presented by Brenda B. LeBrasse Executive Director Achievement and Accountability Project Director

AASA Conference 2008AASA Conference 2008

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presented bypresented byBrenda B. LeBrasseBrenda B. LeBrasseExecutive DirectorExecutive Director

Achievement and AccountabilityAchievement and AccountabilityProject DirectorProject Director

RtI / PBSRtI / PBS

Are You Ready to Get Serious About Implementing RtI at the Secondary Level?


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Holmes Middle SchoolHolmes Middle School2455 Mesa Road2455 Mesa Road

Colorado Springs, Colorado 80904Colorado Springs, Colorado 80904


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Our VisionOur Vision:Holmes Middle School community fosters a positive environment of responsible learners

Our MissionOur Mission:The mission of Holmes Middle School is to provide opportunities for students…To obtain a quality education and develop a commitment to learning,To increase skills for academic, fine and practical arts, technological and social success, andTo gain understanding of their potentially positive role in society


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Colorado Springs School District ElevenColorado Springs School District Eleven

Year builtYear built 19681968Square FootageSquare Footage 79,29379,293Campus SizeCampus Size 35 acres35 acresEnrollment:6Enrollment:6thth Grade Grade 266266

77thth Grade Grade 22222288thth Grade Grade 230230TOTALTOTAL 718718


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Demographic InformationDemographic Information

American IndianAmerican Indian 1%1% Free/Reduced LunchFree/Reduced Lunch 29%29%Asian AmericanAsian American 2%2% English Language LearnersEnglish Language Learners 1%1%African AmericanAfrican American 5%5% Students with DisabilitiesStudents with Disabilities 8%8%Hispanic /LatinoHispanic /Latino 15%15% Gifted & TalentedGifted & Talented 20%20%European AmericanEuropean American 77%77% Stability RateStability Rate 95.5%95.5%

Attendance RateAttendance Rate 93.6%93.6%


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AdministratorsAdministrators 33CounselorsCounselors 22TeachersTeachers 4242Resource StaffResource Staff 77Support StaffSupport Staff 1919

35 Teachers hold a Masters degree or higher35 Teachers hold a Masters degree or higher100% of teachers are “Highly Qualified” according to NCLB100% of teachers are “Highly Qualified” according to NCLB

Average of 10 years of teaching experienceAverage of 10 years of teaching experience


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Recognition of AchievementRecognition of Achievement• Commissioner Challenge School 1994Commissioner Challenge School 1994• John J. Irwin School of Excellence 1996, 1998John J. Irwin School of Excellence 1996, 1998• Colorado Trailblazer “Schools to Watch” 2006Colorado Trailblazer “Schools to Watch” 2006• John J. Irwin School of Excellence 2006, 2007John J. Irwin School of Excellence 2006, 2007• Top 8% of middle schools in the state 2007 Top 8% of middle schools in the state 2007


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• In 1993 District 11 mandated a transition from 7, In 1993 District 11 mandated a transition from 7, 8, & 9 to a 6, 7, & 8 model8, & 9 to a 6, 7, & 8 model

• Holmes converted from a junior high to a middle Holmes converted from a junior high to a middle schoolschool

• Implemented middle level practices and Implemented middle level practices and conceptsconcepts

• Within 2-3 years fully institutionalizedWithin 2-3 years fully institutionalized

Process of ChangeProcess of Change


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•From 2002 – 2004, Holmes did not meet AYP From 2002 – 2004, Holmes did not meet AYP placing us on “Academic Watch”placing us on “Academic Watch”

•One subgroup (SPED), three years in a row, did not One subgroup (SPED), three years in a row, did not meet AYP standards meet AYP standards

•Gaps still existed regarding other minority Gaps still existed regarding other minority subgroups (Hispanic, African American, FRL…)subgroups (Hispanic, African American, FRL…)

•““Success is the only option”Success is the only option”


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•Holmes began providing supplemental, Holmes began providing supplemental, supportive tutorials second semester of the supportive tutorials second semester of the 2004-05 school year.2004-05 school year.

•Students were identified by academic Students were identified by academic achievement data, NOT by socioeconomic achievement data, NOT by socioeconomic status, ethnicity, gender, etc.status, ethnicity, gender, etc.


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Response to Response to InterventionIntervention

RtIRtI


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IDEIA: Individuals with Disabilities IDEIA: Individuals with Disabilities Education Improvement Act of 2004Education Improvement Act of 2004

• The local educational agency shall The local educational agency shall not not be be required to take into consideration whether the required to take into consideration whether the child has a severe discrepancy between child has a severe discrepancy between achievement and intellectual abilityachievement and intellectual ability


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• Local agencies may use a process that Local agencies may use a process that determines if a child responds to scientific, determines if a child responds to scientific, research-based intervention as part of the research-based intervention as part of the evaluation procedureevaluation procedure


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• Local agencies may use up to 15% of its federal Local agencies may use up to 15% of its federal funding… to develop and implement funding… to develop and implement coordinated, early intervening services for coordinated, early intervening services for students K-12 who have NOT been identified as students K-12 who have NOT been identified as needing special education services but who needing special education services but who need additional academic and/or behavioral need additional academic and/or behavioral support to succeed in the general education support to succeed in the general education environmentenvironment


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Proposed new regulations indicate the following major Proposed new regulations indicate the following major ideas:ideas:

1.1. Appropriate, high quality, research-based instruction in Appropriate, high quality, research-based instruction in regular settingsregular settings

2.2. Data-based documentation of repeated assessments of Data-based documentation of repeated assessments of achievement at reasonable intervalsachievement at reasonable intervals

3.3. Student progress data provided to parentsStudent progress data provided to parents

4.4. Program change when the student is Program change when the student is not not making making adequate progress as indicated by the dataadequate progress as indicated by the data AIMSweb ‘05AIMSweb ‘05


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RtIRtI

• A philosophy to be used in the general education A philosophy to be used in the general education classroomclassroom

• A uniform system of education where general A uniform system of education where general education and special education work togethereducation and special education work together

• Identifying and working with struggling learners in all Identifying and working with struggling learners in all settingssettings

• Data driven decision-making that better identifies Data driven decision-making that better identifies which students should be referred for targeted, which students should be referred for targeted, supplemental supportssupplemental supports

NASDSE & CASE ‘06


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• Leadership• Curriculum & Instruction• School Climate & Culture• Problem-Solving Process• Assessment and Use of Data• Family & Community Involvement

Six Major ComponentsSix Major Components

of Response to Interventionof Response to Intervention


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Percent Proficient/Advanced Percent Proficient/Advanced on CSAP - Reading/Mathon CSAP - Reading/Math

61.5265.6

63.03

71.68

79.583.3

50

55

60

65

70

75

80

85

2002 2003 2004 2005(RtI)

2006(RtI)

2007(RtI)


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Average % P&A in Average % P&A in Math and Reading/FRLMath and Reading/FRL

61.5265.6

18.9

63.03

23.7

71.68

29.5

79.5

31.5

83.3

29

12

20

28

36

44

52

60

68

2002 2003 2004 2005 2006 2007


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Average % P&A in Reading Average % P&A in Reading Compared to Area Middle SchoolsCompared to Area Middle Schools

65

70

75

80

85

90

2002 2003 2004 2005 2006 2007

EagleviewManitouHolmesJenkins


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Average % P&A in Writing Average % P&A in Writing Compared to Area Middle SchoolsCompared to Area Middle Schools

55

60

65

70

75

80

85

2002 2003 2004 2005 2006 2007



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Average % P&A in Math Compared Average % P&A in Math Compared to Area Middle Schoolsto Area Middle Schools

45

50

55

60

65

70

75

80

2002 2003 2004 2005 2006 2007



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Average % P&A in Science Compared Average % P&A in Science Compared to Area Middle Schoolsto Area Middle Schools

50

55

60

65

70

75

80

85

2002 2003 2004 2005 2006 2007



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Percent of Students on Percent of Students on Free/Reduced LunchFree/Reduced Lunch

0

5

10

15

20

25

30

35

2003 2004 2005 2006 2007

EAGLEVIEWMANITOUHOLMESJENKINS


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Academic ExcellenceAcademic Excellence

“Differentiation is a teacher’s reacting responsively to a learner’s needs. A teacher who is differentiating understands a student’s need to express humor, or work with a group, or have additional teaching on a particular skill, or delve more deeply into a particular topic, or have guided help with a reading passage-and the teacher responds actively and positively to that need.” Carol Ann Tomlinson & Susan Demirsky Allen

–Differentiated InstructionDifferentiated Instruction


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• Extended LearningExtended Learning– Essential Skills class

• Acceleration or remediation • Interventions in reading, math, writing & science• Notebook organization• Test-taking strategies

– Tutorials in math & reading (SuccessMaker)– Structured after school homework help


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• AssessmentAssessment– Appropriate and diverse– Student portfolios – Quarterly common assessments in core

content areas– School-wide writing rubric– CBM’s (Curriculum Based

Measurements) used by teachers


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• Flexible Block ScheduleFlexible Block Schedule– Autonomy to adjust the

schedule based on student learning & planned activities

– Two planning periods– Time for extended projects,

hands-on experiences, inquiry-based learning


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• CQI Principles/Data Driven Decision MakingCQI Principles/Data Driven Decision Making– Student Data Folders

• Systematically analyze personal data• Set goals• Devise a plan of action• Monitor progress & adjust accordingly

– Analysis of Data by Teachers– Goal Setting w/ Plan-Do-Study-Act Cycle– Getting to the Root Cause


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–Data Folder Contents

• Student Friendly State Assessment IndicatorsStudent Friendly State Assessment Indicators• Student Continuous Quality Goal SheetStudent Continuous Quality Goal Sheet• Student State Assessment DataStudent State Assessment Data• Action Plan Sheet or Plan/Do/Study/Act ChartAction Plan Sheet or Plan/Do/Study/Act Chart• Continuous NWEA-MAP Testing & Quarterly Continuous NWEA-MAP Testing & Quarterly

AssessmentsAssessments• State Assessment Prediction SheetState Assessment Prediction Sheet• State Assessment Testing RubricState Assessment Testing Rubric



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Getting to Getting to the Root the Root Causes Causes

CollectionCollectionDisaggregatingDisaggregating

AnalysisAnalysisReflections & AwarenessReflections & Awareness

Problem SolveProblem SolveAdjustmentsAdjustmentsMonitoringMonitoring

The Data Cycle



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Organizational Structure & Organizational Structure & ProcessesProcesses


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Organizational Structure Organizational Structure & Processes& Processes

•Professional Learning CommunityProfessional Learning Community–Collaboratively developed & widely shared

•Mission, vision, collective commitment & goals–Collaborative teams

•Time built in the schedule•Four levels that meet on regular basis

–Focus on results•What do we expect students to learn?What do we expect students to learn?•How will we know if they are learning?How will we know if they are learning?•What do we do differently if they are not learning?What do we do differently if they are not learning?


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•Continuous Quality ImprovementContinuous Quality Improvement–Systematic & systemic problem-solving approach–All school programs, activities & processes are aligned to common goals that are focused on results–Problem-solving process PDSA (plan, do, study, act)–CQI tools used in all classrooms & team meetings Issue Bin Plus/Delta Consenogram Affinity Diagram–Stakeholder involvement


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• Design of Instructional MinutesDesign of Instructional Minutes– Organized around essential middle school

components• Team teachingTeam teaching• Interdisciplinary collaborationInterdisciplinary collaboration• Flexible schedulingFlexible scheduling

– Academic core block of time– Shorter Exploratory periods– Time for Essential Skills class in all grades


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• Professional DevelopmentProfessional Development– Aligned to School Improvement Plan (SIP)– Differentiated to meet staff needs– Embedded at bi-monthly grade level team meetings &

monthly staff meetings– “Peer Observation” model used by teachers– Building level mentorship program– Teachers look at student work to enhance their

practice


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• Response to InterventionResponse to Intervention– Provides all students performing below grade level

with interventions & supports– A well-integrated system connecting general,

compensatory, gifted & special education– Provides high quality, standards-based instruction &

interventions to match student need– Proactive, 3-tiered approach to address academic &

behavioral difficulties


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3-Tiered Philosophy & 3-Tiered Philosophy & FrameworkFramework

• Universal, aligned best practicesUniversal, aligned best practices• Supplemental, level-appropriate Supplemental, level-appropriate

interventionsinterventions• Short-cycle assessment & Short-cycle assessment &

progress monitoringprogress monitoring• Data Driven Decision-makingData Driven Decision-making• Part of School Improvement PlanPart of School Improvement Plan

Tier I - Universal80 - 90%

Tier II - Strategic 7 - 10%

Tier III - Intensive 1 - 5%


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TIER I: UNIVERSAL TIER I: UNIVERSAL INSTRUCTIONINSTRUCTION

FocusFocus

ProgramProgram

InterventionistInterventionist

SettingSetting

GroupingGrouping

TimeTime

AssessmentAssessment

All students grades 6 - 8

Scientific-based instruction and curriculum emphasizing mastery of content standards

General education teacher

General education classroom

Differentiated Instruction w/ flexible grouping

60 minutes per day

Baseline Spring CSAP & NWEA-MAP Tests (Measures of Academic Progress), Quarterly & Short-Cycle Assessments


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Tier OneTier One•Data FoldersData Folders•Plan-Do-Study-ActPlan-Do-Study-Act•McRel StrategiesMcRel Strategies•Pre-AP StrategiesPre-AP Strategies•DifferentiationDifferentiation•Cornell NotesCornell Notes•Socratic SeminarSocratic Seminar•Common Writing RubricCommon Writing Rubric•Looking at Student WorkLooking at Student Work•Extended TimeExtended Time•Individual Literacy PlanIndividual Literacy Plan•504 Accommodations504 Accommodations

•Root CausesRoot Causes•TEST READYTEST READY Materials Materials•CSAP Released Items & Anchor Papers CSAP Released Items & Anchor Papers •Interactive Readers/ DaybooksInteractive Readers/ Daybooks•Six Trait & Step Up to WritingSix Trait & Step Up to Writing•Word WallsWord Walls•Extended WritingExtended Writing•IVF SummariesIVF Summaries•Math MatesMath Mates•Double AcceleratedDouble Accelerated•Study IslandStudy Island•Algebraic ThinkingAlgebraic Thinking


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FocusFocus

ProgramProgram


SettingSetting

GroupingGrouping

TimeTime


Students not proficient with Tier I efforts as documented by assessment

Classroom teacher, SPED teacher, specialized reading/math tutor, etc.)

May be the regular classroom, computer lab – dependent upon intervention & available resources

Homogeneous small group instruction (1:6 to 1:12)

45 minutes per day in addition to regular 60 minutes of core instruction

Progress monitored biweekly (or more) on target skill to ensure adequate progress

Specialized, scientifically based program(s) targeting area of need and ability level.

TIER II: STRATEGIC INSTRUCTIONTIER II: STRATEGIC INSTRUCTION


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Tier TwoTier Two

•Advancement via Advancement via Individual Determination Individual Determination (AVID)(AVID)•Success Maker Success Maker •9 Good Habits9 Good Habits•504 Accommodations504 Accommodations•Individual Literacy PlanIndividual Literacy Plan•Academic Improvement Academic Improvement PlanPlan

•Read 180/Read AboutRead 180/Read About•Jamestown Critical Reading Jamestown Critical Reading •Study IslandStudy Island•Scholastic Reading XLScholastic Reading XL•Proficiency by Design Proficiency by Design (Gifted & Talented)(Gifted & Talented)•Summer SchoolSummer School

Moving with MathMoving with Math ManipulativesManipulatives APXD ScienceAPXD Science


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When Do Interventions Occur?When Do Interventions Occur?

•Essential SkillsEssential Skills

•Exploratory PeriodsExploratory Periods

•Before/After SchoolBefore/After School

*Sample Schedule

6th 8th

CORE 1 8:45-9:45

Exploratory 1 8:45 - 9:35

CORE 1 8:45-9:45

CORE 2 9:50-10:45

CORE 1 9:40-10:40

Exploratory 1 9:50-10:35

LUNCH 10:45-11:15

CORE 2 10:45-11:40

CORE 2 10:40-11:40


CORE 3 11:45-12:40


Essential Skills AVID

12:15-12:55LUNCH 12:40-1:10


LUNCH 11:40-12:10

7th

Essential Skills 2:55-3:45

CORE 4 2:50-3:45

CORE 3 1:00-1:50


CORE 4 1:55-2:50

CORE 3 1:50- 2:45

CORE 4 2:50-3:45

Essential Skills AVID

1:15-1:55

60

60

45

45

55

55

40

45

45

60

45

50

50

4555

45

45

45

55

45

G

A/G 555850

45

55

55

55

60

40

A


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TIER II: SUPPLEMENTAL INSTRUCTIONTIER II: SUPPLEMENTAL INSTRUCTION

• When should Tier II instruction start?When should Tier II instruction start?ASAP after student identification via assessmentsASAP after student identification via assessments

• Students scoring “U” or “PP” on CSAP (Reading and/or Students scoring “U” or “PP” on CSAP (Reading and/or Math)Math)

• Quarterly/Common/Short-cycle AssessmentsQuarterly/Common/Short-cycle Assessments• All new studentsAll new students• Recommendation by Problem Solving TeamRecommendation by Problem Solving Team

• How long is a round of Tier II instruction?How long is a round of Tier II instruction?One round = 10 weeks (50 sessions)One round = 10 weeks (50 sessions)• After each round…After each round…

- Exit Tier II ?Exit Tier II ?- Another round of Tier II ?Another round of Tier II ?- Entrance to Tier III ?Entrance to Tier III ?- Referral to the Problem Solving Team?Referral to the Problem Solving Team?


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FocusFocus

ProgramProgram


SettingSetting

GroupingGrouping

TimeTime


Students with marked difficulties - have NOT responded adequately to Tier I and Tier II efforts

May be the regular classroom, computer lab – dependent upon intervention & available resources

Homogeneous small group instruction (1:5)

Minimum of two 30 - 45 minute sessions per day in addition to 60 minutes of core instruction. Weekly progress monitoring on target skill to ensure adequate progress and learning

Sustained, intensive, scientifically-based reading/math program(s) emphasizing the critical elements for students with difficulties or disabilities

Specialized personnel (SPED teacher, specialized reading/math teacher, school psychologist, etc.)

TIER III: INTENSIVE INTERVENTIONTIER III: INTENSIVE INTERVENTION


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Tier ThreeTier Three

Reading / WritingReading / Writing•IEP’s/ ALP’s•ILP’s•Corrective Reading•Success Maker•Barbara Wise Linguistics•Academic Improvement Plan•Promotion/Retention

MathematicsMathematics•IEP’s/ALP’s•Success Maker•Corrective Math•Academic Improvement Plan•Promotion/Retention•Go Solve•FASST Math•Language!

•Sheltered Instruction Observation Protocol (SIOP)


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TIER III: INTENSIVE INTERVENTIONTIER III: INTENSIVE INTERVENTION

• How are students selected for Tier III?How are students selected for Tier III?

– After two rounds of Tier II instruction and sufficient After two rounds of Tier II instruction and sufficient progress not attained.progress not attained.

– After one round of Tier II instructionAfter one round of Tier II instruction if studentif student shows ashows a marked lack of progressmarked lack of progress

– Previous Tier III instructionPrevious Tier III instruction

– RecommendationRecommendation of theof the Problem Solving TeamProblem Solving Team

• When do students exit Tier III?When do students exit Tier III?

A student is ready to exit the interventionA student is ready to exit the intervention when he or she when he or she has reached benchmark on the targeted skillhas reached benchmark on the targeted skill


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Problem Solving Process

What does it look like?


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The Problem-Solving Process

Steps in the Process Roles of the Team

1. Define the Problem

What is the problem?

2. Problem Analysis

Why is this problem occurring?

3. Implement Plan

What are we going to do about it? How will we monitor progress?

4. Evaluate Response to Intervention

Did it work?

1. Coordinator

2. Intervention/Meeting Facilitator

3. Recorder

4. Timekeeper

5. Persons with Expertise in:

• Data

• Interventions

- Academic/Behavioral

• Parent Partnerships

• Community Resources


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The Problem-Solving TeamThe Problem-Solving TeamVisionVision• To assure academic and behavioral success for all To assure academic and behavioral success for all

students.students.MissionMission• To help students succeed at school. Through a To help students succeed at school. Through a

systematic process, we will provide assistance to systematic process, we will provide assistance to students, teachers and parents using a pyramid of students, teachers and parents using a pyramid of interventions.interventions.


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• Comprised of, but NOT Comprised of, but NOT limited to…limited to…– AdministratorsAdministrators– CounselorsCounselors– Social workerSocial worker– PsychologistPsychologist– Classroom teachersClassroom teachers– Special Education teachersSpecial Education teachers

The Problem-Solving TeamThe Problem-Solving Team


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The Problem-Solving TeamThe Problem-Solving Team

• Meets every other weekMeets every other week• Evaluating and refining RtI processesEvaluating and refining RtI processes• Discussion & Problem-solving regarding specific Discussion & Problem-solving regarding specific

students that have been referred to the teamstudents that have been referred to the team• Individual plans for students are devised, revised, Individual plans for students are devised, revised,

communicated, monitored, etc.communicated, monitored, etc.• Recommendations for altering Tier II interventions Recommendations for altering Tier II interventions

or consideration for Tier IIIor consideration for Tier III


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Traditional vs. Problem Solving

Focus on problems within child Causes presumed to be largely

due to internal variables Unexpected underachievement

(relative to ability) IQ-Achievement discrepancy Assumes better classification

leads to better treatment

Focus on outcomes Causes presumed to be

largely due to external variables

Unexpected underachievement (relative to good instruction)

Failure to respond to empirically validated instruction or interventions

Decisions about students based on progress monitoring data


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Problem Solving Team CD

Holmes Middle School

Colorado Springs District #11


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What drives RtI?What drives RtI?• Professional Learning Communities• Changes in roles and role clarificationChanges in roles and role clarification• Professional Development AlignmentProfessional Development Alignment

• On-going Data Analysis – Data (results/responses) determines interventions and the Data (results/responses) determines interventions and the

educational experience for each student educational experience for each student – At all levels, specific benchmarks are identified, progress At all levels, specific benchmarks are identified, progress

is charted, and a trajectory is trackedis charted, and a trajectory is tracked

• RtI Process and Effectiveness RtI Process and Effectiveness is systematically is systematically monitored, analyzed & adjustedmonitored, analyzed & adjusted

• Recognition & Celebration of SuccessesRecognition & Celebration of Successes


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Ongoing/Next StepsOngoing/Next Steps

• Differentiated InstructionDifferentiated Instruction• Problem Solving TeamProblem Solving Team• Tier II & III TutorialsTier II & III Tutorials• Vertical & Horizontal Alignment Vertical & Horizontal Alignment

& Collaboration& Collaboration• Common AssessmentsCommon Assessments• Sharing Best PracticesSharing Best Practices• Principal Walk ThroughPrincipal Walk Through• Peer ObservationsPeer Observations

• Continue to improve Continue to improve interventions interventions assessments and assessments and processes for RtIprocesses for RtI

• Looking at Student Looking at Student Work to Align Work to Align AssessmentAssessment

• Curriculum Based Curriculum Based MeasurementsMeasurements

• Positive Behavioral Positive Behavioral SupportsSupports


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Second semester of the Second semester of the 2005-06 school year, it 2005-06 school year, it became apparent that the became apparent that the majority of themajority of thestudents referred students referred to the to the Intervention Team Intervention Team were motivational were motivational and/or behavioral and/or behavioral concernsconcerns


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PBSPBS

Positive Behavioral Positive Behavioral SupportsSupports


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Academic SystemsAcademic Systems Behavioral SystemsBehavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual InterventionsIntensive, Individual Interventions••Individual StudentsIndividual Students••AssessmentAssessment--basedbased••High IntensityHigh Intensity

Intensive, Individual InterventionsIntensive, Individual Interventions••Individual StudentsIndividual Students••AssessmentAssessment--basedbased••Intense, durable proceduresIntense, durable procedures

Targeted Group InterventionsTargeted Group Interventions••Some students (atSome students (at--risk)risk)••High efficiencyHigh efficiency••Rapid responseRapid response

Targeted Group InterventionsTargeted Group Interventions••Some students (atSome students (at--risk)risk)••High efficiencyHigh efficiency••Rapid responseRapid response

Universal InterventionsUniversal Interventions••All studentsAll students••Preventive, proactivePreventive, proactive

Universal InterventionsUniversal Interventions••All settings, all studentsAll settings, all students••Preventive, proactivePreventive, proactive

SchoolSchool--Wide Wide RtIRtI & PBS Systems for & PBS Systems for Student SuccessStudent Success


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Behavioral Support AssumptionsBehavioral Support Assumptions• Most behaviors are Most behaviors are learnedlearned

• Most problem behaviors are Most problem behaviors are learning errorslearning errors – Students get what they want or needStudents get what they want or need– Students avoid what they don’t want to doStudents avoid what they don’t want to do– Has a communicative intentHas a communicative intent

• Effective instructionEffective instruction - for managing both - for managing both academic academic andand social behavior social behavior


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PBS School-Wide FeaturesPBS School-Wide Features

• ExpectationsExpectations for student behavior are for student behavior are

– Defined, taught, practiced, re-taught, Defined, taught, practiced, re-taught, monitored and praisedmonitored and praised

• Implemented consistently by Implemented consistently by all staff and all staff and across all settingsacross all settings

• Positive behavior is Positive behavior is acknowledgedacknowledged

• CClear and consistent consequenceslear and consistent consequences

• Decisions are Decisions are data drivendata driven


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Expectations for Student Expectations for Student Behavior are Behavior are DefinedDefined

• 3 to 5 positively stated expectations 3 to 5 positively stated expectations • Linked to school mission statementLinked to school mission statement• Written in school handbookWritten in school handbook• Communicated to all stakeholdersCommunicated to all stakeholders• Posted across school settingPosted across school setting


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Student Behavior is MonitoredStudent Behavior is Monitored

• Adults are available across settingsAdults are available across settings

• Adults (and peers) prompt students to Adults (and peers) prompt students to engage in the expected conductengage in the expected conduct

• Adults catch students “being good” or doing Adults catch students “being good” or doing it the “right way”it the “right way”

• Leadership team reviews data frequentlyLeadership team reviews data frequently


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Decisions are Data DrivenDecisions are Data Driven

• Efficient data collection, manipulation & Efficient data collection, manipulation & summarizationsummarization

• Leadership team uses data to guide decision Leadership team uses data to guide decision makingmaking

• Data is shared with faculty and staff Data is shared with faculty and staff frequentlyfrequently


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Tier One – BehavioralTier One – Behavioral

•High ExpectationsHigh Expectations•Project WisdomProject Wisdom•Holmes Life SkillsHolmes Life Skills•Bully ProofingBully Proofing•504 504 AccommodationsAccommodations•Conflict ResolutionConflict Resolution

•Positive Behavioral Positive Behavioral SupportsSupports

−Primary Expectations Primary Expectations taught, practiced, re-taught, practiced, re-taught, monitored, praised taught, monitored, praised & rewarded& rewarded−Token EconomyToken Economy−Earned PrivilegesEarned Privileges−Set ConsequencesSet Consequences


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VIP LunchVIP Lunch•Table ServiceTable Service•Sparkling CiderSparkling Cider

SOARing BraceletsSOARing Bracelets•Hat DayHat Day•BINGO DayBINGO Day•Blooper DayBlooper Day


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Tier Two – BehavioralTier Two – Behavioral

•High ExpectationsHigh Expectations•Re-Teaching Holmes Re-Teaching Holmes Life SkillsLife Skills•Progressive Progressive DisciplineDiscipline•Behavior ContractsBehavior Contracts•Attendance/Truancy Attendance/Truancy ProceduresProcedures

•Peer MediationPeer Mediation•Why Try? (PBS)Why Try? (PBS)•Youth Assessment Youth Assessment Center Referral Center Referral (YAC)(YAC)•AP & Counselor AP & Counselor Classroom VisitsClassroom Visits


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Tier Three - BehavioralTier Three - Behavioral•Re-teach Holmes Life SkillsRe-teach Holmes Life Skills•Why Try?Why Try?•Staff/Student Mentor ProgramStaff/Student Mentor Program•Youth Assessment Center Referral (YAC)Youth Assessment Center Referral (YAC)•Attendance/Truancy Procedures – Court Attendance/Truancy Procedures – Court ReferralReferral•Behavior Intervention Plans (BIP)Behavior Intervention Plans (BIP)•Remedial Discipline Plans (RDP)Remedial Discipline Plans (RDP)


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Next Steps for PBSNext Steps for PBS• Increase frequency & consistency of adult availability & Increase frequency & consistency of adult availability &

re-teaching in all settingsre-teaching in all settings

• Expanded student & staff recognitionExpanded student & staff recognition

• Office Referral Clarification & PBS FormsOffice Referral Clarification & PBS Forms

• Implementation of Zangle Behavior Data SystemImplementation of Zangle Behavior Data System

• Increased utilization of enhanced behavioral data to Increased utilization of enhanced behavioral data to guide decision makingguide decision making

• Parental Education & InvolvementParental Education & Involvement

• Community PartnershipsCommunity Partnerships


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Basic Questions to Ponder What systems are currently in place in your school for

providing incoming students with a continuum of support? Who will provide the intervention? What about staff development for the interventionists? Where will you get funding? What about IEP’s, ILP’s and GT students? How do we choose materials/programs to implement? What about progress monitoring tools? Who will coordinate the intervention program? How do we schedule students? How long will interventions last?


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“I feel the great thing in this world is not so much where we stand as in what direction we are moving.”

Oliver Wendell Holmes


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Contact InformationContact InformationBrenda LeBrasseBrenda LeBrasse [email protected] Executive Director Executive Director Achievement and Accountability Achievement and Accountability Program Director RtI / PBS Program Director RtI / PBS

Documents

presented by Brenda B. LeBrasse Executive Director Achievement and Accountability Project Director