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Marlene Gross-Ackeret, WI RtI Center/PBIS Network
Dana McConnell, WI RtI Center/PBIS Network
Including Students with Disabilities in Your PBIS Implementation and Data
Agenda
IntroductionsOutcomes for the dayPBIS Overview
Principles behind PBIS Make connection to SwD
APBS Info on History
Systems view For ALL
Belief System/Culture District level support
structures
Data How are you collecting
data? Looking at data? Using Data? What are you missing?
Practices UDL
Review the Principles of UDL Link to CRP & increase in
engagement Link connections to PBIS
Next Steps……..
Outcomes for the Session
History of PBIS as it connects to SwDResearch and rationaleReflection on current practicesUnderstanding of benefits for ALL
students and staffStrategies to meet the diverse needs
of our studentsNext steps in moving forward
We Know…….
To improve the academic success of our children, we must also improve their social success.
Academic and social failures are reciprocally and inextricably related.
“Viewed as outcomes, achievement and behavior are related; viewed as causes of each other, achievement and behavior are unrelated. In this context, teaching behavior as relentlessly as we teach reading or other academic content is the ultimate act of prevention, promise, and power underlying PBIS and other preventive interventions in America’s schools.”
Algozzine, Wang, & Violette (2011, p. 16)
What do we know about school discipline referrals and SWD?
Students with disabilities tend to be over-represented in school discipline (Cooley, 1995, Fabelo et al., 2011; Kresmien, Leone, & Achilles, 2006; Rausch % Skiba, 2006; SRI International, 2006; Zhang, Katsiyannus, & Herbst, 2004).
Educational Outcomes for Students w/Disabilities
Students w/disabilities are almost 2X as likely to be suspended from school as nondisabled students, with the highest rates among black children with disabilities.
13% of students w/ disabilities in kindergarten through 12th grade were suspended during the 2009-10 school year, compared to 7% of students without disabilities.
Among black children with disabilities, the rate was much higher: one out of four were suspended at least once that school year.
Department of Ed.; The New York Times, August 7, 2012
Educational Outcomes for Students with EBD
40-60% drop out of high school (Wagner, 1991, 1996; Wagner, Kutash, Duchnowski, & Epstein, 2005)
Experience poorer academic performance than Students with SLD (Lane, Carter, Pierson & Glaeser, 2006)
10-25% enroll in post-secondary education (compared to 53% of typical population) (Bullis & Cheney, 1999)
High rated if unemployment/underemployment post-school (Bullis & Cheney, 1999; Kortering, Hess & Braziel, 1996, Wagner 1991; Wehman, 1996)
High rates of MH challenges, poverty, incarceration (Alexander, et al., 1997; Kortering, et al., Lee and Burkham, 1992, Wagner 1992)
Youth with EBD . . .
Disengaged from school/family/communityMost likely disability group to be educated in
a segregated settingHighest rates of disciplinary infractionsPerceived by teachers as having significantly
lower levels of social competence and school adjustment (Lane, Carter, Pierson, & Glaeser, 2006)
Historical Development of PBIS
During the 1980s, a need was identified for improved selection, implementation, and documentation of effective behavioral interventions for students with EBD. (Greshan, 1991; Sugai & Horner, 1999; Walker et al., 1996)
Researchers at the University of Oregon began a series of applied demonstrations, research studies, and evaluation projects.
Results: greater attention directed toward prevention, research-based practices, data-based decision making, school-wide systems, explicit social skills instruction, team-based implementation and professional development. (Sugai & Horner, 2002; Horner, Sugai, Anderson, 2010)
Historical Development of PBIS cont’d
Reauthorization of IDEA in 1997 - grant to establish Center on Positive Behavioral Interventions and Supports to disseminate and provide technical assistance to schools on evidence based practices for improving supports for students with EBD.
PBIS is the marriage of behavioral theory, behavioral analysis, positive behavior supports, and prevention and implementation science developed to improve how schools select, organize, implement, and evaluate behavioral practices in meeting the needs of ALL students.
(Sugai et al, 2000)
SYSTEMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
Special Education
General Education
Sea of Ineligibility
Without Problem Solving
Bridging the Gap
General + Intensive Resources
General Resources
Intensity of Problem
Am
ount
of
Res
ourc
es N
eede
d to
Sol
ve P
robl
em
General + Supplemental Resources
Systems View
What is the culture of your building? Is there a belief that SwD should be included in our
schoolwide system/data
Are we ALL working towards the same mission?
What are our non-negotiables in order to reach our vision?
Healthy School Culture
“Educators have an unwavering belief in the ability of all of their students to achieve
success, and they pass that belief on to others in overt and covert ways. Educators create
policies and procedures and adopt practices that support their belief in the ability of every
student.”
- Kent D. Peterson in Cromwell, 2002.
Cultural Change
“Structural change that is not supported by cultural change will eventually be
overwhelmed by the culture, for it is in the culture that any organization finds meaning
and stability.”
Schlechty, Shaking Up the Schoolhouse:How to Support and Sustain Educational Innovation (2001), p. 52
Hard Facts
1. Human Beings are Complex!2. You can’t hold people accountable for
what you haven’t made explicit.3. A highly frustrated staff is a highly
unproductive staff.
Dr. Anthony Muhammed, August 2013
District Level Support Structures Needed for Sustainability…
District structures must be in place in order to support your
PBIS implementation!
Implementation Blueprint
Funding VisibilityPolitical Support
TrainingCapacity
CoachingCapacity
Evaluation
Policy
Expertise
District Leadership Team (Coordination)
Local School / District Implementation Demonstrations
District Vision & Principlesto Guide Planning
•Give priority to prevention•Focus on whole school & community•Give priority to evidence-based practices•Lead with a team•Emphasize data-based evaluation
Common System Elements: Behavior & Academics
Effective use of teamingAccessing universal data components
Progress monitoringUtilizing effective interventionsCollecting, using and making data decision rules
Sugai (2009)
System Change
“For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation.”
(R. Elmore, 2002)
Key Expectations of District Administrators
Buy-in of staffAlign current practices that are functions of
RtIProvide practical modelsRecognize and vocalize the relationship
between RtI, CRP, UDL, and student achievement
Develop common language
Key Expectations of District Administrators continued
Provide technology and other support important to implementation, Fiscal Data Collection Tools Core and Intervention Instructional Materials Training for Analyzing Data
Align and support professional developmentProvide structured feedbackCreate structures within your system that allow
building administrators and staff opportunities to collaborate and share best practices
School Leadership
Team Trained
District Leadership
Support
Sustainable Change
Failed Initiative
Assist with interpretation of data
Systematic planning
Follow up
+
Data Audit
*Behavior Data*ODRs per day per mo.
*By behavior
*By time of day
*By location
*By infraction
*Other including M/m
*Group, etc.
*Attendance
*EE or LRE
*Detentions
*Suspensions I/O
*Expulsions
*Academic data per group/individual
*Etc.
Reflect on Current Practices
What are your current practices for teaching behavioral expectations? What about for SwD’s?
Are SwD’s included in your schoolwide discipline data?
Do you capture data differently for SwD’s?Do you have the same behavioral
expectations for your SwD’s?
Think about this……..
Academics: CCSS, CCEE = Smarter Balanced
Behavior: Behavior Matrix = ODR’s
How do you disaggregate your data?
Main Ideas
•Build “decision systems” not “data systems”•Use data in “decision layers”–Is there a problem? (overall rate of ODR)–Localize the problem
–(location, problem behavior, students, time of day)
–Get specific. Do not speak in code.
•Do not drown in the data•It’s “OK” to be doing well•Be efficient
Main Ideas cont’d
• Do we have a problem?• Refine the description of the problem?
• What behavior, Who, Where, When, Why
• Test hypotheses• “I think the problem on the playground is due
to Eric”• “ We think the lunch period is too long”• “We believe the end of ‘block schedule” is used poorly”
• Define how to monitor if solution is effective
We can’t include SWD in our data!
SWD will skew our dataWe have this one kid who . . . We will look bad when we present data to the
School BoardIf we keep track of every thing he/she does,
that’s all we would have time to doOthers?
ALL Students
“Equality means we don’t find a place for her; we make this the place for her.” (Rob Horner, 2013)
The single largest reason: students are moved social behavior teachers leave social behavior
Key Concept
Putting outcomes forstudents with IEP’sinto the context of
schools as systems toeducate and support
ALL students.
Universal Design for Learning (UDL)
Universal Design for Learning
Is what?
A scientifically valid frameworkthat
Provides multiple means of access, assessment, and
engagement and removes barriers in instruction
Does what?
Toachieve academic and
behavioral successfor all
For what?
Universal Design for Learning
Reduces barriers
Meets the wide range of needs of all learners
One size fits all approach is not effective
Inspired from universal design in architecture
Universal Design
“Consider the needs of the broadest possible range of users from the beginning” Ron Mace, Architect, Universal Design
If you design for those in the margins, it works better for everyone
Three UDL Principles
Access Assessment Engagement
Provide Multiple Means of Representation
Provide Multiple Means of Action and Expression
Provide Multiple Means of Engagement
Principle I: Access - Provide Multiple Means of Representation
Provide students with options for how they can access the content
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Principle II: Assessment - Provide Multiple Means of Action and Expression
Provide options for students to demonstrate their understanding in a variety of ways
Principle III: Engagement - Provide Multiple Means of Engagement
Provide students with choices in acknowledgements or recognition
Provide students with choices in tools used for information gathering or production
Design activities so outcomes are authentic, purposeful and communicate to real audiences
UDL and RtI Working Together Here’s how……
Supports Effective Decision Making through BALANCED ASSESSMENT (Data/Assessment) Data Based Decision Making through an RtI Framework
More Flexible Interventions and Instruction May meet a greater array of needs through HIGH QUALITY
INSTRUCTION (Practices/Access)
Simultaneously implementing improves general education curriculum through COLLABORATION
Supports Culturally Responsive Practices (Systems)
Next Steps. What is your next move?
Is the culture of your building ready for change? Do we have a healthy culture?
If not, then what? If so, what’s next?
Identify where effective practices are already occurring. Is Universal Design for Learning being implemented in your
school/district? Do you have a coaching model to expand these effective practices. Start small and build. It will take time to be systemic and
systematic. Are expectations for SwD’s an extension of the system or is it
something ‘separate’?Is your system setup to address challenges/barriers?
Does coaching exist to support this? Do you have non-negotiables?
Thank you!
QUESTIONS?COMMENTS?
