RTI and PBIS: Brothers from different mothers?

Vision: Every child in every district receives the instruction that they need and deserve…every day.

Oregon Response to Intervention

Vision: Every child in every district receives the instruction that they need and deserve…every day.

RTI and PBIS: Brothers from different mothers?

OrRTI Spring ConferenceMay 21, 2014

Oregon Response to Intervention

www.oregonrti.org

Targets……..

• Discuss the components of RtI and PBIS at each level of a multi-tiered system of support

• Explain how they are intertwined in student achievement

• Show how to use multiple data sources during meetings to improve student success

Oregon Response to Intervention

www.oregonrti.org

RTI“The practice of providing high-qualify instruction and intervention matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions”

PBIS

Guess the definition…..

“ A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.”

Oregon Response to Intervention

www.oregonrti.org

• http://www.youtube.com/watch?v=OUHISifeWFI

Oregon Response to Intervention

www.oregonrti.org

Essential Components of RTI

Oregon Response to InterventionOregon Response to Intervention

Data-Based

Decision Making

with Decision

Rules

Training CoachingFidelity

Standards of

Practice

CultureLeadership

Teaming/Data-Based Decision

Making

Professional Learning &

Support

RTI Essential Components

CoreScreening

InterventionsProgress MonitoringSLD Decision Making

Research-Based Core Curriculum w/ Strong Instruction

Tier 2/3 Supplemental Intervention

ASSESSMENT

Formal DiagnosticAs needed

Progress MonitoringWeekly-Monthly

Universal Screening3 times/year

DATA-BASED DECISION MAKING

Individual Problem Solving Team

Schoolwide Screening reviewed

3 times/year

INSTRUCTION

Tier 2/3 Supplemental Intervention

Intervention Review Team

6-8 weeks

Tier 3 Individualized Intervention

Individual Problem Solving Team

6-8 weeks

SPED referral?

Oregon Response to Intervention

www.oregonrti.org

Essential Elements of PBIS

Oregon Response to Intervention

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Key Features of PBIS

These four elements are guided by six important principles: • Develop a continuum of scientifically based behavior and

academic interventions and supports • Use data to make decisions and solve problems • Arrange the environment to prevent the development and

occurrence of problem behavior • Teach and encourage pro-social skills and behaviors • Implement evidence-based behavioral practices with

fidelity and accountability • Screen universally and monitor student performance &

progress continuously

Research-Based Core Curriculum w/ Strong Instruction

Tier 2/3 Supplemental Intervention

ASSESSMENT

Formal DiagnosticAs needed

Progress MonitoringWeekly-Monthly

Universal Screening3 times/year

DATA-BASED DECISION MAKING

Individual Problem Solving Team

Schoolwide Screening reviewed

3 times/year

INSTRUCTION

Tier 2/3 Supplemental Intervention

Intervention Review Team

6-8 weeks

Tier 3 Individualized Intervention

Individual Problem Solving Team

6-8 weeks

SPED referral?

Oregon Response to Intervention

www.oregonrti.org

Academic Systems Behavioral Systems

1-5% 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

Designing School-Wide Systems for Student Success

Oregon Response to Intervention

www.oregonrti.org

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

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Tier 1 (Universal)

• For all students • Focus on qualify curriculum and instruction• Preventative approach• Fidelity• Using data for decision making

Only after high quality academic and behavioral instruction is established at both school-wide and classroom levels can school teams conclude that students are in need of additional interventions.

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Strong core instruction

Oregon Response to Intervention

www.oregonrti.org

Group Intervention meetings help decide if the cows are fed the right food

Oregon Response to Intervention

www.oregonrti.org

Tier IReading Programs for ALL students

WondersJourneysReading StreetNational GeographicBenchmark Literacy

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Academic• DIBELS• EasyCBM• AimsWEB

Behavior• Office Discipline Referrals• Nomination Processes-

Systematic Screening for Behavior Disorders (SSBD) system

• Attendance reports• Suspension/expulsion

reports• Number of visits to the

health room• Grades (secondary)

Universal Screening Tools

Oregon Response to Intervention

www.oregonrti.org

FIDELITY!!!!

Help with Academic Learning Time?: Typical School

1170 Hours in a typical school year (6.5 hours x 180 days)

- 65 Absenteeism (1 day/month x 10 months)

= 1105 Attendance Time (Time in School)

- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc.)

= 835 Allocated Time (Time scheduled for teaching)

- 209 (25% of allocated time for administration, transition, discipline)

= 626 Instructional time (time actually teaching)

- 157 Time off task (Engaged 75% of time)

= 469 Engaged Time (On task)

- 94 Unsuccessful Engaged Time (Success Rate 80%)

= 375 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 32%

How can Good Classroom Management & Instruction

Academic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days)

- 65 Absenteeism (1 day/month x 10 months)

= 1105 Attendance Time (Time in School)

- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)

= 835 Allocated Time (Time scheduled for teaching)

- 125 (15% of allocated time for administration, transition, discipline)

= 710 Instructional time (actually hours teaching: 710 vs. 626)

- 71 Time off task (Engaged 90% of time)

= 639 Engaged Time (639 vs. 469 On task)

- 64 Unsuccessful Engaged Time (Success Rate 90%)

= 575 Academic Learning Time

Education Resources Inc., 2005Efficiency Rating = 49%

• Unallocated Non-Instructional Time– 75% vs. 85% = 84 more hours• Difference in 15 minutes vs. 9 minutes/hour• Employing PBS strategies in your school: Teaching expectations, teaching

transitions and routines, managing appropriate and inappropriate behavior efficiently

• Engagement Rate– 75% vs. 90% = 86 more hours• Management of groups, positive acknowledgement systems, group

contingencies• Success Rate (Rate and Level!)– 80% vs. 90% = 30 more hours• Appropriate placement, leveled instruction, effective teaching

• So what?– 200 hours more academic learning time (575 vs. 375)– Equivalent of over 43 more days in school!!

The Difference: Typical vs. Effective Schools

Education Resources Inc., 2005

Oregon Response to Intervention

www.oregonrti.org

Despite our strong efforts. . .

Oregon Response to Intervention

www.oregonrti.org

Talk TimeWhat do you currently have in place at Tier 1 to help support all students?

Oregon Response to Intervention

www.oregonrti.org

Tier 2

Evidence Based Interventions

Along withProgress monitoring

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Interventions• Must be designed to match identified

needs• Is in addition to the district core

curriculum• Uses more explicit instruction• Provides more intensity– Additional modeling and guided feedback– Immediacy of feedback

• Does NOT replace the core

Oregon Response to Intervention

www.oregonrti.org

Tier 2Interventions

SFA TutoringPhonics For

ReadingSTARSReading SuccessREWARDSSix-Minute Solution

Ladders to LiteracyPA in Young

Children Road to the CodeHorizonsPreteach/Reteach

using TemplatesRead Naturally

Oregon Response to Intervention

www.oregonrti.org

Tier 2 Interventions

Oregon Response to Intervention

www.oregonrti.org

Academic• DIBELS• EasyCBM• AimsWEB

Behavior• Office Discipline Referrals• Nomination Processes-

Systematic Screening for Behavior Disorders (SSBD) system

• Attendance reports• Suspension/expulsion

reports• Rating Scales from

Teachers• Grades (secondary)• CICO charts

Progress monitoring Tools

Oregon Response to Intervention

www.oregonrti.org

Chart and review progress at least weekly using Excel

or CICOEmily's HUG Chart

Goal 9, Maximum Points 12

0

3

6

9

1210

/22/

07

10/2

9/07

11/5

/07

11/1

2/07

11/1

9/07

11/2

6/07

Points Earned

Oregon Response to Intervention

www.oregonrti.org

SWIS CICO Report

CICO charts

Oregon Response to Intervention

www.oregonrti.org

FIDELITY!!!!

Oregon Response to Intervention

www.oregonrti.org

Talk TimeWhat do you currently have in place at Tier 2 to help support students?

Oregon Response to Intervention

www.oregonrti.org

Tier 3

Effective team decision making based on a problem solving model

andMultiple data points necessary

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Interventions

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Talk TimeWhat do you currently have in place at Tier 3 to help support students?

Oregon Response to Intervention

www.oregonrti.org

Benefits of an MTSS• It will help you to:– Know immediately, “Is what we are doing

working?”– Know which students need more/different – Know what each student needs– Provide structures to deliver what students

need– Reduce rates of identification of student

with disabilities– Prevent academic and behavioral problems

before they occur– Raise student achievement

Oregon Response to Intervention

www.oregonrti.org

Oregon Response to Intervention

www.oregonrti.org

Sometimes…….

100% meetings 20% meetings Individual

Purpose

Improve in the instruction for the grade level

Identify students who need additional support

Create program for students in need of additional support

Problem solve individual student need

Who is discussed? Grade level Intervention groups Individual students

Who attends?

Principal Instructional Coach/ Title 1 Counselor Grade level team Others as determined by

team

Principal Instructional Coach/ Title 1 Counselor Grade level team ELL Learning Specialist

Principal Instructional Coach/ Title 1 Counselor Grade level team ELL Learning Specialist/

Speech and language Parents

Frequency 2 to 3 times a year Each grade level meetsevery 4 to 8 weeks As needed

Oregon Response to Intervention

www.oregonrti.org

Changing the lives of students

• “RTI and PBIS offer opportunities to address academic and behavior problems effectively with interventions at different levels of intensity and support. If a student is not making adequate progress, decision-making teams consider if the interventions where implemented with fidelity. IF not, additional support is provided or intervention plans are revised to better meet the context of the classroom and the teacher's ability to respond effectively.”

Oregon Response to Intervention

www.oregonrti.org

Thank You!

Questions/Comments?

Follow us!!!!!Twitter: @oregonrti

Sally Heltonshelton@ttsd.k12.or.us

Shelby DiFonzosdifonzo@ontario.k12.or.us

Oregon Response to Intervention

www.oregonrti.org

Acknowledgements

• Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters from Different Misters?

» University of South Florida