Integrating Academic and Behavior Initiatives for Student Success

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Integrating Academic and Behavior Initiatives for
Student Success

• Carol Sadler, Ph.D. School Psychologist/Administra
  tor (retired) casadler_at_verizon.net
• Oregon PBS Conference
• February 27, 2007

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THINGS to THINK ABOUT..System Readiness Model
(Scott Perry, Linn-Benton-Lincoln ESD)
Effective Strategies
Improvement Flare-Ups
Sustained Improvement
Low System Readiness Low Leadership Trust Staff
Discord Low Commitment No Team Oversight No
Coaching Available No Systematic Data Review Poor
Communications Systems
High System Readiness High Leadership Trust Staff
Cohesion Sustained Commitment Empowered Team
Oversight Credible Coaching Data Focus Strong
Communications Systems
Low Performance-High ReadinessFrustration
Systemic Misery
Ineffective Strategies
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• Sustainability does not simply mean whether
  something will last. It addresses how particular
  initiatives can be developed without compromising
  the development of others in the surrounding
  environment now and in the future. (Fullan,
  2005)

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Tigard-Tualatin Significant Events
Implementation TIMELINE
2006 MS HS Literacy Initiative, Or RTI
training grant
2001-2005 EBIS Early Literacy Coordinator, LD
Task Force, Project CIRCUITS, Regional and
National Presentations, Tualatin ES NRCLD Model
Site
2000 Effective Behavior Instructional Support
(EBIS) model demonstration U.S. Ed, EBS team
transition
1998 DIBELS, Literacy Specialists, First Step
to Success
1996 Effective Behavior Support piloted,
adopted district-wide, board endorsed.
Budget/coordinator/coach assigned
1990 Curriculum Based Measurement system,
renewed 1994 and 1998
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Adapted from Systems Model, PBIS.org
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RTI is a broad spectrum model

• Big RTI Student Learning academics and
  social/behavioral
• Little RTI Using Research and Research-Based
  Interventions (e.g., BehaviorPBS, AcademicsEIS,
  RTI, Standard Protocols, Problem Solving,
  Progress Monitoring)

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• PBS includes a broad range of systemic
  individualized strategies for achieving important
  social learning outcomes while preventing
  problem behavior with all students

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Positive Behavior Support (PBS) Features

• SW-PBS (Primary,
• Universal, Tier 1)
• gt80 of students can tell you what is expected of
  them give example of being acknowledged
• Positive adult-to-student interactions exceed
  negative
• Function based behavior support is foundation for
  addressing problem behavior.
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students

• Secondary , Tier 2
• Tertiary, Tier 3
• Team-based coordination problem solving
• Local specialized behavioral capacity
• Function-based behavior support planning
• Person-centered, contextually culturally
  relevant
• District/regional behavioral capacity
• Instructionally oriented
• Linked to SW-PBS practices systems
• School-based comprehensive supports

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RTI (National Research Center on Learning
Disabilities http//www.nrcld.org/index.html)

• Students receive high quality, research based
  instruction by qualified staff in the general
  education setting.
• General education instructors and staff assume an
  active role in assessing students progress at
  that level
• School staff conduct universal screening of
  academics and behavior (e.g., Dynamic Indicators
  of Basic Early Literacy Skills, Oregon State
  Assessments, Office Discipline Referrals, etc.)
• School staff implement specific, research-based
  interventions to address students difficulties
• Regular progress monitoring of student
  performance occurs (e.g., weekly or biweekly)
• School staff use progress monitoring data and
  decision rules to determine the effectiveness of
  interventions and make adjustments as needed
• Systematic assessment of the fidelity or accuracy
  with which the interventions/instruction are
  implemented occurs

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Tiered Planning Model (Allocating Resources)
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Research-based Interventions

• Tier 1
• Screening, identifying at risk students. In
  T-T model 80/20 rule - 20 go to Tier 2 if lt
  80, focus is core curriculum and instruction
• Other districts teachers provide extra small
  group instruction - in K-3 usually in reading and
  math - (NCRLD generally not to exceed 8 weeks.
  
• Progress is monitored more frequently
• Tier 2
• Longer than Tier 1, e.g., a marking period
• More intensive, targeted intervention (in K-3
  reading and math) and more frequent progress
  monitoring
• Ex T-T Gr. 1 to 90 min core, add 30 min./day,
  small group, Early Reading Intervention
• Tier 3
• Individualized, further intensified intervention
  targeting skill deficits, and more frequent
  progress monitoring
• Ex T-T Gr. 3 add 2 45 min/day, Reading Mastery
  AND Read Naturally-Language for Thinking

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EIS

• Early Intervening Services..
• K-12 with focus on K-3
• For students struggling with academic or
  behavior skills
• Not current special education (can be exited)
• Up to 15 of IDEA Part B Funds
• Conceptualized within a tiered RTI model for
  special education evaluation

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What a Combined PBS, EIS, RTI model looks
likeEffective Behavior Instructional Support

• U.S. Ed, OSEP Model Demonstration (H324T000025)
  1/1/2001-12/31/2005
• Tigard-Tualatin School District (suburban,
  Oregon, 13,000 students, 10 elementary schools,
  Title 1 in 5)
• Project Director Carol Sadler, Ph.D.
  Psychologist/Administrator (retired)
  casadler_at_verizon.net
• Added early reading and RTI (as a component of
  the evaluation of mild disabilities, primarily
  LD) to districts five year implementation of
  Effective Behavior Support (EBS, aka PBS/Positive
  Behavior Interventions Supports)

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EBIS Goals and Purposes

• Three Overarching EBIS Goals
• Sustain EBS
• Use EBS model for Reading improvements
• Implement RTI for LD and ED eligibility
• The EBIS team has three purposes
• To review school-wide behavior and academic 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. Depending on each students
  response to intervention, a formal referral for
  special education evaluation may result.
• EBIS is a structured, systematic process
  involving the following features and activities
  team membership, planning for all students
  (school-wide), planning for the 20 (targeted
  groups), monthly meetings, and individualizing-int
  ensifying interventions.

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Implementing EBIS, How? Teacher Teamwork Ex
Tualatin Elementary
Teams meet 3 times/yr (f,w,s) to screen all then
monthly, to monitor and adjust
GRADE LEVEL TEAMS Meet monthly Plan, implement
and monitor interventions for 20 group, with
EBIS team support
EBIS TEAM Meets weekly Includes principal,
counselor, literacy specialist, special
education, ELL specialists, and classroom teacher
representatives from each grade level Monitors
all students in small group and individual
interventions Oversees RTI fidelity and makes
referrals to special education
EBS TEAM Meets Twice Monthly Plans implements
school-wide supports
INDIVIDUAL STUDENT CASE MANAGEMENT Implements and
progress monitors students in intensive
interventions (RTI process)
CONTENT AREA TEAMS (aka Professional Learning
Communities) Meet Monthly Recommend curriculum
and instructional improvements across all content
areas Reading/Language Arts, Math, Science, and
Behavior
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Daisy participates in the general, core program
EBIS Team reviews screening data and places
Daisy in group intervention
EBIS Process
She is struggling
A second small group intervention is implemented
Daisy improves
Daisy doesnt improve
EBIS Team designs an individualized intervention
Intervention may continue as is or Daisy may
resume general program
A second individualized diagnostic intervention
may be implemented
Daisy improves
Daisy doesnt improve
Improvement is good other factors are
suspected as cause
Intervention is intense and LD is suspected
Special Education referral is initiated
Adapted from a graphic created by the
Tigard-Tualatin LD Task Force, 6/2001
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• We have an obligation to think of students as
  difficult to teach before we label them as unable
  to learn.
• (Fletcher, Coulter, Reschly Vaughn, 2004)

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DIBELS Program Effectiveness data from
Tigard-Tualatin Early Intervening
Early Identification? Overall s K-12 SLD(2001
507 2005 530 2006 513) Grade 1
20048 200612 Grade 2 200419 200649
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T-TSD SLD-Reading Case Study Mary

• Tier 1- K 60 Open Court, general class
• DIBELS January, PSF (Phoneme Segmentation
  Fluency) 11 (Norm 7-18 category some risk)
• Tier 2
• January-March, small group intervention Road
  to the Code, 15 day, group of 6, taught by
  trained instructional assistant (IA) (March
  PSF 41normgt35-- Intervention discontinued
• Tier 1- 1st 60 Open Court, general class
• DIBELS September, NSF 20 (norm25)
• (1) Tier 2 Open Court Booster, 30 day, group
  of 12, trained IA
• (2) Tier 2 November, NWF up 4 pts, moved to
  group of 6
• January, NWF up to 37 wpm, norm50 ORF3 wrc,
  norm20. From Nov-Jan, Marys score increased by
  8 pts. while group averaged 15 pts.
• Tier 3 Late January, Early Reading
  Intervention, 30 in addition to 60 core, group
  of 4, trained IA, 8 weeks
• NWF 41 (increase of 4 wrc, norm50) ORF 11
  (increase of 8 wrc, norm40)
• Peers in small group increased NWF avg. 10 pts.
  and ORF avg. of 12 pts.

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Special Education Identification (RTI is one part
of the evaluation process)

• RTI History
• Based on formal Guidelines for RTI (written down,
  understood, implemented, monitored, documented)
• e.g., Dual Discrepancy Trend Analysis
• The Students achievement is substantially lower
  than peers
• The Students progress is substantially slower
  than peers
• Documentation regarding evaluation of
  exclusionary criteria PBS - huge role here
• Developmental history
• Additional testing, as needed, to ensure
  correctness of category and specific educational
  needs Mary WIAT

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Tier 2-3 Interventions (Burns, Hall-Lande, et.
al, NASP Communique, December 2006)
To demonstrate progress or lack thereof

• At least
• 30 minutes
• 3 to 5 times/week
• 8-16 weeks
• Reliable slope evaluation requires 16 data points
  (Tier 3 typically collected twice/week)

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(Guidance from U.S. Dept. of Ed., OSEP, Regional
Regulations Implementation Meetings, Feb. 2007)

• RTI is not intended to replace comprehensive
  evaluation in IDEA its meant to intervene in a
  research-based and hopefully effective way to
  address difficulties students are having, either
  academically or behaviorally. It rests on the
  possibility that prior instruction, not
  disability, might be at the root of the problem.
  Its meant for all students, even as it may also
  be used as part of making determinations of LD.

i.e., Big Little RTI
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SCHOOL WIDE Early Intervening Services (EIS)Ex
T-TSDs Progress - Dynamic Indicators of Basic
Early Literacy Skills (DIBELS) 1999-00 through
2005-06
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School Wide PBS(T-T 10 years and sustaining)
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Academic and Behavior Connections
From Effective Behavior and Instructional
Support A District Model for Early
Identification and Prevention of Reading and
Behavior Disabilities, Sadler Sugai, 20067 in
review for publication. Do not use without
permission from author (csadler_at_ttsd.k12.or.us).
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Teacher Teamwork fundamental
the vision of schools as a community of
leaders is not a fantasy. shared leadership
expands the possibilities for school improvement,
increases commitment, complicates
decision-making, and makes for more effective
education of children
Roland Barth, Improving Schools From Within,
1990
But..watch outeverybody wants a piece of them!!
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Effective Schools (Lezotte, 2005)

• School improvement is school by school and one
  school at a time
• Two kinds of schools improving and declining
• Every adult is important
• The capacity to improve already resides within
  the school
• Teachers are doing the best they can with what
  they know and within the current conditions
  When we know better, we do better!
• All children can learn and the school controls
  enough of the variables to ensure they do

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Summary RTI/PBS/EIS

• RTI is a broad spectrum model that can be
  applied to reduce social and academic risks, even
  as it is used for evaluating LD
• Focus of all is on all children and prevention
  finding a match between needs and instruction,
  featuring teacher leadership, emphasizing proven
  and promising interventions and strategies, and
  multiple uses of data including screening and
  frequent progress monitoring
• For all the Daisies and Donalds! RTI and PBS
  support schools to engage in problem solving,
  thoughtful, targeted instruction/intervention
  design, and action planning based on data
  leading to early and more appropriate special
  education eligibility
• Consistent with 40 years of Effective Schools
  research, RTI (EIS and PBS) promote collaborative
  vision and leadership among all educators

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Websites for Additional Information on RTI-
Thanks to Beth Harn, U of O
Oregon Reading First http//oregonreadingfirst.uor
egon.edu
Dynamic Indicators of Basic Early Literacy
(DIBELS)
http//dibels.uoregon.edu/
Office of Special Education Programs Ideas that
Work Toolbox on RTI http//www.osepideasthatwork.o
rg/toolkit/ta_responsiveness_intervention.asp
National Association of State Directors of
Special Education http//www.nasdse.org/
The Star Legacy Modules from the Iris Center from
Vanderbilt University http//iris.peabody.vanderbi
lt.edu/onlinemodules.html
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Websites for Additional Information

• More useful websites
• Florida Center for Reading Research
• http//www.fcrr.org/
• University of Texas at Austin
• http//www.texasreading.org/utcrla/
• National Center on Progress Monitoring
• http//www.studentprogress.org/default.asp
• National Research Center on Learning Disabilities
• http//www.nrcld.org/index.shtml
• Oregon Department of Education--RTI Initiative
• http//www.ode.state.or.us/initiatives/idea/rti.as
  px
• California Department of EducationRTI Training
  for California Educators
• http//www4.scoe.net/rti/