Title: An Introduction to PBIS in Roseburg Public Schools:
1An Introduction to - PBIS in Roseburg Public
Schools
- RTI, Professional Learning Communities and How to
Respond When Kids Dont Learn
2Critical 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)
3Response 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)
4Response 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)
5Response 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.
6Professional 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)
7Professional 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)
8Professional 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
9How 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
10How 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?
11How 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.
12How 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
13How 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
14How 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
15How 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
16How 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)
17How 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)
18Where 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