Coral Wilkens M.Ed Director Special Programs Quinlan ISD

1. Coral WilkensM.Ed Director Special Programs Quinlan ISD RtI- Making an Equilateral TriangleIntegrating Academics and Behavioral Interventions- Where do we start?

2. Setting the Stage • Preparing students for life success requires a broad, balanced education that both ensures the mastery of basic academic skills and prepares students to become responsible adults (Association for Supervision and Curriculum Development, 2007)

3. 21st Century and Workforce Skills • On the SCANS Report, half of the 16 skills are social and emotional in nature and are considered essential to life success. Skill categories include: • Self-esteem • Integrity • Self-management • Sociability • Responsibility • Listening • Decision-making • Problem solving

4. The RtI Triangle

5. Behavioral Supports PBIS 1994- Sugai

6. Positive Behavioral Support

7. Arguments against integration There is no time We have too many other things to do “Social skills are nice, but they don’t pass the test” I’m not qualified in behavior

8. Teacher Perceptions- Region 10 • 16 Region 10 and 11 Administrators were surveyed. • Identified a correlation between administrator support of PBS practices and academic success • Also identified was the disconnect between the implementation of PBS and disciplinary practices such as ISS, OSS, and DAEP • 75% of administrators believed in PBS support programs, only 53% reported teacher support of the programs

9. PBS Programs Identified

10. Educators’-Comfort Level Teaching Social and Emotional Competencies

11. So What does this tell us? • Respondents felt teaching social skills was necessary • Respondents did not feel competent in teaching those skills • Very little training was provided. • WE NEED TO FOCUS ON DEVELOPING THE TEACHERS FIRST!

12. Where do we start! • Begin with the end in mind • Develop a vision of what your ultimate outcome will be. • Begin building on what you already have- You have the academics… now build the behavior • Integrate your systems • Build Teacher capacity.

13. Articulate the Vision Write down the vision and make it plain so that all who reads it will run to it…..Habakuk 2:2

14. Develop your End Goal • Determine what this looks like • Examine your data to determine your goal • What is it you want for your organization based on the data? • How will you share the goal? • With whom will you share the goal? • Determine the implementation of the goal….. • This will take your team!

15. Building Team Capacity • Develop your team • Conduct a School wide needs and resource assessment. • What is your existing curricula? • What are your existing services and policies for RtI? • What can be duplicated? • What might be some threats? • What are your current opportunities?

16. Set your action Plan • Define your academic and behavior continuum • Define the practices at each tier. • Define the criteria process.

17. 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 Behavior and Academics: One System Academics Behavior Core Instruction

18. Activity • How do you determine who is in what TIER? • Talk with the person next to you

19. Options for TIER determinations • Tier 1: • Academic: Students performing within ½ year of grade level or above the 50th percentile • Behavior: Less that 2 behavior infractions for the year. • Tier 2: • Academic: Elementary- performing within 2 years of grade level- Secondary- performing between 4th grade and chronological grade level. • Behavior- student has between 5-10 discipline incidents- minimum of two office referrals for the year. • Tier 3: • Academic: Elementary- more that 2 years below grade level. Secondary- students performing below the 4th grade level or below the 30th percentile. • Behavior- students have frequent office referrals, ISS and OSS placements.

20. TIERED Interventions

21. Behaviors strategies for the TIERS

22. RtI- Integrated Supports Integrating the Systems

23. RtI Examples- Who-What, Why…

24. Collecting the Data • Behavior Data Collection Methods Intensive Assessment Behavior Rating Scales Functional Behavior Assesment Combined Assessments Extant Data/Screening: ODR Attendance Grades Screener Rating Scales Direct Assessment / Progress Monitoring DBR (broad category) Observations Extant Data? Boice-Mallach,

25. Teacher Capacity Building it is a Must!

26. Where to Start A primary concept underlying multi-tiered behavioral supports is that behavior occurrence is related to events or situations in the environment that trigger specific behaviors and is maintained by the responses and outcomes that follow the behavior. Thus, Behavior is “learned” and can be changed. Florida PBS project

27. Rti- Problem Solving Team • Defined Roles • Team coordinates all activities • School based • Consistent application of a four-step problem-solving process • Understands the evidence-based programs and practice • Ensures effectiveness of interventions and fidelity of implementation • Effective coaching and team facilitation • Establish well written policies

28. Define Instructional Integration • Make sure teachers know- its not just 1 more thing. • Application of strategies both behavioral and academic should include application to core instructional materials and content • Single intervention plan that focuses activities and content contributed by both the behavior academic components • Agreement on progress monitoring level and content .

29. Time is of the Essence • Begin with the end in mind • Be proactive • Put first things first • Think Win- Win • Synergize Slow is Fast Stephen R. Cove

30. Let’s Have a Great Year!