RTI: Reasons, Practices, Systems, Considerations

1. RTI: Reasons, Practices, Systems, & Considerations George Sugai OSEP Center on PBIS www.pbis.org www.cber.org George.sugai@uconn.edu Edited for SASED Presentation 2.29.08 Marla Dewhirst, Illinois PBIS Technical Assistance Director 80 (thunder/lightning)-25 (snow/ice) Great event: Patty, Joanne, Richard, RtI Center, OSEP, Many familiar faces 80 (thunder/lightning)-25 (snow/ice) Great event: Patty, Joanne, Richard, RtI Center, OSEP, Many familiar faces

2. Part 1: PBIS as a Response to Intervention Model Marla Dewhirst Illinois PBIS Network pbisillinois.org

5. RtI: Good “IDEiA” Policy Approach for redesigning & establishing teaching & learning environments that are effective, efficient, relevant, & durable for all students, families & educators NOT program, curriculum, strategy, intervention NOT limited to special education NOT new

7. Designing School-Wide Systems for Student SuccessA Response to Intervention Model

8. Group Activity Article: Response to Intervention and Positive Behavior Support Reader 1: Introduction and Tier 1(pg 1-2) Reader 2: Tier 2 (pg 3) Reader 3: Tier 2 to finish (pg 4-5) Read Sections and review with your group of 3 the content of your reading – main points As a Group suggest 5 ways of integrating PBIS and Academic RTI processes.

11. The multi-tiered approach for RtI is based on the PBIS model. The multi-tiered approach for RtI is based on the PBIS model.

12. Designing School-Wide Systems for Student SuccessA Response to Intervention Model

13. Problem Solving:Improving Decision-Making One of the strongest benefits of PBIS is improved decision-making. During the implementation of the universal system and continuing through secondary and tertiary levels, the team uses a variety of data to determine where problems exist, what are the parameters of the problems, hypotheses of potential causes and motivations for the problems, interventions for school-wide, group or individual implementation and then monitors those interventions through time to determine next steps. This problem-solving model has served teams well in the PBIS initiative and they have had opportunities to improve their skills as they create the continuum of support inherent in the model. Problem Solving is being called upon to become a necessary step of the special education referral process. Let’s take a closer look at this process.One of the strongest benefits of PBIS is improved decision-making. During the implementation of the universal system and continuing through secondary and tertiary levels, the team uses a variety of data to determine where problems exist, what are the parameters of the problems, hypotheses of potential causes and motivations for the problems, interventions for school-wide, group or individual implementation and then monitors those interventions through time to determine next steps. This problem-solving model has served teams well in the PBIS initiative and they have had opportunities to improve their skills as they create the continuum of support inherent in the model. Problem Solving is being called upon to become a necessary step of the special education referral process. Let’s take a closer look at this process.

14. Terry Scott: 4 Things we do at each level Predict failure (who, where, when, why) Universal Screening What can we do to prevent failure Tiered interventions How can we maintain consistency? Implement interventions with integrity How will we know when it is working Progress monitoring

15. Universal Screening/Progress Monitoring Universal Screening: All students Brief administrations 3 times per year (+) Suggests “At-Risk” for small group Determines success of Tier 1 Student Progress Monitoring: Students receiving interventions Repeated measures (weekly/monthly) Sensitive to small change Determines progress

16. Progress Monitoring for Behavior SWIS Data Systematic Screening for Behavior Disorders (SSBD) Structure Social Emotional Learning (SEL) Student Survey

17. Intensity Defined Increased amount of time Smaller group size; adult/student ratio Method of Instruction varied (sometimes, but not always)

18. RtI Application Examples

21. North School4th Grade Student…

27. TIER 1: CORE CLASS INSTRUCTION-Example These next few slides just give one snapshot of how planning might occur at the various levels for both academics and behavior. This is basically simply using data to drive the decision-making process of increased support as needed at each level for students to succeed. Remember how critical it is to do the best job possible at the universal level.These next few slides just give one snapshot of how planning might occur at the various levels for both academics and behavior. This is basically simply using data to drive the decision-making process of increased support as needed at each level for students to succeed. Remember how critical it is to do the best job possible at the universal level.

28. TIER 2: SMALL GROUP INTERVENTION-Example That will reduce the potential students in need of tier 2 interventions.That will reduce the potential students in need of tier 2 interventions.

29. TIER 3: INTENSIVE INTERVENTION-Example The goal is to have as few students as possible in need of receiving more individualized, time-and-resource-consuming interventions so that only those students needing such extensive support are moved to this level. This clusters the appropriate assistance around each population without watering down intensive resources by applying them to students who can succeed without them.The goal is to have as few students as possible in need of receiving more individualized, time-and-resource-consuming interventions so that only those students needing such extensive support are moved to this level. This clusters the appropriate assistance around each population without watering down intensive resources by applying them to students who can succeed without them.

30. TIER 1: SCHOOL-WIDE BEHAVIOR INTERVENTION-Example PBIS has been doing this kind of problem solving for years and has the tools needed at each level for data collection.PBIS has been doing this kind of problem solving for years and has the tools needed at each level for data collection.

31. TIER 2: GROUP BEHAVIORIAL INTERVENTION-Example Much behavior can be supported through such group processes without having students miss important academic instruction time by office discipline referrals, suspensions and expulsions.Much behavior can be supported through such group processes without having students miss important academic instruction time by office discipline referrals, suspensions and expulsions.

32. TIER 3: INTENSIVE BEHAVIORIAL INTERVENTION-Example Additional support can be made available for those who need it and frequently they can also maintain academic contact with this approach of behavioral least restrictive environment.Additional support can be made available for those who need it and frequently they can also maintain academic contact with this approach of behavioral least restrictive environment.

33. Behavioral and Academic Interventions at All Tiers

35. Behavioral and Academic Interventions at All Tiers

36. Need to print out slide 37 and 38 for activityNeed to print out slide 37 and 38 for activity

38. Activity: Working Smarter What committees/teams already exist addressing academics, climate, safety, social skills, behaviors? Look at “working smarter” grid in packet and note your school’s status Share names of committees and your observations of their activities

39. Part 2: Progress Monitoring and Behavioral Interventions at 3 Tiers Marla Dewhirst Illinois PBIS Network pbisillinois.org

40. Responsiveness to InterventionAcademic+ Social Behavior

42. Progress Monitoring for Behavior SWIS Data Systematic Screening for Behavior Disorders (SSBD) Structure Social Emotional Learning (SEL) Expanded Behavioral Referral Process SEL Surveys

43. SWIS www.swis.org Web-based, secure, building specific Features of an existing behavioral monitoring system Pilot modifications for progress monitoring

44. SSBD The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) Developed as a schoolwide screening tool for children in grades 1-6 Similar to annual vision/hearing screenings Identifies behaviors that may impede academic and social functioning For 5/23/07For 5/23/07

45. SSBD The SSBD is NOT recommended as a diagnostic tool for eligibility for special education services A multi-modal assessment process including the use of the Child Behavior and the Revised Behavior Problem Checklists are recommended for students being evaluated for eligibility for special education services The SSBD screening WILL NOT replace the current procedures for special education evaluation or any other identification for support process For 5/23/07For 5/23/07

46. SSBD Provides systematic screening of ALL students in grades 1-6 based on teacher nomination from class lists Screens for externalizing (e.g. “acting out”) AND internalizing (e.g. introverted) behaviors For numerous reasons students with internalizing behaviors are less likely to receive services than students with externalizing behaviors

47. SSBD: Proposed interventions Pass Gate 1: Universal team monitors (N=6, ~ 20% of student pop) Pass Gate 2: Automatically receive simple secondary level intervention and monitor for response (N=0-6). Collect baseline data (ODRs, BEP cards, etc) Based on response to simple interventions, youth may be pushed up into more intensive secondary or tertiary interventions

48. Social Emotional Learning Standards isbe.net (curriculum/standards/social emotional standards) Teaching of SEL standards is required of all schools Office referral also used as opportunity for Social Emotional Learning

49. Illinois Learning StandardsSocial/Emotional Learning The Goals of SEL are decidedly fewer than for the academic learning standards. There are only these three. From these three goals there were ten SEL learning standards created defining the learning needed to achieve the goals.The Goals of SEL are decidedly fewer than for the academic learning standards. There are only these three. From these three goals there were ten SEL learning standards created defining the learning needed to achieve the goals.

50. SEL Tools Matrix of Behaviors Expanded Behavioral Referral Form Surveys: Student Staff Family/Community

51. Positive Behavior Interventions & Supports at 3 Tiers Secondary Tertiary

52. Progress Monitoring for Behavior Activity (Mingle/Huddle/Sit) SWIS Data Systematic Screening for Behavior Disorders (SSBD) Structure Social Emotional Learning (SEL) Student Survey Review the concepts in your small group. How could SWIS data be used to progress monitor? How could the SEL Survey be used to progress monitor? How could the SSBD be used to progress monitor?

54. North School4th Grade Student…

55. Successful Academic Interventions Lunch Bunch Academic Intervention focusing on mathematics Students with at risk performance on Math MAP’s (Fall) Group based instructional focus – By RIT band Two 30-minute Sessions a week, eight weeks - Additional instructional time

56. Ave RIT Improvement for Lunch Intervention

57. Successful Academic Interventions Cont… Letter Sounds/Names Academic Intervention focusing on reading Students with at risk performance on the Alphabet Individualized targeted practice Fundations - Wilson (20 sessions)

58. Student A’s Letter Name Progress Monitoring

59. Student A’s Letter Sound Progress Monitoring

60. Successful Academic Interventions Cont… Words Their Way Academic Intervention focusing on word study activities, organized by developmental spelling stage An entire first grade classroom Group and individual focus 60% LEP Additional instructional time - 6 weeks

61. 1st Grade Student WTW Improvement

62. Academic/Behavioral Improvement Academics and behavior are linked If you improve one the other can improve North Elementary School Increased academic engagement correlated with lowest # of Behavioral Referrals since the school started official referral tracking

63. # Majors through Winter Break: 3 Years

64. Effective and Curriculum driven Data Based Decision Making It is not enough to only gather data It is not enough to only look at data For effective data based decision making it is critical to Create streamlined school/district level data collection processes Open collaborative communication pipelines Have data analysis that acknowledges that data does not exist in isolation Present staff/student orientated results and solutions not just numbers

65. MAJORS THROUGH 5-31-05

66. MAJORS THROUGH 5-31-07

69. Implications & Complexities(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.) Psychometric features of measures Standardized measurement procedures Documented “cut” criteria for determining responsiveness Interventions efficacy, effectiveness, & relevance Cultural, familial, language, etc. considerations Students with disabilities Professional development Applications across grades/schools & curriculum areas Treatment integrity & accountability Functioning of general v. special education K-12 applications

70. Messages RtI logic is “good thing” for all students, families, & schools Still some work to refine technology, practices, & systems Consider implications & complexities for practice & systems implementation

71. “Homework” Work as team Think/work systemically Develop fluency w/ “Big Ideas” Work smarter w/ existing resources Conduct self-audit

72. Website Resources pbis.org pbisillinois.org swis.org (School wide information system) Pbssurveys.org illinoisaspire.org sac_success.org isbe.net (Social Emotional Learning)