KILLING 2 BIRDS WITH 1 TRIANGLERTI & PBISDean Richards, OrRtISarah Crane-Simpson, UMESD

WHICH CAME FIRST?

TOO MANY ACRONYMS . . . RtI = Response to Intervention

PBIS = Positive Behavior Intervention and Support

Academic Systems

Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Professional DevelopmentLeadershipData based

teaming

Universal Screener

Decision Rules and Protocol

Progress Monitoring

Core Curriculum with Strong Instruction

Interventions

DATA BASED TEAMING

Principal Classroom Teachers Specialists School Counselor School Psychologist

o ODRs

o Sped Referrals

o Nominations

RTI PBIS

DATA BASED TEAMING

Types of meetings Tier 1 (grade level)

Examine the overall health of the core program for ALL students

Tier 2 (intervention group level) Examine students in interventions to determine,

“Is what we are doing working?” Exit, intensify, or continue intervention

Tier 3 (student level) Problem solve around individual student need

and design individual plan

LEADERSHIP

PBIS/RTI

Teacher leaders

Job delegation

Top down and bottom up

PROFESSIONAL DEVELOPMENT

Ongoing Based on student and

staff need and performance.

Time to collaborate and plan

Fidelity checks Data used to drive

professional development needs.

o 101

o Tier 2 interventions

o Team updates

RtI PBIS

UNIVERSAL SCREENER

ALL students at least three times per year

Good screening measures: Efficient, brief, valid,

reliable, unbiased and over-identifies

Screening is used as a key measure to determine: The health of the core Which students might

need additional intervention.

o Office Discipline Referrals

o Screener

o Teacher nomination

RtI PBIS

CORE CURRICULUM WITH STRONG INSTRUCTION

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

State standards Scope and sequence Engaging and motivating

instructional strategies

o School-wide expectations

o Lesson Plans

RtI PBIS

DECISION RULES AND PROTOCOL

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

o Team meetings

o Number of ODRs

o Referrals

RtI PBIS

PROGRESS MONITORING

Data answers the question: “Is what we are doing working?”

Frequency: Every 2 weeks

(minimum) Every week

(ideal)

o Data, not feelings

RtI PBIS

INTERVENTIONS Designed to match

instructional need Is in addition to district core

curriculum Uses more explicit instruction Provides more intensity

Additional modeling and guided feedback

Immediacy of feedback Does NOT replace core

o CICO

o TKO

o Social skills groups

o Community involvement

RtI PBIS

BENEFITS OF A RTI SYSTEM RTI 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

learning disabilities Prevent reading problems before they

occur Raise student achievement