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RTI and PBIS: Brothers from different mothers?. OrRTI Spring Conference May 21, 2014. 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 - PowerPoint PPT Presentation
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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
www.oregonrti.org
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
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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 [email protected]
Shelby [email protected]
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
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