An Introduction to - PBIS in Roseburg Public Schools:

1. An Introduction to - PBIS in Roseburg Public Schools: RTI, Professional Learning Communities and How to Respond When Kids Don’t Learn

2. Critical Components of PBIS in Roseburg Public Schools Positive Behavior and Instructional Support (PBIS) in Roseburg Public Schools is intended to be a structured, systematic, sustainable process involving the following features and activities: • Response to Intervention (RTI) • Professional Learning Communities (PLCs) and Shared Instructional Leadership • Responding When Kids Don’t Learn (MTI)

3. Response to Intervention - What is RTI? RTI is the practice of: • providing high-quality instruction and intervention matched to student need, • monitoring progress frequently to make decisions about change in instruction or goals, and • applying child response data to important educational decisions. (NASDSE, 2005)

4. Response to Intervention - What is RTI? (cont.) RTI, by design, is a shared responsibility of general and special education to implement prevention and intervention-focused practices, which will require unprecedented collaboration and coordination. “If student learning is the most important function of schools, then instruction is where we focus our time and attention.” (Fielding, Kerr and Rosier, 2007)

5. Response to Intervention - Why RTI? • It is good practice based on research and evidence • NCLB and changes in IDEIA 2004 allowed states to use RTI as a decision making framework for determining whether or not to refer a student for consideration for LD eligibility.

6. Professional Learning Communities and Shared Instructional Leadership “I don’t know of any school anymore that can be “led” by a single individual. It is too complex, far too demanding, and far too intractable for any one person to lead alone. Building a community of leaders…is a powerful concept whose time has come.” (Barth, 2006)

7. Professional Learning Communities and Shared Instructional Leadership (cont.) PLCs and shared instructional leadership require: • Collaboration – a systematic way in which we work together interdependently, to analyze and impact professional practice in order to improve our individual and collective results. (Dufour, Dufour, and Baker, 2002) “Student learning and achievement increase substantially when teachers work in learning communities supported by school leaders who focus on improvement.” (Fullan, 2008)

8. Professional Learning Communities and Shared Instructional Leadership (cont.) PLC’s and shared instructional leadership require: • Teaming - School teams have three important purposes: -To review school-wide academic and behavior data in order to evaluate the effectiveness of core programs -To screen and identify students needing additional academic and/or behavior support -To plan, implement and modify interventions for these students

9. How Do We Respond When Kids Don’t Learn? (cont.) Data-Based Decision Making: ”The role of assessment for learning is essential in order to link data on learning to instructional practices that achieve student results.” (Fullan, 2008) • Use screening measures (e.g. DIBELS, OAKS, MAP) to identify students who need additional support: - Which children are at risk for long-term difficulties? • Use diagnostic and placement measures (e.g. In-program assessments, Phonics Screener) to identify the specific skill need and to determine the appropriate intervention

10. How Do We Respond When Kids Don’t Learn? (cont.) Data-Based Decision Making: • Use progress monitoring (DIBELS, In-program progress monitoring tools), to evaluate response to intervention: - Is the instruction effective? Are the at-risk students growing enough? • Use grade level reports, benchmark assessment reports (DIBELS, OAKS, MAP) to evaluate grade or school level performance: -How are all the students progressing and how does this student compare to his peers? Are all students growing?

11. How Do We Respond When Kids Don’t Learn? (cont.) Multi-Tiered Instruction: • Multi-tiered instruction (MTI) is a model for boosting the achievement of all students. • You can do MTI without doing RTI, but you can’t do RTI without MTI. MTI = any student who needs extra help, gets help.

12. How Do We Respond When Kids Don’t Learn? (cont.) Multi-Tiered Instruction (using reading as the example): • Tier I – universal instruction – Focus: For all students Program: Evidence-based core program Grouping: Multiple grouping formats to meet student needs, including differentiated, whole- class instruction Time: 90-minutes of core instruction Assessment: Benchmark assessment at beginning, middle and end of academic year. Delivered by: General education teacher Setting: General education classroom

13. How Do We Respond When Kids Don’t Learn? (cont.) • Tier II – targeted, short-term instruction - Focus: For students identified with difficulties who have not responded to Tier I efforts Program: Evidence-based intervention programs Grouping: Homogeneous small-group instruction Time: Minimum of 30-minutes per day in small group in addition to 90-minutes of core instruction Assessment: Progress monitoring (at least 2 times per month) on target skill to ensure adequate progress and learning with good data collection Delivered by: Personnel determined by school Setting: Appropriate setting designated by the school; may be within or outside of the classroom

14. How Do We Respond When Kids Don’t Learn? (cont.) • Tier III – intensive, targeted support – Focus: For students with marked difficulties in reading who have not responded to Tier I or Tier II efforts Program: Evidence-based, sustained, intensive intervention programs Grouping: Homogeneous small group instruction Time: Minimum of two 30-minute sessions per day in addition to 90 minutes of core reading instruction Assessment: Progress monitoring at least once per week with good data collection Delivered by: Personnel determined by the school Setting: Appropriate setting designated by the school

15. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Instruction • All students • Preventive, proactive • Universal Instruction • All settings, all students • Preventive, proactive 75-85% 75-85% How Do We Respond When Kids Don’t Learn? (cont.) • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 5-10% 5-10% 10-15% 10-15%

16. How Do We Respond When Kids Don’t Learn? (cont.) • Assess the fidelity and integrity with which instruction and interventions are implemented: A core program is effective if it meets the needs of 80% of all students in the school. • Ask yourself – What small changes can we make in instructional practice that will leverage big impact? We have 100% of the technology to bring 95% of all children to benchmark in reading. We don’t need to work harder, we need to work differently. We need to make changes in how we deliver programs - core and intervention. (Jo Robinson, 2009)

17. How Do We Respond When Kids Don’t Learn? (cont.) “I am struck by the power of action. It is not enough to dream; we must plan. And it is not enough to plan; we must act.” (Leonardo da Vinci)

18. Where can I learn more about PBIS in Roseburg Public Schools? Go to our district website: www.roseburg.k12.or.us You will find many resources, including: PBIS Manual PBIS Professional Development Modules Links to other RTI resources Link to SOrRTI Resource Center Coming attraction – PBIS Professional Development Module #3 – “PLCs and RTI”