Carry the lunch tub safely with classmates Stop and listen when you hear the bell Listen to and follow directions from adults Help pick up and clean up, even if it’s not your mess Give a polite reminder to someone not following guidelines Take turns or share sinks, appropriately Stay calm, even if you lose. Remember the goal is to have FUN, not just win! Say “good game” to others when you play. Share your seat Help younger riders Problem Solving Use STOP, WALK, and TALK. Use STOP, WALK, and TALK. Use STOP, WALK, and TALK. Use STOP, WALK, and TALK. Use STOP, WALK, and TALK. Tell the bus driver if there is a problem you can’t solve.

35. Tomcat Tickets

39. Most Important Features for Sustainability 1.School administrators actively support SWPBS 2.School administrators describes SWPBS as a top priority for the school 3.A school administrator regularly attends and participates in SWPBS team meetings 4.The SWPBS school team is well organized and operates efficiently 5.The school administrators ensure that the SWPBS team has regularly scheduled time to meet

40. Types of Barriers to Change Belief System Barriers Knowledge Barriers Skill Barriers Procedural Barriers

41. “Intelligence plus Character. That is the Goal of True Education.” Martin Luther King Jr.

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43. Thank you!