RtI and PBISA general presentation for future educatorsPresented by: Sara Sandman

March 2014

What do YOU know?

Partner Relay: RtI Facts and PBIS Facts

RtI: Response to Intervention

Wisconsin Response to Intervention Roadmap

The Roadmap is a model for academic and behavioral success for all students using culturally responsive

practices.

State-Wide Initiatives

By 2014, DPI has stated that all schools need to have a functioning RtI system to address BOTH student academics and behaviors.

DPI has recommended PBIS as its behavioral model.

Lost in LingoRtI = Response to InterventionRtI is a systematic framework for high quality instruction, balanced assessments, and collaboration. The framework provides multi-tiered interventions to all students to ensure long-term academic success.

PBIS = Positive Behavior Interventions & SupportsPBIS is a school-wide systems approach to discipline that is multi-tiered and provides prevention and intervention supports to reduce problem behaviors and increase academic success.

What is the Ultimate Goal for Students?

All students will learn at a high level.

The RtI and PBIS frameworks support this goal.

School-Wide Systems for Student Success

Multi-Tiered Systems of Support: Common Features

Instruction/intervention Data driven Layers of support Increase in intensity Collaboration

Instruction/Intervention

High quality instruction occurs across all layers

Universal (Tier 1), Supplemental (Tier 2), Intensive (Tier 3), and in special education

Interventions cannot make up for poor initial instruction.

Think About This…

When a child doesn’t know how to read, we ____________.

When a child doesn’t know how to add, we ____________.

When a child doesn’t know how to behave, we ___________.

Instruction is a key feature in RtI and PBIS.

Instruction/Intervention

RtI: Tier 1 Quality core academic

instruction

Standards-based

Common assessments

Universal academic screening

PBIS: Tier 1 Behavioral matrix

Cool Tool behavioral lesson plans

Acknowledgement system

System for managing misbehavior

Universal behavioral screening

Data Driven Decisions

Data is used to determine and monitor student progress and to make instructional decisions.

Multiple data sources are used. Data “rules” are established to determine which

students need more or less support to be successful.

Data Driven Decisions

RtI: Data Practices Universal Screener

On-going assessments

Progress monitoring tools

Entrance/exit criteria

PBIS: Data Practices Universal Screener

Office referral data

Progress monitoring tools

Entrance/exit criteria

Layers of Support

When data determines more support is necessary, the support is layered on top of (not in place of) the current level of intervention.

Layers of SupportRtI: Layers of Support A combination of Tier 1,

Tier 2, and/or Tier 3 supports

Example: Quality core instruction with differentiated assignments (T1), guided study hall (T2), reading intervention group with two other students (T3)

PBIS: Layers of Support A combination of Tier 1,

Tier 2, and/or Tier 3 supports

Example: Cool Tool behavioral lesson (T1), Check-In Check-Out (T2), Social Skills Group (T2)

Increase in Intensity

As additional supports are layered on top of existing supports, there is typically an increase in one of the following: How directive the intervention is Learning target(s) to be addressed Frequency of intervention Size of group Skill level of instructor Type and frequency of progress monitoring data

Increase in Intensity

RtI TiersTier 1: Core instruction, common assessments, differentiation

Tier 2: Guided study halls, after school help, small group (6-8), monthly progress monitoring

Tier 3: Additional intervention class/group, smaller group (2-3), weekly progress monitoring

PBIS TiersTier 1: School-wide matrix, behavioral lessons, school-wide acknowledgements

Tier 2: Check-In Check-Out, Social/Academic Instruction groups (6-8), simple functional behavioral assessments, progress monitoring daily/weekly

Tier 3: Wraparound supports, individualized plans, variety of progress monitoring done frequently

Collaboration

Collaboration is a necessary component of a multi-tiered system of support because: basis of comparison is needed to make instructional

decisions. support at various levels needs to complement and

work together for greatest effect. best solutions for students come from the collective

knowledge of the group.

CollaborationRtI Collaboration Strategies District and building

leadership teams

Professional learning communities (PLC)

Standards-based curriculum

Common assessments and grading

Team meetings

PBIS Collaboration Strategies District and building

leadership teams

Problem-solving teams

Wraparound teams

Resources

RtI Resources:

http://dpi.wi.gov/rti/index.html

www.wisconsinrticenter.org

PBIS Resources:

http://dpi.wi.gov/rti/pbis/indx/html

www.wisconsinpbisnetwork.org

www.pbis.org

Contact Information

Sara Sandman, MS

School Counselor in Sheboygan Area School District

Adjunct & E-Learning Instructor for Concordia University

ssandman@sheboygan.k12.wi.us

(920) 889-0799