RTI and PBIS: Brothers from different mothers?

1. RTI and PBIS: Brothers from different mothers? OrRTI Spring Conference May 21, 2014

2. Targets…….. • Discuss the components of RtI and PBIS at each level of a multi-tiered system of support • Explain how they are intertwined in student achievement • Show how to use multiple data sources during meetings to improve student success

3. Guess the definition….. RTI PBIS “ A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.” “The practice of providing high-qualify instruction and intervention matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions”

4. http://www.youtube.com/watch?v=OUHISifeWFI

5. Essential Components of RTI

6. RTI Essential Components Data-Based Decision Making with Decision Rules Training Coaching Fidelity Standards of Practice SLD Decision Making Progress Monitoring Interventions Screening Core Professional Learning & Support Leadership Teaming/Data-Based Decision Making Culture

7. ASSESSMENT DATA-BASED DECISION MAKING INSTRUCTION SPED referral? Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team Formal Diagnostic As needed Tier 3 Individualized Intervention Tier 2/3 Supplemental Intervention Tier 2/3 Supplemental Intervention Progress Monitoring Weekly-Monthly Intervention Review Team 6-8 weeks Research-Based Core Curriculum w/ Strong Instruction Schoolwide Screening reviewed 3 times/year Universal Screening 3 times/year

8. Essential Elements of PBIS

9. Key Features of PBIS These four elements are guided by six important principles: • Develop a continuum of scientifically based behavior and academic interventions and supports • Use data to make decisions and solve problems • Arrange the environment to prevent the development and occurrence of problem behavior • Teach and encourage pro-social skills and behaviors • Implement evidence-based behavioral practices with fidelity and accountability • Screen universally and monitor student performance & progress continuously

10. ASSESSMENT DATA-BASED DECISION MAKING INSTRUCTION SPED referral? Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team Formal Diagnostic As needed Tier 3 Individualized Intervention Tier 2/3 Supplemental Intervention Tier 2/3 Supplemental Intervention Progress Monitoring Weekly-Monthly Intervention Review Team 6-8 weeks Research-Based Core Curriculum w/ Strong Instruction Schoolwide Screening reviewed 3 times/year Universal Screening 3 times/year

11. Academic Systems Behavioral Systems • Intensive, IndividualInterventions • Individual Students • Assessment-based • High Intensity • Intensive, IndividualInterventions • 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 • UniversalInterventions • All students • Preventive, proactive • UniversalInterventions • 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%

12. 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 Decision Rules I think… I feel… I believe What data do you have that makes you think/feel/believe that? -Dr. Ed Shapiro

15. Tier 1 (Universal) • For all students • Focus on qualify curriculum and instruction • Preventative approach • Fidelity • Using data for decision making Only after high quality academic and behavioral instruction is established at both school-wide and classroom levels can school teams conclude that students are in need of additional interventions.

17. Strong core instruction

18. Group Intervention meetings help decide if the cows are fed the right food

19. Tier I Reading Programs for ALL students Wonders Journeys Reading Street National Geographic Benchmark Literacy

22. Universal Screening Tools Academic Behavior Office Discipline Referrals Nomination Processes- Systematic Screening for Behavior Disorders (SSBD) system Attendance reports Suspension/expulsion reports Number of visits to the health room Grades (secondary) • DIBELS • EasyCBM • AimsWEB

23. FIDELITY!!!!

24. How can Good Classroom Management & Instruction Help with Academic Learning Time?: Typical School 1170 Hours in a typical school year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc.) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

25. Academic Learning Time: Effective School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125 (15% of allocated time for administration, transition, discipline) = 710 Instructional time (actually hours teaching: 710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Efficiency Rating = 49% Education Resources Inc., 2005

26. Unallocated Non-Instructional Time 75% vs. 85% = 84 more hours Difference in 15 minutes vs. 9 minutes/hour Employing PBS strategies in your school: Teaching expectations, teaching transitions and routines, managing appropriate and inappropriate behavior efficiently Engagement Rate 75% vs. 90% = 86 more hours Management of groups, positive acknowledgement systems, group contingencies Success Rate (Rate and Level!) 80% vs. 90% = 30 more hours Appropriate placement, leveled instruction, effective teaching So what? 200 hours more academic learning time (575 vs. 375) Equivalent of over 43 more days in school!! The Difference: Typical vs. Effective Schools Education Resources Inc., 2005

27. Despite our strong efforts. . .

28. Talk Time What do you currently have in place at Tier 1 to help support all students?

29. Tier 2 Evidence Based Interventions Along with Progress monitoring

31. Must be designed to match identified needs Is in addition to the district core curriculum Uses more explicit instruction Provides more intensity Additional modeling and guided feedback Immediacy of feedback Does NOT replace the core Interventions

32. Tier 2 Interventions SFA Tutoring Phonics For Reading STARS Reading Success REWARDS Six-Minute Solution Ladders to Literacy PA in Young Children Road to the Code Horizons Preteach/Reteach using Templates Read Naturally

33. Tier 2 Interventions

34. Progress monitoring Tools Academic Behavior Office Discipline Referrals Nomination Processes- Systematic Screening for Behavior Disorders (SSBD) system Attendance reports Suspension/expulsion reports Rating Scales from Teachers Grades (secondary) CICO charts • DIBELS • EasyCBM • AimsWEB

35. Chart and review progress at least weekly using Excel or CICO

36. SWIS CICO Report CICO charts

37. FIDELITY!!!!

38. Talk Time What do you currently have in place at Tier 2 to help support students?

39. Tier 3 Effective team decision making based on a problem solving model and Multiple data points necessary

41. Interventions

43. Talk Time What do you currently have in place at Tier 3 to help support students?

44. It will help you to: Know immediately, “Is what we are doing working?” Know which students need more/different Know what each student needs Provide structures to deliver what students need Reduce rates of identification of student with disabilities Prevent academic and behavioral problems before they occur Raise student achievement Benefits of an MTSS

46. Sometimes…….