RTI: Reasons, Practices, Systems,

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RTI Reasons, Practices, Systems, Considerations

• George Sugai
• OSEP Center on PBIS
• www.pbis.org www.cber.org
• George.sugai_at_uconn.edu
• Edited for SASED Presentation 2.29.08
• Marla Dewhirst, Illinois PBIS Technical
  Assistance Director

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Part 1 PBIS as a Response to Intervention Model

• Marla Dewhirst
• Illinois PBIS Network
• pbisillinois.org

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STUDENT ACHIEVEMENT
Good Teaching
Social Behavior Support
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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RtI Good IDEiA Policy

• Approach for redesigning establishing teaching
  learning environments that are effective,
  efficient, relevant, durable for all students,
  families educators
• NOT program, curriculum, strategy, intervention
• NOT limited to special education
• NOT new

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RtI
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Designing School-Wide Systems for Student
SuccessA Response to Intervention Model
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10

• Universal Interventions
• All Settings, All Students
• Preventive, Proactive

80-90
80-90
Adapted from What is school-wide PBS?
OSEP Technical Assistance on positive
behavioral Interventions and supports. Accessed
at http//www.pbis.org/schoolwide.htm
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Group Activity

• Article Response to Intervention and Positive
  Behavior Support
• Reader 1 Introduction and Tier 1(pg 1-2)
• Reader 2 Tier 2 (pg 3)
• Reader 3 Tier 2 to finish (pg 4-5)
• Read Sections and review with your group of 3 the
  content of your reading main points
• As a Group suggest 5 ways of integrating PBIS and
  Academic RTI processes.

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A UNIFIED Model of School Supports 3-Tiered
Model
Batsche, G. M., Elliott, J., Graden, J., Grimes,
J., Kovaleski, J. F., Prasse, D., et al. (2005).
Response to intervention Policy considerations
and implementation. Alexandria, VA National
Association of State Directors of Special
Education, Inc.
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Designing School-Wide Systems for Student
SuccessA Response to Intervention Model
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10

• Universal Interventions
• All Settings, All Students
• Preventive, Proactive

80-90
80-90
Adapted from What is school-wide PBS?
OSEP Technical Assistance on positive
behavioral Interventions and supports. Accessed
at http//www.pbis.org/schoolwide.htm
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Problem SolvingImproving Decision-Making
Solution
Problem
From
Problem Solving
Solution
Problem
To
Information (Data)
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Terry Scott 4 Things we do at each level

• Predict failure (who, where, when, why)
• Universal Screening
• What can we do to prevent failure
• Tiered interventions
• How can we maintain consistency?
• Implement interventions with integrity
• How will we know when it is working
• Progress monitoring

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Universal Screening/Progress Monitoring

• Universal Screening
• All students
• Brief administrations 3 times per year ()
• Suggests At-Risk for small group
• Determines success of Tier 1

• Student Progress Monitoring
• Students receiving interventions
• Repeated measures (weekly/monthly)
• Sensitive to small change
• Determines progress

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Progress Monitoring for Behavior

• SWIS Data
• Systematic Screening for Behavior Disorders
  (SSBD) Structure
• Social Emotional Learning (SEL) Student Survey

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Intensity Defined

• Increased amount of time
• Smaller group size adult/student ratio
• Method of Instruction varied (sometimes, but not
  always)

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RtI Application Examples
EARLY READING/LITERACY SOCIAL BEHAVIOR
TEAM General 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 SSBD, record review, gating
PROGRESS MONITORING Curriculum based measurement Discipline referral, suspensions, behavior incidents, precision teaching
EFFECTIVE INTERVENTIONS 5-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
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North School Demographic Swings
1999 2006 2007 White 53.0 36.8 33.7 Black
7.4 14.0 17.1 Hispanic 26.7 33.8 31.7 Asian 13.
0 12.9 12.7 Low-Income 28.1 42.9 47.3 ELL 26.9
39.0 41.6 Mobility 18.7 21.7 28.4 Enrollment 555
536 526
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North School Achievement Swings -AYP Reports
Summary 2003 2004 2005 2006 2007 Reading
(All) 62.0 62.2 71.1 74.3 75.0 Math
(All) 78.4 81.1 77.8 81.9 82.5 White
Reading 76.9 68.8 75.7 80.5 75.6 Black
Reading Hispanic Reading 34.9 51.9 66.1 75.3
81.3 Asian Reading ELL Reading 73.9 77
.0 86.0 IEP Reading 43.8 44.9 Low-Income
Reading 40.0 45.8 61.9 69.2 66.4 White
Math 84.4 91.0 90.0 86.7 81.4 Black
Math Hispanic Math 69.8 67.9 66.1 79.3 82.7
Asian Math ELL Math 63.0 75.0 82.6 IEP
Math 54.2 61.2 Low-Income
Math 60.0 66.2 67.9 77.6 66.4

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North School4th Grade Student
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North School PBIS Flowchart Year Two Initial
Implementation Phase
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North School PBIS Flowchart Behavior and
Learning Year Three - Transition Phase
Re-teaching
Expected Behavior Training
Grade Level Team/Triad
Interventions Rewards School Wide
Intervention Planning
Team Leader Meeting
Team Leaders
Collaboration Implementation Triad Meeting
Targeted Interventions- Group or Individual
PBIS Target Team
SST Team Meeting
PBIS Target Team SST
Individual or Group New to North New to the
USA High Energy Homework Headquarter
Building Meetings
Intensive
LEGEND
Institute or SIP Days
Targeted
Intensive
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North School PBIS Flowchart Behavior and
Learning Year Four - RTI Phase
New to North New to the USA High Energy Homework
Headquarter Year End Study Hall Language
Register Mental Models
Re-teaching
Grade Level Team/Triad
Expected Behavior Training
Team Leader Meeting
Intervention
Interventions Rewards School Wide
Triad/Team Problem-solving
Targeted Interventions
SST/Triad Support
Team Leaders
SST Meetings
Building Meeting
Intensive
LEGEND
Institute or SIP Days
Targeted
Intensive
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TIER 1 CORE CLASS INSTRUCTION-Example
FOCUS For all students
PROGRAM Scientific-based Reading instruction
GROUPING Multiple grouping format to meet student needs
TIME 90 minutes per day or more
ASSESSMENT Benchmark assessment at beginning, middle, end of year
INTERVENTIONIST General education teacher
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TIER 2 SMALL GROUP INTERVENTION-Example
FOCUS For students identified with marked reading difficulties, who have not responded to Tier I efforts
PROGRAM Specialized scientific-based Reading program(s) emphasizing the 5 elements of beginning reading
GROUPING Homogeneous small group instruction (15)
TIME 25-30 minutes per day in small group in addition to 90 minutes of core reading instruction
ASSESSMENT Weekly progress monitoring on target skills to ensure adequate progress learning
INTERVENTIONIST Research-provided interventionist
SETTING Appropriate setting outside the classroom designated by the school
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TIER 3 INTENSIVE INTERVENTION-Example
FOCUS For students with marked difficulties IN reading or reading difficulties who have not responded adequately to Tier 1 2 efforts
PROGRAM Individualized responsive intervention emphasizing critical elements of reading for students with reading difficulties/disabilities
GROUPING Homogeneous small group instruction (13)
TIME 50 minutes per day in small group in addition to 90 minutes of core reading instruction
ASSESSMENT Weekly progress monitoring on target skills to ensure adequate progress learning
INTERVENTIONIST Research-provided interventionist
SETTING Appropriate setting outside the classroom designated by the school
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TIER 1 SCHOOL-WIDE BEHAVIOR INTERVENTION-Example
FOCUS For all students
PROGRAM Positive Behavioral Interventions Support
GROUPING All students taught school-wide expectations for behavior
TIME Fall kick-off, clear-in-the moment reminders, pre-corrections, boosters
ASSESSMENT Ongoing Big 5 Discipline data, Systems data for PBIS Schools (research and monitoring tools)
INTERVENTIONIST Staff (All the adults in the school)
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TIER 2 GROUP BEHAVIORIAL INTERVENTION-Example
FOCUS For students identified as exhibiting problem behaviors, who have not responded to Tier I efforts
PROGRAM Group intervention like Check and Connect
GROUPING Students with 2-5 ODRs (Office Discipline Referrals)
TIME Check in with adult before and after school
ASSESSMENT Weekly progress monitoring on target behavior to ensure adequate progress and reduction of problem behavior
INTERVENTIONIST Trained behavioral interventionists (Secondary Intervention Team)
SETTING Meet adult in designated location before/after school
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TIER 3 INTENSIVE BEHAVIORIAL INTERVENTION-Example
FOCUS For students with intensive needs and difficulties who have not responded adequately to Tier 1 2 efforts (6 ODRs and problems in 3 life domains)
PROGRAM Individualized intervention building on student strengths through support of Wrap Team
GROUPING Selective Team (Family) and individual student
TIME Weekly Wrap team meeting
ASSESSMENT Weekly progress monitoring on target goals to ensure progress and success of plan (SIMEO)
INTERVENTIONIST Tertiary support team (Wrap team) with reps from family, school community lead by trained interventionist
SETTING Appropriate setting designated by the team
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Behavioral and Academic Interventions at All Tiers
Academic Systems
Behavior Systems
1-5
1-5
5-10
5-10
80-90
80-90
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Behavioral and Academic Data at All Tiers
Behavior Systems
Academic Systems
1-5
1-5
5-10
5-10
80-90
80-90
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Behavioral and Academic Interventions at All Tiers
Academic Systems
Behavior Systems
__________________________________________________
______
__________________________________________________
______
1-5
1-5
5-10
5-10
__________________________________________________
______
__________________________________________________
______
80-90
80-90
__________________________________________________
______
__________________________________________________
______
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Behavioral and Academic Data at All Tiers
Academic Systems
Behavior Systems
__________________________________________________
______
__________________________________________________
______
1-5
1-5
5-10
5-10
__________________________________________________
______
__________________________________________________
______
80-90
80-90
__________________________________________________
______
__________________________________________________
______
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Working Smarter
Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP ?
?
?
?
PBIS Universal Team
PBIS Targeted Team


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Activity Working Smarter

• What committees/teams already exist addressing
  academics, climate, safety, social skills,
  behaviors?
• Look at working smarter grid in packet and note
  your schools status
• Share names of committees and your observations
  of their activities

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Part 2 Progress Monitoring and Behavioral
Interventions at 3 Tiers

• Marla Dewhirst
• Illinois PBIS Network
• pbisillinois.org

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Responsiveness to InterventionAcademic
Social Behavior
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RTI A Continuum of Support for All
Few
Some
All
Dec 6, 2007
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Progress Monitoring for Behavior

• SWIS Data
• Systematic Screening for Behavior Disorders
  (SSBD) Structure
• Social Emotional Learning (SEL)
• Expanded Behavioral Referral Process
• SEL Surveys

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SWIS

• www.swis.org
• Web-based, secure, building specific
• Features of an existing behavioral monitoring
  system
• Pilot modifications for progress monitoring

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SSBD

• The Systematic Screening for Behavior Disorders
  (SSBD) (Walker and Severson, 1992)
• Developed as a schoolwide screening tool for
  children in grades 1-6
• Similar to annual vision/hearing screenings
• Identifies behaviors that may impede academic and
  social functioning

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SSBD

• The SSBD is NOT recommended as a diagnostic tool
  for eligibility for special education services
• A multi-modal assessment process including the
  use of the Child Behavior and the Revised
  Behavior Problem Checklists are recommended for
  students being evaluated for eligibility for
  special education services
• The SSBD screening WILL NOT replace the current
  procedures for special education evaluation or
  any other identification for support process

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SSBD

• Provides systematic screening of ALL students in
  grades 1-6 based on teacher nomination from class
  lists
• Screens for externalizing (e.g. acting out) AND
  internalizing (e.g. introverted) behaviors
• For numerous reasons students with internalizing
  behaviors are less likely to receive services
  than students with externalizing behaviors

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SSBD Proposed interventions

• Pass Gate 1 Universal team monitors (N6, 20
  of student pop)
• Pass Gate 2 Automatically receive simple
  secondary level intervention and monitor for
  response (N0-6). Collect baseline data (ODRs,
  BEP cards, etc)
• Based on response to simple interventions, youth
  may be pushed up into more intensive secondary or
  tertiary interventions

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Social Emotional Learning Standards

• isbe.net (curriculum/standards/social emotional
  standards)
• Teaching of SEL standards is required of all
  schools
• Office referral also used as opportunity for
  Social Emotional Learning

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Illinois Learning StandardsSocial/Emotional
Learning
Three Goals of SEL 31.) Develop self-awareness
and self-management skills to achieve school and
life success 32.) Use social-awareness and
interpersonal skills to establish and maintain
positive relationships 33.) Demonstrate
decision-making skills and responsible behaviors
in personal, school, and community contexts
Source www.isbe.state.il.us
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SEL Tools

• Matrix of Behaviors
• Expanded Behavioral Referral Form
• Surveys
• Student
• Staff
• Family/Community

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Positive Behavior Interventions Supports at 3
Tiers

• Universal (Behavior Academic)
• -Teaching School-Wide Expectations - Teaching
  Social Skills - Active Supervision monitoring
  in common areas
• Firm, fair, corrective discipline - Effective
  Classroom Management - Positive reinforcement for
  all Student of the Week, Quarterly Rewards, Paw
  Prints (Universal Reinforcement) - Weekly recess
  for good behavior - Effective academic support
• Homework Dens - Academic Awards Assemblies
  - Balanced Literacy - Differentiated
  Instruction

• Secondary
• Tertiary

Analyze Student Data
Group Interventions
Behavior

• Title I
• Increased academic support practice
• STARS - REI Support
• Parent Training Collaboration

• - Intensive Social Skills Training Support
• - Contracts - Self-management programs
• School-based Adult Mentors (Check-in)
• Alternative to suspension -Peer medication
• Community Service

Academic

• School-based Adult Mentors
• Intensive Social Skills Training Support
• Team-Based Wraparound -Individualized FBAs
• Alternatives to Suspension Expulsion

• Intensive academic support - Parent training and
  collaboration - STARS - SPIRE
• Title I - REI Support - Community-based Adult
  Mentors - Intensive progress monitoring

Adapted from T. Scott, 2004
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Progress Monitoring for Behavior Activity
(Mingle/Huddle/Sit)

• SWIS Data
• Systematic Screening for Behavior Disorders
  (SSBD) Structure
• Social Emotional Learning (SEL) Student Survey
• Review the concepts in your small group. How
  could SWIS data be used to progress monitor?
• How could the SEL Survey be used to progress
  monitor?
• How could the SSBD be used to progress monitor?

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Planning Interventions
1. Problem Identification Teacher submits a name
to Carol via e-mail or in box Triad team is
alertedmember will check inmeeting
scheduled What is the discrepancy between what
is expected and what is occurring?
2. Problem Analysis Why is the problem
occurring? Do you have enough data or information
confirm or refute a hypothesis?
3. Plan Development What is the goal? What is
the intervention plan? How will progress be
monitored?
5. Plan Evaluation Was the intervention plan
successful?
4. Plan Implementation How will implementation
integrity and fidelity be ensured?
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North School4th Grade Student
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Successful Academic Interventions

• Lunch Bunch
• Academic Intervention focusing on mathematics
• Students with at risk performance on Math MAPs
  (Fall)
• Group based instructional focus By RIT band
• Two 30-minute Sessions a week, eight weeks -
  Additional instructional time

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Ave RIT Improvement for Lunch Intervention
Created by Ken DeYoung
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Successful Academic Interventions Cont

• Letter Sounds/Names
• Academic Intervention focusing on reading
• Students with at risk performance on the Alphabet
• Individualized targeted practice
• Fundations - Wilson (20 sessions)

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Student As Letter Name Progress Monitoring
Created by Ken DeYoung
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Student As Letter Sound Progress Monitoring
Created by Ken DeYoung
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Successful Academic Interventions Cont

• Words Their Way
• Academic Intervention focusing on word study
  activities, organized by developmental spelling
  stage
• An entire first grade classroom
• Group and individual focus
• 60 LEP
• Additional instructional time - 6 weeks

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1st Grade Student WTW Improvement
Created by Ken DeYoung
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Academic/Behavioral Improvement

• Academics and behavior are linked
• If you improve one the other can improve
• North Elementary School
• Increased academic engagement correlated with
  lowest of Behavioral Referrals since the school
  started official referral tracking

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Majors through Winter Break 3 Years
Created by Ken DeYoung
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Effective and Curriculum driven Data Based
Decision Making

• It is not enough to only gather data
• It is not enough to only look at data
• For effective data based decision making it is
  critical to
• Create streamlined school/district level data
  collection processes
• Open collaborative communication pipelines
• Have data analysis that acknowledges that data
  does not exist in isolation
• Present staff/student orientated results and
  solutions not just numbers

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MAJORS THROUGH 5-31-05
18 students with 6 or more referrals TOTAL RED
3.9 61 students with 3-5 TOTAL YELLOW 10.6
105 Students with 1-2 referrals 390 Students
with 0 referrals TOTAL GREEN 86.0

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• High Intensity

1-5

• Targeted Individual
• Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

5-10

• Universal Interventions
• All students
• Preventive, proactive

80-90
571 Students
365 Majors Was 310 as of April
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MAJORS THROUGH 5-31-07
12 students with 6 or more referrals OR 2.2
was 2.2 as of April ---------------------------
28 students with 3-5 referrals OR 5.2 was
4.1 as of April ---------------------------- 91
Students with 1-2 referrals OR 17 was 15.1 as
of April 404 students with 0 referrals OR 75.5
was 78.5 as of April TOTAL GREEN 92.5

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• High Intensity

1-5

• Targeted Individual
• Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

5-10

• Universal Interventions
• All students
• Preventive, proactive

80-90
535 Students
314 Majors Was 290 as of April
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CONTINUUM of SWPBS

• Audit
• Specify outcome for each effort
• Identify existing efforts by tier
• Evaluate implementation accuracy outcome
  effectiveness
• Eliminate/integrate based on outcomes
• Establish decision rules (RtI)

• Tertiary Prevention
• Function-based support

5
15

• Secondary Prevention
• Check in/out

• Primary Prevention
• SWPBS

80 of Students
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RtI Systems Considerations?
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Implications Complexities(E.g., Gresham,
Grimes, Kratochwill, Tilly, etc.)

• Psychometric features of measures
• Standardized measurement procedures
• Documented cut criteria for determining
  responsiveness
• Interventions efficacy, effectiveness,
  relevance
• Cultural, familial, language, etc. considerations
• Students with disabilities
• Professional development
• Applications across grades/schools curriculum
  areas
• Treatment integrity accountability
• Functioning of general v. special education
• K-12 applications

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Messages

• RtI logic is good thing for all students,
  families, schools
• Still some work to refine technology, practices,
  systems
• Consider implications complexities for practice
  systems implementation

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Homework

1. Work as team
2. Think/work systemically
3. Develop fluency w/ Big Ideas
4. Work smarter w/ existing resources
5. Conduct self-audit

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Website Resources

• pbis.org
• pbisillinois.org
• swis.org (School wide information system)
• Pbssurveys.org
• illinoisaspire.org
• sac_success.org
• isbe.net (Social Emotional Learning)