Integrating PBIS and RTI

1. RTI Integrating PBIS and RTI PBIS Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter

2. Goals • Define core features of School-wide PBIS • Define a framework for applying the core features to academics (RTI) • Present current descriptive data supporting implementation of academic and behavior supports within an RTI framework.

3. Main Messages • Supporting social behavior is central to achieving academic gains. • RTI provides a framework that can be used for implementing behavioral and academic supports • Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

4. The Link Between Reading and Behavior • The relationship increases as students progress through school (Fleming et al., 2004; Morrison et al., 2001; Nelson et al., 2004; Roeser& Eccles, 2000) • The relationship is strongest for students with externalizing behavior (Kellam et al., 1998; Nelson et al., 2004) • Students who experience problems in both areas have the worst outcomes (McKinney, 1989, Reinke, 2007)

5. On average, students with 5 or more referrals had a 17 point lower RIT score on the OSA Reading test

6. In The Past Title Reading, Teacher Support Teams General Education Special Education Some “Fell’” Through Some “Fell’” Through

7. RTI: Full Continuum of Support Title Reading, Teacher Support Teams. General Education Special Education, Gifted Ed. I I I I I I I I Interventions all along the continuum! I =

8. Framework for RTI • Leadership at all levels • Teaming • Use of a research based core curriculum • Universal screening • Implementation of research based interventions • Progress monitoring • Decision Rules • Professional development including fidelity of implementation.

9. #1 Leadership • District Level Strong administrative support to ensure commitment and resources AND • School Level Strong school staff support to share in the common goal of improving behavior and academics

10. Leadership • Behavior • Administrator is on the PBIS team and ensures that: • Rules are developed and taught • An acknowledgement system is in place • Data is collected, analyzed, and shared with staff regularly • Rules and consequences are consistent schoolwide • Reading • Administrator is on the literacy team and ensures that: • Core curriculum is taught with fidelity • All students are screened in reading • Data is collected, analyzed, and shared with staff regularly

11. #2 Teaming Collaboration is the key: Membership might include… • Principal • Classroom Teachers • Specialists • School Counselor • School Psychologist • Classified Staff • Any staff that has investment in student success The Team is only as strong as the least invested member

12. Teaming Behavior Tier 3 Individual Support Team Tier 2 Grade Level Data Teams Tier 1: Schoolwide DataTeam Reading Tier 3 Individual Problem Solving Team Tier 2 Grade Level Data Teams Tier 1: Schoolwide Data Team

13. #3 Research-Based CORE Program RTI is predicated on effective, research-based programs delivered with fidelity that provide support for all students Designed to address the needs of all students!

14. Core Curriculum • Behavior • 3-5 School rules and behavior expectations are explicitly taught to all students • All students regularly and consistently acknowledged for demonstrating behavior expectations • All students are reliably corrected when behavior expectations aren’t demonstrated • Reading • 90 minutes per day for ALL students • Focused on the Big 5 Phonemic Awareness Phonics Comp r hens i on F luency Vocabulary

15. How does it help a struggling student to receive the core? • They need the most instruction • Need to be exposed to grade level material • If they miss grade level material, they will never catch up • Just because there is a deficit in one area, does not mean there is a deficit in all areas • Interventions are limited in scope

16. SWIS summary 08-09 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs

17. 10% 22% 28% 14% 17% 14% 90% 90% 78% 72% 77% Schools N= 3 2162 602 215 431

18. #4 Universal Screening • Universal screening for ALL students at least twice per year • Procedures must identify which students are proficient (80%) and which are deficient (20%). • Good screening measures: • Are not intended to measure everything about a student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3) • Help you assess the overall health of your Core program • (Are 80% of your students at benchmark/proficiency?)

19. Universal Screening • Behavior • Office Discipline referrals • Attendance reports • Report card grades • Schoolwide Evaluation Tool (SET) • Benchmarks of Quality • Systematic Screening for Behavior Disorder (SSBD) • Reading • Oral Reading Fluency • MAZE • DIBELS • AIMSWEB

20. #5 Tiered Interventions • Must be designed to match identified needs • Delivered with fidelity • Should always be based on student data • Given to a smaller number of students • On-going data determines need to continue, discontinue, or change curriculum, instruction, and/or assessment • Is in addition toand aligns with the district core curriculum • Uses more explicit instruction • Provides more intensity • Additional modeling and guided feedback • Immediacy of feedback • Does NOT replace core

21. Tiered Interventions Behavior Reading Tier 2 Designed to remediate students with moderate skill deficits in one of the Big 5 Tier 3 Designed to provide support for students with intensive and/or multiple skill deficits in the Big 5 • Tier 2 • Designed to remediate students with moderate behavior problems • Tier 3 • Designed to provide support for students with intensive, persistent behavioral difficulties

22. Interventions • Students pulled out for interventions may be “missing” something else… BUT • If a student can’t read, how much are they already missing in the classroom? • “No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.” • Richard Allington

23. #6 Progress Monitoring • Tools Must Be: • Brief • Valid • Reliable • Repeatable • Easy to Administer • Frequency: • Every 2 weeks (minimum) • Every week (ideal) Which students: • All receiving intervention • Borderline scores or performance-as resources allow Are the children learning? How can we tell?

24. Progress Monitoring • Behavior • Data from students behavior plan such as CICO data • Reading • Oral Reading Fluency • MAZE • DIBELS • AIMSWEB

25. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Reading Progress Monitoring Example Oral Reading Fluency Aimline

26. Behavior Progress Monitoring Example

27. #7 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

28. Decision Rules • Behavior • Efficient way for the team to decide if the student is making sufficient progress • Determines student’s “Response” to Intervention • Typically evaluated frequently (daily or weekly) • Data team uses decision rules to systematically determine if behavior interventions will be continued, modified, or discontinued • Reading • Efficient way for the team to decide if the student is making sufficient progress • Determines student’s “Response” to Intervention • Typically evaluate data every 4-8 weeks • Data team uses decision rules to systematically determine if reading interventions will be continued, modified, or discontinued

29. Behavior Decision Rule Example:2 or more referrals

30. 6 0 5 0 4 0 3 0 2 0 1 0 D e c . J a n . F e b . M a r c h A p r i l M a y J u n e S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s S c o r e s Reading Decision Rule Example: 4 Points Below the Goal Line Add 15 minutes to intervention Reduce group size to 3 students Oral Reading Fluency Aimline

31. #8 Professional Development • Delivery: • Ongoing • Sufficient time to collaborate and plan Content: • Core curriculum & instruction • Assessment • Interventions • Teaming • Data-based decision making • SPED procedures • Anticipate and be willing to meet the newly emerging needs based on student performance • Data ALSO used to drive professional development needs

32. Professional Development • Behavior • Functions of Behavior • Reinforcement • Classroom management • Instructional Delivery • Reading • Literacy skill development • Instructional Delivery • Pacing • Active engagement • Corrective feedback • Classroom management

33. Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Connectedness

34. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Parenting support • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students

35. ESTABLISHING CONTINUUM of RTI - Reading • TERTIARY PREVENTION • Early Reading Intervention (ERI) • Reading Mastery • Corrective Reading • Language for Learning • Additional 30-45 minutes daily • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Phonics for Reading • Read Naturally • Triumphs • REWARDS • Additional 30 minutes daily • SECONDARY PREVENTION • PRIMARY PREVENTION • MacMillan • Reading Mastery • Success for All – Fast Track • Phonics (Kindergarten) • 90 minutes daily • PRIMARY PREVENTION ~80% of Students

36. Linking Academic and Behavior Supports • Effective school-wide and classroom wide behavior support is linked to increased academic engagement. • Improved academic engagement with effective instruction is linked to improved academic skill outcomes. • The systems needed to implement effective academic supports and effective behavior supports are very similar.

37. Importance of Behavior and Academic Systems

38. Basic Structure Writing Math Behavior Reading Data based teaming Leadership Professional Development

39. Linking PBS and Early Literacy • Continuum of Support Practices • Emphasis on “Foundation Supports” and investment in prevention. • Emphasis on the organizational systems needed to implement practices with fidelity and durability. • Collection and use of data for decision-making

40. Implications for Systems Change • District policy • Clear statement of values, expectations, outcomes • Ability to conduct universal screening and progress monitoring assessments • District provides efficient options for universal screening and progress monitoring measures • Recruitment and hiring • Expectations defined in job announcements • Professional development • Focused strategies for staff development in core skills

41. Implications for Systems Change • Annual evaluations • Expectations assessed as part of annual evaluations • Recruitment of individuals with training, coaching, and implementation skills • Advanced skills in literacy supports • Advanced skills in behavior supports

42. Questions?Comments….