RTI for Social Behavior:
Positive Behavioral
Interventions & Supports
Lori Lynass Ed.D.
Executive Director, NWPBIS
Carol Frodge
Former Principal, Edmonds School District
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
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
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.
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”
AIM: ALIGNMENT
Increased
Student Achievement
Aim of the
Organization
Goals and Measures
Random Acts of Improvement
From Jim Shipley & Associates
Aim of the
Organization
Goals and Measures
Aligned Acts of Improvement
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
80-90%
•All students
•Preventive, proactive
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
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
Amount of Resources
Needed to Solve Problem
Special Education
Interventions
General Education
Intensity of Problem
RTI
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
RACHEL
SWPBIS IMPLEMENTATION DRIVERS
Systems: To sustain
the implementation
Data: For decision
making
Practices: Evidencedbased and doable
Outcomes
SWPBIS IMPLEMENTATION DRIVERS
Data
Systems
Practices
How things are done.
How staff interacts
with students.
•Behavioral expectations
teaching system
•PBS Teaching Plan
•SAS/EBS Survey
•ODR data
•Behavioral matrix
•Acknowledging
students
•PBIS Reinforcement
system
•Common set of
behavior standards
•Team
Implementation
Checklist
•Consequence system
•Schoolwide Social
Skills
•Benchmark of
Quality
How decisions are
made.
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
How Full Is Your Bucket?
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.
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.
.
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
•
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
Beverly Elementary School
Received the Washington State Achievement Award for
Closing the Achievement Gap for this time period.
PBIS Implementation &
Office Referrals Reductions
Reading Data From the Same Three
Schools
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
How do you start, what does it
look like, and how do you sustain
it?
Improving Decision-Making
From:
Problem
Solution
To:
Problem
Problem
Solving
Using
Data
Solution
Monitor
Outcome
School-wide Systems
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
Beverly Expectations Matrix
At Beverly we show
care for ourselves
and others in these
ways.
Hallways and
Walkways
Lunchroom
Bathrooms
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
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
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.
Use STOP, WALK, and
TALK.
Use STOP, WALK, and
TALK.
Use STOP, WALK, and
TALK.
Use STOP, WALK, and
TALK.
RESPECT
Problem Solving
Playground
Bus
Follow the directions of
the bus driver at all times
Use a quiet voice
Stay in line
Keep track of your things
Keep the bus clean
Share your seat
Help younger riders
Use STOP, WALK, and
TALK.
Tell the bus driver if there
is a problem you can’t
solve.
Tomcat Tickets
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
Types of Barriers to Change
•
•
•
•
Belief System Barriers
Knowledge Barriers
Skill Barriers
Procedural Barriers
“Intelligence plus Character.
That is the Goal of True
Education.”
Martin Luther King Jr.
42
Thank you!