National PBIS Leadership Forum Chicago, IL October 26-28, 2011 Wayne Sailor, University of Kansas

 Better educational and social outcomes as verified from research  Better fit with federal policy (i.e., ADA; IDEIA)  Consistent with Supreme Court decisions challenging LRE

 Disconnected from general curriculum  Velcro-aide (dedicated paraprofessional) blocks natural interactions  Disruptive to general education class  Driven by special education with little or no participation from general education

 Integrate all school resources for the benefit of all students  Accomplish de facto inclusion through collaborative instruction  Driven by general education with support from special education

 Contemporary logic ◦ Medical Model  Teaching/learning informed by psychology  Locus of academic/social failure of child  Pathologizing process (i.e., LD; EBD; etc.)  Diagnostic/prescriptive remedy  Requires quasi-medical industry to service referrals  Emphasizes place rather than need (congregate service delivery).

 Suggested Logic ◦ Schoolwice RTI Model  Teaching/learning informed not only by psychology (i.e., student assessment) but by sociology (i.e., school organization and leadership) and anthropology (i.e., focus on culture of the school).  Locus of academic/social failure is ecology of the child  Addresses measured needs of child rather than assesses pathology  Addresses prevention rather than remediation  Integrates specialized resources so all students benefit  Reduces referrals for IEPs (special education).

 No special population classes.  General ed teachers responsible for all students at each grade level  All support services delivered in ways such that non-designated students can also benefit  Collaborative teaching (general ed and support ed)  Team-driven infrastructure with coaching support.

 Integrating all school resources for the benefit of positive academic gains for all student (i.e., no silos).

 Extension of standard protocol RTI  Alternative to medical model  All personnel focused on all students  All resources integrated in a universal design for learning

 General education  Special education  Title I  Gifted  English Language Learners  Section 504  Anything else

 Program Evaluation Model

year Growth in API Scores District Overall District Students with IEPs Belle Haven Overall Belle Haven Students with IEPs Brentwood Overall Brentwood Students with IEPs Cesar Chavez Overall Cesar Chavez Students with IEPs Costano Overall Costano Students with IEPs EPA Charter Overall EPA Charter Students with IEPs Green Oaks Overall Green Oaks Students with IEPs McNair Overall McNair Students with IEPs Ravenswood City School District

Repeated Measure ANOVA- Significant main effect on year of measurement F(1.96, ) = 53.62, p <.01, η p2 =.17 Significant on Tuckey’s HSD Test

 CELDT (California English Language Development Test) Score Relationship between CELDT and SAMAN scores School B CELDT score (M = , SD = 54.97, N = 520) SAMAN score (M = 2.03, SD =.5) Significance r(518) =.286, p < Correlation SAMAN score could be a significant predictor of CELDT (ß =.286, p <.01), explaining about 8.2% of the variance. Regression

Repeated Measure ANOVA- Significant main effect on year of measurement F(2, 534) = 60.47, p <.01, η p2 =.19 Significant on Tuckey’s HSD Test

School B Significant difference among 2002, 2003, and 2004 school year CELDT scores, F(1.83, ) = , p <.001. Significant increase from 2002 (M = , SD = 65.18) to 2004 (M = , SD = 47.69) school year. Post-hoc Test with Tuckey’s CELDT (California English Language Development Test) Score Comparison among 2002, 2003, and 2004 school year Significant

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