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An Introduction to PBIS in Roseburg Public Schools:

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... practice in order to improve our individual and collective results. ... It is not enough to dream; we must plan. And it is not enough to plan; we must act. ... – PowerPoint PPT presentation

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Title: An Introduction to PBIS in Roseburg Public Schools:


1
An Introduction to - PBIS in Roseburg Public
Schools
  • RTI, Professional Learning Communities and How to
    Respond When Kids Dont Learn

2
Critical Components of PBIS in Roseburg Public
Schools
  • Positive Behavior and Instructional Support
    (PBIS) in Roseburg Public Schools is intended to
    be a structured, systematic, sustainable process
    involving the following features and activities
  • Response to Intervention (RTI)
  • Professional Learning Communities (PLCs) and
    Shared Instructional Leadership
  • Responding When Kids Dont Learn (MTI)

3
Response to Intervention - What is RTI?
  • RTI is the practice of
  • providing high-quality instruction and
    intervention matched to student need,
  • monitoring progress frequently to make decisions
    about change in instruction or goals, and
  • applying child response data to important
    educational decisions.
  • (NASDSE, 2005)

4
Response to Intervention - What is RTI? (cont.)
  • RTI, by design, is a shared responsibility of
    general and special education to implement
    prevention and intervention-focused practices,
    which will require unprecedented collaboration
    and coordination.
  • If student learning is the most important
    function of schools, then instruction is where we
    focus our time and attention.
  • (Fielding, Kerr and Rosier, 2007)

5
Response to Intervention - Why RTI?
  • It is good practice based on research and
    evidence
  • NCLB and changes in IDEIA 2004 allowed states to
    use RTI as a decision making framework for
    determining whether or not to refer a student for
    consideration for LD eligibility.

6
Professional Learning Communities and Shared
Instructional Leadership
  • I dont know of any school anymore that can be
    led by a single individual. It is too complex,
    far too demanding, and far too intractable for
    any one person to lead alone. Building a
    community of leadersis a powerful concept whose
    time has come.
  • (Barth, 2006)

7
Professional Learning Communities and Shared
Instructional Leadership (cont.)
  • PLCs and shared instructional leadership require
  • Collaboration a systematic way in which we work
    together interdependently, to analyze and impact
    professional practice in order to improve our
    individual and collective results. (Dufour,
    Dufour, and Baker, 2002)
  • Student learning and achievement increase
    substantially when teachers work in learning
    communities supported by school leaders who focus
    on improvement. (Fullan, 2008)

8
Professional Learning Communities and Shared
Instructional Leadership (cont.)
  • PLCs and shared instructional leadership
    require
  • Teaming - School teams have three important
    purposes
  • -To review school-wide academic and behavior
    data in order to evaluate the effectiveness of
    core programs
  • -To screen and identify students needing
    additional academic and/or behavior support
  • -To plan, implement and modify interventions for
    these students

9
How Do We Respond When Kids Dont Learn? (cont.)
  • Data-Based Decision Making
  • The role of assessment for learning is essential
    in order to link data on learning to
    instructional practices that achieve student
    results. (Fullan, 2008)
  • Use screening measures (e.g. DIBELS, OAKS, MAP)
    to identify students who need additional support
  • - Which children are at risk for long-term
    difficulties?
  • Use diagnostic and placement measures (e.g.
    In-program assessments, Phonics Screener) to
    identify the specific skill need and to determine
    the appropriate intervention

10
How Do We Respond When Kids Dont Learn? (cont.)
  • Data-Based Decision Making
  • Use progress monitoring (DIBELS, In-program
    progress monitoring tools), to evaluate response
    to intervention
  • - Is the instruction effective? Are the at-risk
    students growing enough?
  • Use grade level reports, benchmark assessment
    reports (DIBELS, OAKS, MAP) to evaluate grade or
    school level performance
  • -How are all the students progressing and how
    does this student compare to his peers? Are all
    students growing?

11
How Do We Respond When Kids Dont Learn? (cont.)
  • Multi-Tiered Instruction
  • Multi-tiered instruction (MTI) is a model for
    boosting the achievement of all students.
  • You can do MTI without doing RTI, but you cant
    do RTI without MTI.
  • MTI any student who needs extra help, gets help.

12
How Do We Respond When Kids Dont Learn? (cont.)
  • Multi-Tiered Instruction (using reading as the
    example)
  • Tier I universal instruction
  • Focus For all students
  • Program Evidence-based core program
  • Grouping Multiple grouping formats to meet
    student needs, including differentiated,
    whole- class instruction
  • Time 90-minutes of core instruction
  • Assessment Benchmark assessment at beginning,
    middle and end of academic year.
  • Delivered by General education teacher
  • Setting General education classroom

13
How Do We Respond When Kids Dont Learn? (cont.)
  • Tier II targeted, short-term instruction -
  • Focus For students identified with difficulties
    who have not responded to Tier I efforts
  • Program Evidence-based intervention programs
  • Grouping Homogeneous small-group instruction
  • Time Minimum of 30-minutes per day in small
    group in addition to 90-minutes of core
    instruction
  • Assessment Progress monitoring (at least 2 times
    per month) on target skill to ensure adequate
    progress and learning with good data collection
  • Delivered by Personnel determined by school
  • Setting Appropriate setting designated by the
    school may be within or outside of the
    classroom

14
How Do We Respond When Kids Dont Learn? (cont.)
  • Tier III intensive, targeted support
  • Focus For students with marked difficulties in
    reading who have not responded to Tier I or
    Tier II efforts
  • Program Evidence-based, sustained, intensive
    intervention programs
  • Grouping Homogeneous small group instruction
  • Time Minimum of two 30-minute sessions per day
    in addition to 90 minutes of core reading
    instruction
  • Assessment Progress monitoring at least once per
    week with
  • good data collection
  • Delivered by Personnel determined by the school
  • Setting Appropriate setting designated by the
    school

15
How Do We Respond When Kids Dont Learn? (cont.)
  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures

5-10
5-10
10-15
10-15
16
How Do We Respond When Kids Dont Learn? (cont.)
  • Assess the fidelity and integrity with which
    instruction and interventions are implemented A
    core program is effective if it meets the needs
    of 80 of all students in the school.
  • Ask yourself What small changes can we make in
    instructional practice that will leverage big
    impact?
  • We have 100 of the technology to bring 95 of
    all children to benchmark in reading. We dont
    need to work harder, we need to work differently.
    We need to make changes in how we deliver
    programs - core and intervention. (Jo Robinson,
    2009)

17
How Do We Respond When Kids Dont Learn? (cont.)
  • I am struck by the power of action. It is not
    enough to dream we must plan. And it is not
    enough to plan we must act.
  • (Leonardo da Vinci)

18
Where can I learn more about PBIS in Roseburg
Public Schools?
  • Go to our district website
  • www.roseburg.k12.or.us
  • You will find many resources, including
  • PBIS Manual
  • PBIS Professional Development Modules
  • Links to other RTI resources
  • Link to SOrRTI Resource Center
  • Coming attraction PBIS Professional Development
    Module 3 PLCs and RTI
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