Collecting and Using Data: to Improve RtI Implementation: RTI and Behavior Process Improvement

1. Collecting and Using Data:to Improve RtI Implementation: RTI and Behavior Process Improvement Bill Trant, NHCS Executive Director of Special Education and Related Services william.trant@nhcs.net Susan Cole, NHCS School Psychologist, Behavioral Support Specialist, EC Liaison susan.cole@nhcs.net Leigh Gates, NHCS RtI Liaison leigh.gates@nhcs.net

2. Agenda • Set the Stage: • Brief History & RtI Criteria for Behavior • Collecting Data: • Data Sources & Methods • Using Data: • Work Group & Results • Rollout • Wrap-up

3. Setting the Stage Brief History of RtI in NHCS & RtI Criteria for Behavior

4. History of RtI in NHCS • NHCS was 1 of the original 5 pilot sites for PSM in NC • NHCS pilot consisted of 2 school teams; 60 training hrs. • 5 schools added in 1st year; 6 schools added annually • By 09-10, 32 K-8 schools use RtI in academics & behavior • We use RtI data to support eligibility decisions

5. RtI in the Area of Behavior: Adverse Effect, Specially Designed Instruction, & Conditions to Rule Out Adverse Effect: • Performance Well Below Peers • Replacement behavior goal set at 100% for behavior that is harmful to self / others • assault and battery • causes significant disruption of the learning environment • Replacement behavior goal set at 75% for behavior that is not harmful • Involves noncompliance w/o aggressive behaviors, work completion, off task • Growth Rate Below Peers • The trend line of the data must be compared to the aimline • If trendlinedoesn’t intersect aimline w/in18 wks. of Tier 3, then criteria is met • If trendlinedoes intersect aimline w/in18 wks. of Tier 3, then criteria is NOT met

6. RtI in the Area of Behavior: Adverse Effect, Specially Designed Instruction, & Conditions to Rule Out Specially Designed Instruction: • Intensity and Nature of Instruction In the last part of Tier 3, instruction must resemble specially designed instruction & records documenting appropriateness, fidelity and integrity of interventions (including motivational) Conditions to Rule Out: • Lack of appropriate instruction in reading and math • Cultural Linguistic factors • Environmental factors • Economic factors • Additional SLD)exclusion criteria

7. Collecting Data Data Sources Methods

8. Triangulated Data Sources: • Anecdotal Evidence: • General grumblings of discontent • Questionnaire: • NHCS School Personnel PSM/RtI Satisfaction Survey • NHCS Parent/Guardian PSM/RtI Satisfaction Survey • Focus Group: • Administrators w/ concerns & others w/ behavioral expertise

9. Collecting Data: Survey School personnel were satisfied (or very satisfied) with the degree to which the interventions used helped students to progress towards meeting benchmarks in the following: Reading (72%), Math (68%), & Behavior (55%). Overall, Personnel were slightly less satisfied with: • Identifying struggling students in behavior (44% satisfied (or v s) • Providing interventions in behavior (51% satisfied or v s)

10. Collecting Data: Focus Group RtI & Behavior Process Improvement Group (Part 1 of 2) • Was a representative group of school and district personnel • Brainstormed what works and what needs to work better • Identified 3 target areas for improvement: • Develop a Protocol for Behavioral Interventions • Write a Procedure for High Intensity Behaviors that Pose Safety Concerns • Write a Revision to the Current Process Throughout the 5 Month Process, the Group… • Met regularly • Solicited feedback from stakeholders

11. Using Data Work Group Results

12. Using Data: Work Group RtI & Behavior Process Improvement Group (Part 2 of 2) • Consisted of some Part 1 members and additional nominees • Included more instructional services/support staff and teachers • Developed 7 products to support the 3 target areas Throughout the 5 Month Process, the Group… • Met regularly • Solicited feedback from stakeholders

13. Using Data: Results Target Area 1: • Sortable Protocol for Behavior Interventions Target Area 2: • Expedited Process for High Intensity Behaviors that Pose Safety Concerns • Student Transition Information Checklist Target Area 3: • RtI and Behavior Flow Chart • RtI and Behavior Checklist • Classroom Management Checklist • Social Developmental History

14. Sortable Protocol for Behavior Interventions • Where to find it: • In the manual at the end of the RtI section • How to use it: • Browse interventions in alphabetical order • See recommendations for increasing intervention intensity • Sort to identify interventions by tier • Identify materials to use for particular interventions • Identify tools to use to collect data/assess progress • Identify instructional resources available online or in schools

15. For Example… • A teacher has a student needing interventions in T1 • Sort the protocolto identify T1 interventions • A Team wants to increase reflection log intensity • See that T1=per incident; T2=daily; T3=2 or more x/day • A teacher would like instructional resources to support students. • See Instructional Resources link and Polk Elementary website What are other suggestions for use?

16. Expedited Process for High Intensity Behaviors that Pose Safety Concerns • Where to find it: • In the manual at the end of the RtI section • How to use it: • Identify process for students at-risk of losing school placement • Determine how to employ suggested strategies simultaneously • Find a tool for facilitating meetings to support students transitioning from a high level of care to a school setting • Note for use: • This expedited process is intended to provide students with a high level of intervention, not necessarily an IEP

17. For Example… • A student who was in a hospital setting due to mental illness transitions back into her neighborhood school. • A student who was maintaining at Tier 2 demonstrates erratic, high intensity behaviors as the winter holiday season approaches. What are other suggestions for use?

18. The Revised RtI & Behavior Process • Where to find the following products: • In the manual at the end of the RtI section • RtI & Behavior Flow Chart • RtI & Behavior Checklist • Classroom Management Checklist • Social Developmental History Questionnaire

19. Let’s Take a Closer Look at the… Classroom Management Checklist

20. You may want to refer to the “Implementing the 2012-13 RtI and Behavior Revised Process” document in the handouts when navigating through these tools on your own.

21. Rollout Schedule for PD

22. Rollout: Schedule for PD 2011-2012: • Information shared with Liaisons, Psychologists, OTs, PTs, SLPs • Part 1 and Part 2 group members started sharing with colleagues at their schools when intervening with behavior cases 2012-2013: • Beginning of year meetings for: • Principals and APs, Special Ed. Staff • Counselors and Social Workers • 504 Coordinators • Scheduled professional development sessions for: • RtI Team Members (2 school-based sessions for each region= 8 sessions) • See Handout: PD Schedule

23. What are your suggestions for our next steps?How do we Evaluate & Revise the Action Plan? We Are Here

24. Wrap-up The RtI and Behavior process is NOT about “What’s wrong with kids.” It IS about “What works for kids.” The focus is on teaching replacement behaviors. We can’t forget the original purpose of public schools, to teach students to become productive citizens.

25. We’d like to hear from you… • What have you been doing in the area of behavior? • What have been your challenges? • What have been your strategies for addressing the challenges?

26. Collecting and Using Data:to Improve RtI Implementation: RTI and Behavior Process Improvement Bill Trant, NHCS Executive Director of Special Education and Related Services william.trant@nhcs.net Susan Cole, NHCS School Psychologist, Behavioral Support Specialist, EC Liaison susan.cole@nhcs.net Leigh Gates, NHCS RtI Liaison leigh.gates@nhcs.net