Sustaining Change: RtI & SWPBS George Sugai OSEP Center on PBIS Center for Behavioral Education and Research University of Connecticut May 9,

Purpose Give administrators understanding of features that define & distinguish Responsiveness-to-Intervention & School- wide Positive Behavioral Interventions & Supports Advantages Cautions Commonalities Distinctions

RtI

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

Quotable Fixsen “Policy is –Allocation of limited resources for unlimited needs” –Opportunity, not guarantee, for good action” “Training does not predict action” –“Manualized treatments have created overly rigid & rapid applications”

Public Health & Disease Prevention Kutash et al., 2006; Larson, 1994 Tertiary (FEW) –Reduce complications, intensity, severity of current cases Secondary (SOME) –Reduce current cases of problem behavior Primary (ALL) –Reduce new cases of problem behavior

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

1-5% 5-10% 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 Academic SystemsBehavioral Systems

RtI Application Examples EARLY READING/LITERACYSOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title I, school psychologist, etc. General educator, special educator, behavior specialist, Title I, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurementSSBD, record review, gating PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching 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, intensivePrimary, secondary, tertiary tiers

Responsiveness to Intervention Academic + Social Behavior

All Some Few RTI Continuum of Support for ALL Dec 7, 2007

Questions to Ponder What is “scientifically/evidence-based” intervention/practice? How do we measure & ensure “fidelity of implementation?” How do we determine “non-responsiveness?” Can we affect “teacher practice?” Do we have motivation to increase efficiency of “systems” organization? ???

Implementation Levels Student Classroom School State District

SWPBS is about….

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Basics: 4 PBS Elements

~80% of Students ~15% ~5% CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special Education PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI)

Major SWPBS Tasks Establish leadership team Establish staff agreements Build working knowledge & capacity of SW-PBS practices & systems Develop individualized action plan for SW-PBS

Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

Classroom SWPBS Subsystems Non-classroom Family Student School-wide

Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations PBS Systems Implementation Logic Leadership Team Active & Integrated Coordination

Valued Outcomes Continuous Self-Assessment Practice Implementation Effective Practices Relevance Priority Efficacy Fidelity SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION