coral wilkens m.ed director special programs quinlan isd
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Coral Wilkens M.EdDirector Special Programs Quinlan ISD
RtI- Making an Equilateral TriangleIntegrating Academics and Behavioral
Interventions- Where do we start?
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)
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
The RtI Triangle
Behavioral Supports
Specialized Individual Interventions(Individual StudentSystem)
Continuum of Effective BehaviorSupport
Specialized GroupInterventions(At-Risk System)
Universal Interventions (School-Wide SystemClassroom System)
Studentswithout SeriousProblemBehaviors (80 -90%)
Students At-Risk for Problem Behavior(5-15%)
Students withChronic/IntenseProblem Behavior(1 - 7%)
Primary Prevention
Secondary Prevention
Tertiary Prevention
All Students in School PBIS 1994- Sugai
Positive Behavioral Support
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
Arguments against integration
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
Program Name # of districts Using the program
Champs 1Skill streaming 1ART (Agression Replacement Training)
1
TBSI 2Love and Logic 2Behavior RtI Framework 1Character Education 1Custom Designed Program 1PBS Support strategies 2Dream Keepers 1Campus-wide expectations 3Unknown 1
PBS Programs Identified
Educators’-Comfort Level Teaching Social and Emotional Competencies
Level of Agreement
Familiarity with alternate strategies
Matching strategies to student
District provided training
Comfort level teaching
Strongly Agree 25 0 31.25 31.25
Agree 37.5 43.7 50 50
Somewhat 37.5 37.5 18.75 12.5
Disagree 0 12.5 0 0
Strongly Disagree 0 6.25 0 6
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!
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.
Write down the vision and make it plain so that all who reads it will run to it…..Habakuk 2:2
Articulate the Vision
• 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!
Develop your End Goal
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?
1. Define your academic and behavior continuum
2. Define the practices at each tier.
3. Define the criteria process.
Set your action Plan
Behavior and Academics: One System
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All settings, all students•Preventive, proactive
Intensive, Individual Interventions•Individual Students•Assessment-based•High IntensityTargeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Core Instruction
Acad
emics
Behavior
• How do you determine who is in what TIER?
• Talk with the person next to you
Activity
• 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.
Options for TIER determinations
Comprehensive, Intense, Accelerated instruction-
NOT MORE TIER 2!
Targeted and Instruct: Skills, not more of the
core!
Universal – First defense
TIERED Interventions
Behaviors strategies for the TIERS
Specialized Individual Interventions(Individual StudentSystem)
Continuum of Effective BehaviorSupport
Specialized GroupInterventions(At-Risk System)
Universal Interventions (School-Wide SystemClassroom System)
Studentswithout SeriousProblemBehaviors (80 -90%)
Students At-Risk for Problem Behavior(5-15%)
Students withChronic/IntenseProblem Behavior(1 - 7%)
Primary Prevention
Secondary Prevention
Tertiary Prevention
All Students in School
Integrating the Systems
RtI- Integrated Supports
RtI Examples- Who-What, Why…EARLY
READING/LITERACY SOCIAL BEHAVIOR
TEAMGeneral educator, special
educator, reading specialist, Title I, school psychologist,
etc.
General educator, special educator, behavior
specialist, Title I, school psychologist, etc.
UNIVERSAL SCREENING Curriculum based measurement
Behavior, record review, gating
PROGRESS MONITORING Curriculum based measurement
ODR, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS5-specific reading skills: phonemic awareness,
phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, token
economy, active supervision, behavioral
contracting, group contingency management,
function-based support, self-management
DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers
Collecting the Data• Behavior Data Collection Methods
Intensive AssessmentBehavior Rating ScalesFunctional BehaviorAssesmentCombined Assessments
Direct Assessment /Progress MonitoringDBR (broad category)ObservationsExtant Data?
Extant Data/Screening:ODRAttendanceGradesScreener Rating Scales
Boice-Mallach,
Building it is a Must!Teacher Capacity
Where to StartA 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
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
• 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 .
Define Instructional Integration
• Begin with the end in mind• Be proactive• Put first things first• Think Win- Win• Synergize
Slow is FastStephen R. Cove
Time is of the Essence
Let’s Have a Great Year!
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