RtI and PBS

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RtI and PBS

• Presented by Bill Brown, School Social Worker,
  Helen Hunt Elementary

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Agenda

• Setting the Stage
• RtI Overview
• Data
• Problem Solving Process
• PBS Overview
• Challenges

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RtI

• School Reform
• SLD and SIED Determination process

• NCLB
• IDEA 2004

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Systems TheoryProcess and Content

• PBS, CQI RtI
• Systems Approaches
• Data
• Problem Solving Process
• Team Driven
• Collaborative

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Sustainability

• Team driven rather than individual or expertise
  driven

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R e g u l a r E d u c a t I o
n
S p e c I a l E d u c a t I o
n
G I f t e d a n d T a
l e n t e d
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The American Educational System Structure
Our education system has grown up through a
process of Disjointed Incrementalism
(Reynolds, 1988)
SPED
VocED
Homeless
Programmatic Evolution
Title I
K-12 Education
ESL
At-Risk
Heartland 2004
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Resource Allocation

• Turf wars exist presently in the kingdoms we have
  created resulting in
• Conflicting programs
• Redundancy
• Lack of coordination across or among programs
• Conflicting and convoluted funding streams
• Student groupings that are not instructionally
  based
• Rules, rigidity, and structure for structures
  sake
• Bureaucracy for the sake of bureaucracy

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RtI
SPED
Regular Ed
GT
Continuum of interventions that can be accessed
by all students
PBS
Special Education
Regular Education
Gifted and Talented
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Resource Allocation

• Resources must be made available in a manner that
  is directly proportional to the STUDENT need
• Resources must be available in a continuous
  stream and not a discrete stream
• Funding should be shifted in areas of need
• Personnel should be utilized to strengthen
  student achievement

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The Basics
Any Curriculum Area
1-5
1-5
5-10
5-10
Students
80-90
80-90
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What is the 3 Tiered Model?
Process

• A systematic approach for providing student
  interventions
• Identifies struggling students BEFORE they fall
  behind
• Provides struggling students with support
  throughout the educational process

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Tier I Instruction
Process

• Tier I instruction incorporates basic elements
• a high-quality program of instruction based upon
  the Basal Curriculum
• interventions are done within the classroom
• on-going assessment of students to determine
  instructional strengths and needs
• interventions are based upon scientific research
  principles
• on-going professional development to provide
  teachers with necessary tools to ensure every
  student receives quality instruction

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Tier I Instruction
Process

• Tier I instruction is designed to address the
  needs of the majority of a schools students.
  Using flexible grouping and targeting specific
  skills, classroom teachers are able to meet the
  needs of a majority of their students.
• Tier 1 focus is on improving the core classroom
  instruction that ALL students receive.
• The task set forth in Tier I is to upgrade the
  general instruction in a manner that effectively
  addresses the needs of deficient students in a
  whole group setting.

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Tier I Intervention
Content
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Interventions
Content

• Academic and behavior for each Tier 1

Behavior 1) Re-teach Boys Town 2) Pre-referral
Intervention Manual (PRIM)
Math 1) SuccessMaker 2) Stand Out Math 3) Math
Wrap Ups
Reading 1) SuccessMaker 2) PPLSP 3) Macmillan
Skills Interventions 4) Ive DIBELd Now What?
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Content/Process
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Tier II Supplemental Instruction
Process

• Tier II is small-group, supplemental instruction
  in addition to the time allotted for core
  instruction
• Frequent progress monitoring
• Instruction is provided to same-ability groups
• Tier II includes programs, strategies, and
  procedures designed and employed to supplement,
  enhance, and support Tier I

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Tier II Supplemental Instruction
Content
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Interventions
Content

• Academic and behavior for each Tier 2

Math 1)SuccessMaker strands 2) Versatiles 3)
Moving with Math by Topic (1-4) 4) Knowing
Mathematics (4,5)
Reading 1) SuccessMaker strands 2) Explode the
Code 3) Stepping Stones to Literacy 4) Watch
Word 5) Sound Partners 6) StarLIT 7) Strong
Phonics Card Games 8) Read Well 9) Read Well
Plus 10) Versatiles
Behavior 1) Heartwood Curriculum 2) Project Ride
1.5
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Difference between Tiers 2 and 3
Process

• The difference between Tier 2 and Tier 3 is the
  frequency and group size of the intervention
  treatment. This is the last stage of the
  intervention model and is the most intensive.
• Tier 3 Services can look like SPED services.

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Tier III
content
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Interventions
content

• Academic and behavior for each Tier 3

Reading 1) Triumphs (K-5) 2) Early Reading
Intervention 3) Lindamood Bell LiPS 4) Lindamood
Bell V/V 5) Seeing Stars 6) Orton Gillingham 7)
Smaller group and/or more intensive Tier 2
interventions
Behavior 1) Behavior Intervention Plan 2) Social
Worker services
Math 1) Connecting Math Concepts (A,B) 2) On
Cloud Nine Math 3) Smaller group and/or more
intensive Tier 2 interventions
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Knox County Response to Intervention Model
Process
Consideration for SPED evaluation
   
HIGH
Tier 3 More Intense Two 30 min sessions per day
Tier 2 Supplementary Interventions Four 30 min
sessions/wk
Intensity of Treatment
Tier 1 Universal Interventions
Monitoring Frequency/Degree of Unresponsiveness
to Intervention
LOW
HIGH
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GATE (Generate Alternative Treatment Enhancements)
Process/Content
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Collect Weekly Progress Monitoring data Hunt
DIBELS schedule
Content
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Content/Process
ROI
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Data
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RtI 2006-2007 Data
Data

• 76 students served Tiers 2 3
• 64 students completed school year
• 98 of the students who completed the year moved
  one level up i.e. U -- PP -- P -- A

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Team Problem Solving Process
Process
Social Work EGPIE CQI PDSA CPI COPING
Different from the Child Study process

• Define the problem based on data (10 of time
  spent)
• Set goals
• Brainstorm and decide on interventions, creating
  a plan
• Implement plan
• Collect data
• Evaluate data

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PBS Overview and Concepts

• A Process of Systems Change

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Positive Behavioral Support
Process

• Proactive and preventative
• Instructionally focused
• Empirically sound
• Data driven
• School-wide systems change model (process not
  program)
• Individualized to school needs

That provides academic and behavioral support for
all learners
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Behavioral Support Assumptions
Process

• Most school behaviors are learned
• Most school problem behaviors are learning errors
• Get the student what they want or need
• Get the student out of what they dont want to do
• Has a communicative intent
• Effective instruction is one of your best methods
  for managing both academic and social behavior

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Decisions are Data Driven
Process

• What this looks like
• Efficient data collection, manipulation, and
  summarization (SWIS, School Wide Information
  System)
• Team-based problem solving based on data
• Effective and efficient feedback loop to faculty
  and staff

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3rd Grade Reading State Test Proficient or
Above
Data
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Data
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• Before PBS
• 16 min at 67 Referrals 17.8 hours of lost
  instruction per month, Hunt baseline 2005
• 17.8 x 9 months 160.2 hours of lost instruction
• After PBS
• 16 min at 16 referrals 4.2 hours of lost
  instruction
• 4.2 x 9 months 37.8 hours of lost instruction
• Difference of 122.4 hours of instruction recovered

Data
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School Implementation process
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PBS School-Wide Features
Process

• Expectations for student behavior are defined
• Appropriate student behavior is taught
• Student behavior is monitored
• Decisions are data driven
• Positive behavior is acknowledged
• Effective instruction is emphasized
• Procedures are implemented consistently by all
  staff and across all settings
• Problem behavior has clear and consistent
  consequences

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Positive Expectations
Process

• Choose 3 to 5 expectations to be followed across
  school settings.

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Content
SPIRIT of the Wolf

• We Are
• Safe
• Respectful
• Responsible

Wolf Pack Pact
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Develop a Behavior Matrix
Process

• Determine and list all school settings where
  expectations will be followed.
• List in positive language the behavior that are
  expected in each of the school settings,
  non-examples are not to be listed.

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The Matrix
Content
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Teaching the Matrix
Process

• Behavioral expectations are best taught in the
  school settings that they will be used by the
  staff that will be monitoring the expected
  behaviors for that setting.
• Schedule specific times for teaching of matrix,
  write out and publish schedule for teaching
  matrix in settings where students come in large
  groups playground, cafeteria, office, assembly.
• Re-teach as needed, review frequently.

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Student Orientation
Content

• Purpose
• To teach behavioral expectations in each school
  area

Hunts Orientation

• Details
• 1st two days of school
• Sign up sheets for special areas
• Repeated during the school year

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Content
LIBRARY/LIBRARY COMPUTER LAB PBS TRAINING
SCHEDULE April 2-3, 2007

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Student Passport Program
Content/Process

• From Office
• To Ms. Horne
• You have a new student today.

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Content
What does the Wolf Pack Pact look like in the...
What does the Wolf Pack Pact look like in the...
PE _________________________ (Coach Everett)
Music _________________________ (Mr. Towne
r) Art _________________________ (Ms. Samue
ls)
Front Office _________________________ (Ms.
Angie, Ms. Oost) Principal _________________
________ (Mr. Ewing) Social Worker ________
_________________ (Mr. Brown) Community Liaison
_________________________ (Ms.
Lillard) Lunchroom _________________________
(Mr. Smith) Hallway, Classroom Behavior/Expecta
tions, Bathroom _________________________ (C
lassroom Teacher) MRT/LRT __________________
_______ (Ms. Z, Mrs. Battista) Library ____
_____________________ (Ms. Chapman) SuccessMaker
Lab _________________________ (Ms. Washingt
on)
PE _________________________ (Coach Everett)
Music _________________________ (Mr. Towne
r) Art _________________________ (Ms. Samue
ls)
Front Office _________________________ (Ms.
Angie, Ms. Oost) Principal _________________
________ (Mr. Ewing) Social Worker ________
_________________ (Mr. Brown) Community Liaison
_________________________ (Ms.
Lillard) Lunchroom _________________________
(Mr. Smith) Hallway, Classroom Behavior/Expecta
tions, Bathroom _________________________ (C
lassroom Teacher) MRT/LRT __________________
_______ (Ms. Z, Mrs. Battista) Library ____
_____________________ (Ms. Chapman) SuccessMaker
Lab _________________________ (Ms. Washingt
on)
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Morning Assembly
Content

• Purpose
• Establish the academic culture
• Reduction of before school negative interactions
• Content
• Behavioral expectations, pledge, mission
  statement, announcements, awards etc.
• Details
• Daily 750-800

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School Environment
Process

• Compile, publish, and post completed matrix and
  positive expectations for all school settings in
  visible areas throughout the school including
  hallways, cafeteria, restrooms, office, and
  especially in parent newsletters.

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Content
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Reinforcement program
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Positive Behavior is Acknowledged
Process

• What this looks like
• Ratio of at least 4 positives to 1
  correction/negative (41)
• Immediate, contingent, and behavior specific
• Continuous to intermittent
• Celebrate PBS successes as a method of
  reinforcing staff behavior
• Positive adult attention is an extremely powerful
  instructional strategy

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Encouraging Expected Behaviors Positive
reinforcement
Process

• Over time, reinforcement moves from
• Tangible to social
• External to internal
• Frequent to infrequent
• Predictable to unpredictable

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Paws Awards
Content
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Content
BINGO
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Behavior Process
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Problem Behavior has Clear Consequences
Process

• What this looks like
• Classroom vs. office managed problem behavior is
  clearly defined and practiced
• Behavioral expertise at the classroom level is
  established
• Consideration is given to the function or
  motivation of the problem behavior
• Re-teaching of the appropriate behavioral
  expectation is seen as one method for addressing
  learning error (e.g., problem behavior)

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Hunt Elementary
3-5 office referrals
6 office referrals
Content/Process
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Collecting Data
Process

• Office referral form to collect data
• Data collection system
• SWIS
• Access
• Excel
• Frequent analysis of data

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Content
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Content
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Hunt Data
Data
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Challenges for Hunt Staff

• Paperwork
• Teacher professional judgment
• One more thing to do
• Reflection on teacher performance
• This kid is RtI he is your problem, not mine.

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PLCProfessional Learning Community

• Academic (RtI Tier 1)
• Tier 1 Academic, researched based interventions
  and problem solving
• RtI and PBS Leadership Team
• RtI/PBS procedures/processes and Tier 2 and 3
  interventions
• Systems (Procedures and Climate)
• Staff reward system
• Social committee
• Student academic award presentations