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RTI. Integrating PBIS and RTI. PBIS . Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter. Goals. Define core features of School-wide PBIS Define a framework for applying the core features to academics (RTI) - PowerPoint PPT Presentation
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Integrating PBIS and RTINorthwest PBIS Conference
March 9, 2010Sally Helton, Rachell Keys, Jon Potter
PBIS RTI
Goals• Define core features of School-wide PBIS
• Define a framework for applying the core features to academics (RTI)
• Present current descriptive data supporting implementation of academic and behavior supports within an RTI framework.
Main Messages• Supporting social behavior is central to achieving
academic gains.
• RTI provides a framework that can be used for implementing behavioral and academic supports
• Implementation of any evidence-based practice requires a more coordinated focus than typically expected.
The Link Between Reading and Behavior
• The relationship increases as students progress through school (Fleming et al., 2004; Morrison et al., 2001; Nelson et al., 2004; Roeser& Eccles, 2000)
• The relationship is strongest for students with externalizing behavior (Kellam et al., 1998; Nelson et al., 2004)
• Students who experience problems in both areas have the worst outcomes (McKinney, 1989, Reinke, 2007)
RIT Averages by Office Discipline Referrals
175
185
195
205
215
225
235
245
3 4 5 6 7 8 9 10
Grade Levels
RIT
Sco
res 0 to 1
2 to 45 or more
On average, students with 5 or more referrals had a 17 point lower RIT score on the OSA
Reading test
In The Past
GeneralEducation
Title Reading, Teacher Support Teams
Special Education
Some “Fell’”Through
Some “Fell’”Through
RTI: Full Continuum of Support
GeneralEducation
Title Reading, Teacher Support Teams.
Special Education,Gifted Ed.IIIIIIII
all along the continuum!I =
Framework for RTI
Leadership at all levels Teaming Use of a research based core curriculum Universal screening Implementation of research based interventions Progress monitoring Decision Rules Professional development including fidelity of
implementation.
#1 Leadership
District LevelStrong administrative support to ensure
commitment and resources
AND
School Level
Strong school staff support to share in the common goal of improving behavior and academics
Leadership
• Behavior– Administrator is on the
PBIS team and ensures that:
• Rules are developed and taught
• An acknowledgement system is in place
• Data is collected, analyzed, and shared with staff regularly
• Rules and consequences are consistent schoolwide
• Reading– Administrator is on the
literacy team and ensures that:
• Core curriculum is taught with fidelity
• All students are screened in reading
• Data is collected, analyzed, and shared with staff regularly
#2 Teaming
Collaboration is the key: Membership might include…
Principal Classroom Teachers Specialists School Counselor School Psychologist Classified Staff Any staff that has investment
in student successThe Team is only as strong as the least invested member
Teaming
ReadingTier 3 Individual Problem Solving Team
Tier 2 Grade Level Data Teams
Tier 1: Schoolwide Data Team
Behavior
Tier 3 Individual Support Team
Tier 2 Grade Level Data Teams
Tier 1: Schoolwide DataTeam
#3 Research-Based CORE Program
RTI is predicated on effective, research-based programs delivered with fidelity that provide support for all students
Designed to address the needs of all students!
Core Curriculum• Behavior
– 3-5 School rules and behavior expectations are explicitly taught to all students
– All students regularly and consistently acknowledged for demonstrating behavior expectations
– All students are reliably corrected when behavior expectations aren’t demonstrated
• Reading– 90 minutes per day for
ALL students– Focused on the Big 5
Phonics
Fluency
Phonemic AwarenessComprhensionVocabulary
How does it help a struggling student to receive the core?
• They need the most instruction• Need to be exposed to grade level
material• If they miss grade level material,
they will never catch up• Just because there is a deficit in one
area, does not mean there is a deficit in all areas
• Interventions are limited in scope
SWIS summary 08-09 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs
Grade Range Number of Schools
Mean Enrollment per school
Mean ODRs per 100 per school day
K-6 2,162 450 .34 (sd = .49)
6-9 602 657 .85 (sd = 1.11)
9-12 215 887 1.27 (sd = 2.39)
K-(8-12) 431 408 1.06 (sd = 2.60)
Pre-K K-6 6-9 9-12 K8-120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
SWIS Mean Percentage Students (2008-09) (Majors Only)
Students 6+
Students 2 to 5
Students 0 or 14%6%
3%7%
8% 11% 9%
Schools N= 3 2162 602 215 431
90% 90% 78% 72% 77%
14% 17% 14%
10% 22% 28%
#4 Universal Screening Universal screening for ALL students at least twice per year Procedures must identify which students are proficient (80%)
and which are deficient (20%). Good screening measures:
Are not intended to measure everything about a student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3)
Help you assess the overall health of your Core program (Are 80% of your students at benchmark/proficiency?)
Universal Screening• Behavior
– Office Discipline referrals
– Attendance reports– Report card grades– Schoolwide Evaluation
Tool (SET)– Benchmarks of Quality– Systematic Screening
for Behavior Disorder (SSBD)
• Reading– Oral Reading Fluency – MAZE– DIBELS– AIMSWEB
#5 Tiered Interventions– Must be designed to match identified needs
– Delivered with fidelity
– Should always be based on student data
– Given to a smaller number of students
– On-going data determines need to continue, discontinue, or change
curriculum, instruction, and/or assessment
– Is in addition toand aligns with the district core curriculum
– Uses more explicit instruction
– Provides more intensity
• Additional modeling and guided feedback
• Immediacy of feedback
– Does NOT replace core
Tiered Interventions
Behavior• Tier 2
– Designed to remediate students with moderate behavior problems
• Tier 3– Designed to provide support
for students with intensive, persistent behavioral difficulties
Reading• Tier 2
– Designed to remediate students with moderate skill deficits in one of the Big 5
• Tier 3– Designed to provide support
for students with intensive and/or multiple skill deficits in the Big 5
Interventions• Students pulled out for interventions may be “missing”
something else…BUT
• If a student can’t read, how much are they already missing in the classroom?
“No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.”
Richard Allington
#6 Progress MonitoringWhich students:
– All receiving intervention
– Borderline scores or performance-as resources allow
Tools Must Be:• Brief• Valid • Reliable• Repeatable• Easy to Administer
Frequency:• Every 2 weeks (minimum)• Every week (ideal)
Are the children learning? How can we tell?
Progress Monitoring• Behavior
– Data from students behavior plan such as CICO data
• Reading– Oral Reading Fluency– MAZE– DIBELS– AIMSWEB
10
20
30
40
Dec.S cores
F eb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
60
50
Aimline
Reading Progress Monitoring ExampleO
ral R
eadi
ng F
luen
cy
Behavior Progress Monitoring Example
#7 Decision Rules• Provide the “now what” after teams have
analyzed student data• Guide decisions for all tiers• Take the guesswork out of “what to do next”• Ensure equity across schools
I think… I feel… I believe
What data do you have that makes you think/feel/believe that?-Dr. Ed Shapiro
Decision Rules• Behavior
– Efficient way for the team to decide if the student is making sufficient progress
• Determines student’s “Response” to Intervention
– Typically evaluated frequently (daily or weekly)
– Data team uses decision rules to systematically determine if behavior interventions will be continued, modified, or discontinued
• Reading– Efficient way for the team
to decide if the student is making sufficient progress
• Determines student’s “Response” to Intervention
– Typically evaluate data every 4-8 weeks
– Data team uses decision rules to systematically determine if reading interventions will be continued, modified, or discontinued
Behavior Decision Rule Example:2 or more referrals
10
20
30
40
Dec.S cores
F eb.S cores
J an.S cores
Marc hS cores
AprilS cores
MayS cores
J uneS cores
60
50
Aimline
Reading Decision Rule Example: 4 Points Below the Goal Line
Ora
l Rea
ding
Flu
ency
Add 15 minutes to intervention
Reduce group size to 3 students
#8 Professional Development
Content:– Core curriculum &
instruction – Assessment– Interventions– Teaming– Data-based decision
making– SPED procedures
Delivery:• Ongoing• Sufficient time to collaborate and plan
Anticipate and be willing to meet the newly emerging needs based on student performance
Data ALSO used to drive professional development needs
Professional Development
• Behavior– Functions of Behavior– Reinforcement– Classroom management– Instructional Delivery
• Reading– Literacy skill
development– Instructional Delivery
• Pacing• Active engagement• Corrective feedback
– Classroom management
Academic Systems Behavioral Systems1-5% 1-5%
5-10% 5-10%
80-90% 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
Connectedness
Designing School-Wide Systems for Student Success
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Parenting support
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement
SECONDARY PREVENTION
TERTIARY PREVENTION
PRIMARY PREVENTION
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of RTI - Reading
SECONDARY PREVENTION• Phonics for Reading• Read Naturally• Triumphs• REWARDS• Additional 30 minutes daily
TERTIARY PREVENTION• Early Reading Intervention (ERI)• Reading Mastery• Corrective Reading• Language for Learning• Additional 30-45 minutes daily
PRIMARY PREVENTION• MacMillan• Reading Mastery• Success for All – Fast TrackPhonics (Kindergarten)• 90 minutes daily
SECONDARY PREVENTION
TERTIARY PREVENTION
PRIMARY PREVENTION
Linking Academic and Behavior Supports
• Effective school-wide and classroom wide behavior support is linked to increased academic engagement.
• Improved academic engagement with effective instruction is linked to improved academic skill outcomes.
• The systems needed to implement effective academic supports and effective behavior supports are very similar.
Importance of Behavior and Academic Systems(Kellan et al., 1998;Ialongo et al, 2001)
Classroom Behavior System in Place
Classroom Behavior System NOT in place
Classroom Reading Program in Place
Improved Literacy
No LiteracyImprovement
Classroom Reading Program NOT in Place
NO Literacy Improvement
NO LiteracyImprovement
Basic Structure
Professional DevelopmentLeadershipData based teaming
Reading
MathWriting
Behavior
Linking PBS and Early Literacy• Continuum of Support Practices
• Emphasis on “Foundation Supports” and investment in prevention.
• Emphasis on the organizational systems needed to implement practices with fidelity and durability.
• Collection and use of data for decision-making
Implications for Systems Change• District policy
• Clear statement of values, expectations, outcomes
• Ability to conduct universal screening and progress monitoring assessments
• District provides efficient options for universal screening and progress monitoring measures
• Recruitment and hiring• Expectations defined in job announcements
• Professional development• Focused strategies for staff development in core skills
Implications for Systems Change
• Annual evaluations• Expectations assessed as part of annual evaluations
• Recruitment of individuals with training, coaching, and implementation skills
• Advanced skills in literacy supports• Advanced skills in behavior supports
Questions?Comments….
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