the pbs & rti connection the pbs & rti connection using student data to make school-wide...
TRANSCRIPT
Presenters
• Mary Kealy, EdD – Assistant Superintendent for Pupil Services
• Elaine Layman, MS– Principal, John W. Tolbert, Jr. Elementary
School
• Cathy Shwaery, MS– Behavior Support Coordinator
Loudoun County Public Schools, Virginia
PBS and RtI Growth
5
22
01
0
5
10
15
20
25
2007 SY 2008 SY
PBS RtI
1 of 15 selected
schools in Virginia
Session Overview
• Conceptual Framework
• Leadership Roles
• RTI-PBS Connection
• Using Data for Behavioral Decisions
• Using Data for Academic Decisions
• School-based Implementation Strategies
• Action Plan
School Improvement Frameworks: Cooperating Initiatives
• School-wide PBS– An approach to teaching
children appropriate behavior and provide the supports necessary to sustain that behavior
– A framework for systems to identify needs, develop strategies and evaluate practices to implement for success
• Response to Intervention– An approach to teaching
children using highly effective strategies in increasing amounts of intensity
– A strategic framework into which schools fit their existing instructional programs
PBS & RtI
School-wide framework
Team with admin. support
Tiered approach
Data-driven decisions
Frequent monitoring
Continuous team training
Evidence-based interventions
Curriculum based measurement
Reading Specialist on team
Academic instruction and interventions
Core-strategic core academic interventions
Records review & Office referrals
Behavior Specialist on team
Behavioral interventions and
social skills training
Continuum for recognizing positive and
responding to negative behavior
Framework for School Improvement Efforts: Guiding Principles
• Promote evidence-based practices
• Support change at the systems level
• Develop local capacity to sustain effective practices
SYST
EMS
PRACTICES
DATA
OUTCOMES
Role of District Leaders
• Give “permission” for model• Provide a vision for outcome-based service
delivery• Reinforce effective practices• Expect accountability• Provide tangible support for effort
Policies TrainingCoachingTechnologyFunding
What Are the Desired Outcomes of a Successful District Plan?
District Outcomes• Led by General Education, Supported by Special
Education• Infrastructure for a 3-Tiered Model• Problem-Solving Model Implemented with Integrity• Effective Collection and Use of Data• Decision Rules for Intervention Evaluation and
Eligibility Determination• Technology to Manage and Document Data-Based
Decision Making• Improved Academic and Behavior Outcomes for All
Students• Consumer Confidence and Satisfaction
Source: Response to Intervention (RtI): Blueprints for Implementation at the State, District and Local Levels
School Leadership Role: PBS & RtI
Role of the Principal • Develops leadership team for problem-solving
process• Supports development of expectations• Responsible for allocation of resources• Facilitates priority setting and schedules• Ensures follow-up and professional
development• Supports program evaluation• Monitors staff support/climate
What Are the Desired Outcomes of a Successful School Plan?
School Level Outcomes
• Support for individuals experiencing the change• Professional development to provide the needed
knowledge and skills• Building level leadership (shared leadership)• Efficient structures for ongoing data collection,
analysis, and decision making• Effective system of instruction to meet the needs of
all students• Improved achievement and outcomes for students
Response to Intervention (RtI): Blueprints for Implementation at the State, District and Local Levels
Critical for Successful Implementation
• District-Level Leaders• Building Leadership Team• Data Coaches• Trainers/Facilitators• Teachers• Parents• Students
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 Screening•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems Designing School-Wide Systems for Student Successfor Student Success
RtI & PBS Application Examples
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 Record review
PROGRESS MONITORING
Curriculum based measurementOffice Discipline Referrals,
suspensions, behavior incidents
EFFECTIVE INTERVENTIONS
5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension
Direct social skills instruction, positive reinforcement, active supervision,
behavioral contracting, function-based support
DECISION MAKING RULES
Core, strategic, intensive tiers Primary, secondary, tertiary tiers
Plan to operationalize RtI and PBS at Tolbert Elementary School
The Problem Solving Model
Combined with PBS
Using a 4-Tiered
Intervention System
Level IConsultation
Between Teachers-Parents
Level II Consultation With OtherResources
Intensity of Problem
Am
oun
t of R
eso
urce
s Needed to
Solv
e P
roble
m
Level IIIConsultation with
the Problem Solving Action Team
Level IVIEP
Consideration
Define the problem
Implement Plan
Evaluate
Develop a Plan
RtI Problem Solving Approach
Overall Plan for Tolbert
Reading and PBS Interventions• Universal Screening – PALS and DRA• Power Up Time – Tiered Instruction time
allocation in schedule at all grades• Introduction to Strategic Intervention• Introduction to Curriculum Based Measures
and Data Collection• Tier 2 – PBS Interventions; Use of data to
early identify students for Check-In Check-Out system
Professional Development for RtIAugust• RtI Model and Processes • Collaborative Teaching • RtI combined with PBS First Quarter • Power-Up Enrichment/Independent Activities• Identification of students using Universal ScreeningSecond Quarter• Use of Power-Up to provide Tier II research based intervention • Use of CBM as probes for data collectionThird Quarter• Plotting of collected data to determine whether progress is being
made• Model use of Team meeting to determine next intervention• Implement use of Team meeting to analyze data
At Staff Meeting:How the RtI Model & PBS Can Help Us
• The RTI/PS Model meets requirements of the law (NCLB and IDEIA).
• The RTI/PS Model doesn’t wait until children fail.
• The RTI/PS Model is an “all children” initiative – every child gets help.
• The RTI/PS Model is a way to address disproportionality.
• The RTI/PS Model is a way to increase AYP.
How Did We Trouble Shoot?
• Individual long range goals broken into manageable steps for staff
• Parallel planning to avoid overlapping changes
• Monitoring by administrators to evaluate ease of implementation
~80% of Students
~15%
~5%
CONTINUUM of SWPBS & RtI
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• •
TERTIARY PREVENTION• Function-based support• Special Education• •
PRIMARY PREVENTION• Teach SW expectations• Effective instruction• •
Activity
1. Identify existing practices at your school or in your school district by tier.
2.Specify needed programs or interventions for each tier at your school or in your district.
~80% of Students
~15%
~5%
CONTINUUM of PBS
SECONDARY PREVENTION• • •
TERTIARY PREVENTION• • •
PRIMARY PREVENTION• •
SECONDARY PREVENTION• • •
TERTIARY PREVENTION• • •
PRIMARY PREVENTION• • •
CONTINUUM of RtI
Primary to Precise
• Primary Statements– Too many referrals– September has more
suspensions than last year
– Gang behavior is increasing
– The cafeteria is out of control
– Student disrespect is out of control
• Precision Statements– There are more ODRs
(Office Discipline Referrals) for aggression on the playground than last year, and these are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
Making Precision Statements
Define the Problem• What• Where• When• Who• Why• What other
information is needed?
Define the Solution• Prevention• Teaching• Reward• Corrective
Consequences• Monitoring
Using Data for Academic Decisions
Universal ScreeningPower-up Sessions
Curriculum-based Measurements, Probes, Plotting
Continue, Intensify or Discontinue Intervention
What will it take to sustain implementation with fidelity?
Prevention
Continuum of Evidence-based Behavioral Interventions
Systems Capacity for Accurate & Sustainable Implementation
Action Plan for PBS & RtI Implementation at the District or School Level
Implementation in Local School
District
School Site
Leadership Coordination/Collaboration
• • •
• • •
Training & Professional Development
• • •
• • •
Visibility, Funding, & Political Support
• • •
• • •
Evaluation • • •
• • •
Summary & Thoughts
What squares with my thinking?
○ What is circling in my mind?
∆ What 3 points will I take away from this presentation?
Resources
George Sugai, Co-Director, Center on Positive Behavioral Interventions & Supports
• www.pbis.org
• http://www.rti4success.org
• http://www.ncpublicschools.org/ec/development/learning/responsiveness
• www.nrcld.org
• www.nasdse.org