The School-wide PBIS& PSM/RtI Link

• PBIS Lead: Hannah Griesbauer •PSM/RtI Coordinator: Nancy Kreykenbohm

• Executive Director for Special Education and Related Services: Bill Trant

November 19, 2008

Session Objectives:

• Recognize the NHCS PBS-PSM/RtI Unified Plan

• Identify NHCS current Knowledge Creation Enterprises

• Critique the NHCS Unified Plan and Knowledge Creation Enterprises

Instructional Decision Making for Student Success

Behavioral SystemsAcademic Systems

Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityOf longer duration

Universal InterventionsAll settings, all studentsPreventive, proactive

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

Universal InterventionsAll studentsPreventive, proactive

1-5%

5-10%

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response

80-90%

1-5%

5-10%

80-90%

1) Define the ProblemDevelop the Assessment Plan

Identify ConcernDefine behavior or concern

Problem validationProblem analysis

Functional assessmentWrite problem statement

2) Analysis of Assessment PlanDevelop an Intervention Plan

Generate Problem SolutionsEvaluate SolutionsSelect a Solution

Collect Baseline DataSet a Goal

Write Action PlanSelect Measurement Strategy

Develop plan to Evaluate Effectiveness

4) Analysis of Intervention PlanData analyzed to determine effectivenessSuccess determined by rate of progress

and size of discrepancy

3) Implement the PlanImplement according to written planOngoing systematic data collection

Follow-up as needed

Domains of Influence in Problem Solving

• Instruction

• Curriculum

• Environment

• Learner

How we teach what isbeing taught

What is being taught

Context where learning is to occur

Characteristics intrinsic to the individual in relationto the concern

SETTING

DEMANDS

NC State Board of Education Waiver

• Approved April 2008 (continued from 3/05)

• Replaces Special Education Identification and Eligibility Procedures in 4 categories:– LD– OHI– IDM– SED

• Data collection and analysis• Provide state with future policy

guidance

My Role Within the County

• Title: Behavior Specialist• Work with pre-K, elementary, middle, and

high schools to develop and sustain PBS• Serve as a coach to schools to make sure

they are successfully implementing PBS• Work with administrators to collect data,

manage budgets, and communicate with staff

• Assist in developing secondary and tertiary interventions

• Provide trainings for staff and administrators

Role of the School

• Create a PBIS team composed of teachers, staff, administrators, and parents

• Collect data using NC Wise• Review data to make informed decisions for

universal, secondary, and tertiary interventions

• Create a rewards system for desirable behavior

• Utilize PBIS funding to successfully support their program (approximately $4/child)

• Assign a PBIS Chair to communicate with the Behavior Specialist

Role of the Administrator

• Meet monthly with school’s PBIS team

• Share data school-wide

• Provide PBIS team with budget information

• Arrange for staff trainings

• Model effective PBIS for staff and students

Role of the Teacher

• Communicate with grade-level representative on PBIS committee

• Create an individual classroom management system that is aligned with PBIS (i.e. token economy, student of the week, class C-O-M-P-L-I-M-E-N-T, mystery student)

Role of the Teacher

• Recognize when a student’s behavior may require secondary or tertiary interventions

• Communicate with other teachers and/or administrators when assistance is needed for an ongoing classroom management problem

Role of PSM/RtI Coordinator• Develop and coordinate training

for the year prior to implementation as well as ongoing training for new staff.

• Coordinate norming and other data collection at the District Level.

• Work with school and district staff to ensure system-wide fidelity.

Role of the School

• Implement the PSM/RtI process including:– Tier I (or Core Instruction) that meets

the needs of 80+% of their students. May involve Universal Screening with DIBELS and/or PSM Normed Probes and use of Personal Education Plans (PEPs).

– Tier II and III Processes and Interventions

– Present cases for possible entitlement to the PSM Review Team

Role of Case Colleague/Manager

• Assist the classroom teacher with the processes at Tiers I and II including PBS/RtI issues.

• Facilitate grade level meetings at Tier II, as needed.

• Assist with moving to Tier III, if needed.

Role of Student Support Team (SST)Following the Problem Solving

Model process including:• Defining the Problem, Developing

an Assessment Plan.• Analyzing the Assessment Plan

Results and Developing an Intervention Plan.

• Managing Data Collection and Review

Role of School Psychologist • Providing consultation at any

level of the process

• Providing tools and interventions as needed.

• Summarizing results of the process in the Entitlement Report

PSM/RtI Training Components

• Processes and Documentation for the Four Tiers

• Curriculum-Based Assessment including Normed Probes in Reading, Written Language, and Math.

• Data Collection and Graphing for Academics and Assessment

• Teaching Replacement Behaviors and Best Practices in Reinforcement

PSM/RtI Training Components

• Working with PBIS and PSM processes together

• Interventions in Reading, Math, Written Language, and Behavior

• Entitlement Criteria• Reevaluation and Exit Criteria• IEP Writing: Present Level of

Performance, Long-Term Goals, Exit Criteria

PBIS Training Elements

• Module 1, 2, and 3 trainings are offered annually in the county for schools who are interested in becoming a PBIS school.

• Bi-monthly meetings are held with the chair(s) of each school

• Parent trainings are offered by many schools to carry over PBIS strategies into the home

Current Status of PBS

• Schools Participating– 10 elementary schools fully

implemented– 1 middle school fully implemented– 1 high school (PLC) fully implemented– 1st Pre-K center in the state to adopt

PBIS (New Hanover County Pre-K)– 1 elementary school attending training– 3 middle schools attending training– 2 high schools attending training

Current Status of PSM/RtI

• All Elementary Schools have been trained and are implementing as of 2008-09

• Elementary Re-Norming is planned for 2009-10

• Middle Schools are being trained 2008-09 for implementation 2009-10

• Middle School Norming is being done 2008-09

Results of PSM/RtI-Early Identification• Students are entitled at earlier

grade levels:– 2006/07

• 53% identified in K-2• 80% identified in K-3

– 2007/08• 55% identified in K-2• 74% identified in K-3

Results of PSM/RtI-Areas of Entitlement (Total 95)

• 4 identified with one area being behavior and the other academic

• 30 identified in a Reading Area and a Math Area

• 4 identified with Written Language as one area

Results of PSM/RtI-Areas of Entitlement (Total 95)

• 54 identified in two areas of Reading– 71 identified with Basic Reading

Skills as one area– 12 identified with Fluency as one

area– 8 with Reading Comprehension

as one area

Results of PSM/RtI - Ethnicity

• In 2004-05 African American Students were 1.70 times more likely than their peers to be referred for a special education evaluation and found eligible for services.

• In 2006-07 using RtI/PSM African American Students were 1.02 times more likely than their peers to be referred for a special education evaluation and found eligible for services.

Results of PSM/RtI - Ethnicity• In 2006-07 using RtI/PSM, 15% of

students found eligible for IEP services were African American males, which is equivalent to the incidence of AA male students in membership.

• Results for 2008/09 were not as good. We believe contributing factors include issues with Tier I core Instruction and Fidelity of interventions at Tiers I and II at some schools.

Results of PBIS

• Pine Valley Elementary School– In 2003 (no PBS) there were 944

referrals, resulting in 708 hours that children spent out of the classroom

– By 2007 (3rd year of implementation) there were 321 referrals, resulting in 241 hours that children spent out of the classroom

– Result: 66% decrease in ODR, and 66% more time spent LEARNING!

– By the 2007-2008 school year they met AYP and ABC growth requirements

Other Tier 1 & Tier 2 Initiatives

• Strategic School Improvement Planning

• School Mental Health (training, prevention, therapy, day treatment)

• Second Step• ClassScape (3-12)• System Dibels (K-2) (Title 1 K-5)• School Scheduling: Power-up, Excel • Preschool Centers

1) Define the ProblemDevelop the Assessment Plan

Identify ConcernDefine behavior or concern

Problem validationProblem analysis

Functional assessmentWrite problem statement

2) Analysis of Assessment PlanDevelop an Intervention Plan

Generate Problem SolutionsEvaluate SolutionsSelect a Solution

Collect Baseline DataSet a Goal

Write Action PlanSelect Measurement Strategy

Develop plan to Evaluate Effectiveness

4) Analysis of Intervention PlanData analyzed to determine effectivenessSuccess determined by rate of progress

and size of discrepancy

3) Implement the PlanImplement according to written planOngoing systematic data collection

Follow-up as needed

Tier 1 Development:Universal Behavior Screening

• Committee has been formed to discuss the notion of screening all children when they enter pre-K or kindergarten…think Dibels for behavior.

• We are exploring how we could go about doing this and how we would use the information

PBIS/RtI

Forms Crosswalk

► ► PSM PSM Data from Teacher and Records and PBIS PBIS Data Collection Tool for Behavior are completed together.

► ► Prior to 1st PSMPSM Team Level 2 Meeting, the teacher collects behavior data on the PBIS PBIS (Frequency Data Sheet) using general behaviors. (Best if collected for 10 days)

At Time of Request for At Time of Request for Intervention at Level 2:Intervention at Level 2:

►► PBIS PBIS Summary of Behavior Data is completed at the first Level 2 meeting.

►► PSM Level 2 Intervention PSM Level 2 Intervention Plan Plan is completedis completed

Level 2:Level 2:

Level 2:Level 2:

►► Level 2 Intervention Plan Level 2 Intervention Plan ReviewReview

Frequency Data Sheet information collected on “Target” behavior is used to

complete the Review.Review.

Level 3Level 3

►► After 1st Level 3 meeting

► ► Team determines whether behavior requires use of 75% or 100% goal based on the type of behavior targeted.

► ► Functional Behavior Functional Behavior Assessment Plan Assessment Plan is is completed by the Team.completed by the Team.

►► Level 3 Intervention Plan Level 3 Intervention Plan is is developeddeveloped

►► Behavioral Intervention Plan Behavioral Intervention Plan (BIP).(BIP).

This plan will be reviewed at each review of the hypothesis. As Progress Monitoring will occur related to the target behavior to measure the impact of the intervention plan and the student’s improved behavioral performance.

Level 3 (continued)Level 3 (continued)

Level 3 (Cont.)

The BIP and the Level 3 Intervention Plan are reviewed when decision making rules are reached during Progress Monitoring to determine need for changes in interventions and track improved skills.

PSM/RtI Behavior Entitlement Criteria• Criteria must be met despite

intervention at grade level and a minimum of three changes in hypotheses and strategies per skill area.

• Progress must be monitored in one academic area and one behavior area or in two behavior areas.

Entitlement Criteria: Behavior

• Performance well below peers as compared to performance goal(s):

• that are or may be harmful to self and/or others

• for behaviors that are not harmful to self or others but cause significant disruption of the learning environment

100% for replacementbehaviorsfor target behaviors that:

• Involving noncompliance without overt aggressive behaviors

• Involving lack of work completion

• involving time off task

75% for replacement behaviors for targetbehaviors

The trend line of the data must be compared to the aimline based on percentages above. If the trend line is not projected to intersect with the aim line in 18 weeks or less, the rate of growth criteria has been met.

Rate of Growth Below Peers

Intensity and nature of instruction in the last part of Level III must resemble specially designed instruction.

Wrap-up

• What are some of the features of the NHCS the NHCS PBIS-PSM/RtI Unified Plan?

• What are some of the areas that were discussed today that may assist development in your system?

• Do you have any comments, suggestions or ideas to offer us?

Contact Information

• PBIS Lead: Hannah Griesbauerhgriesba@nhcs.net

•PSM/RtI Lead: Nancy Kreykenbohm

nkreyken@nhcs.net

• www.nhcs.net