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Integrated Implementation of Initiatives: SEL, PBIS, RTI

Integrated Implementation of Initiatives: SEL, PBIS, RTI. Marla Dewhirst, Technical Assistance Director, PBIS Network mdwrapil@aol.com. Outcomes. Understand the core components of Social Emotional Standards (SEL) as they relate to Behavioral and Academic goals

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Integrated Implementation of Initiatives: SEL, PBIS, RTI

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  1. Integrated Implementation of Initiatives: SEL, PBIS, RTI Marla Dewhirst, Technical Assistance Director, PBIS Network mdwrapil@aol.com

  2. Outcomes • Understand the core components of Social Emotional Standards (SEL) as they relate to Behavioral and Academic goals • Review Tiered Supports for Behavior • Realize common ground of related initiatives: RtI, PBIS, and SEL

  3. Activity: Qualities of Graduates • Reflection: • What qualities or characteristics do we want our students to possess by the time they graduate from high school? CASEL

  4. SEL Standards in Illinois –A Brief History • 2001: Children’s Mental Health Task Force Convened • Purpose: To address, systemically, Illinois’ fractured children’s mental health system. • 2003: IL Children’s Mental Health Act Passed • Created IL Children’s Mental Health Partnership (ICMHP). • Required all school districts to develop policies that incorporate social and emotional development in their educational programs. • Required IL State Board of Education (ISBE) to develop and implement social and emotional learning standards as part of the IL learning standards. • 2005: SEL standards are developed and approved by ISBE • Illinois becomes the first state to mandate that SEL standards be implemented in schools. CASEL

  5. 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

  6. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

  7. Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Basics Supporting Student Behavior

  8. What Matters! Contexts for teaching & learning environments Interaction between academic & social behavior instruction Data for informed decision making Effective, efficient, durable, & relevant practices & systems

  9. Common Training: Build on What Schools Know and Do Systems, Data and Practices Leadership Data based Decision Making Universal Screening Progress Monitoring Standards Aligned Curriculum Evidenced Based Practice 3-Tiered Model of Interventions Differentiation for Academics and Behavior Team Based Implementation Sustainability

  10. Consistent “core” reading instruction of validated efficacy implemented school-wide Core instruction focuses on “big ideas” in beginning reading (i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension) Core instruction implemented with fidelity Consistent, prioritized, and protected time allocated to core reading instruction Universal Supports:Core Instruction

  11. Targeted Supports:Intervention Examples of ways to intensify instruction Increase instructional time Provide instruction in smaller groups or one-on-one Preteach important concepts Modify program to make more explicit and supportive Monitor progress more frequently Provide program specific training or coaching to instructor Meet frequently to monitor instruction, coordinate and plan Give students more opportunities to practice skills

  12. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Small Group Interventions(CICO, SSI, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004

  13. Continuum of Support for Tier 2/Secondary-Tier 3/Tertiary Level Systems Group interventions: CICO, social or academic skills groups, tutor/homework clubs, etc. Group intervention with aunique feature for an individual student, (e.g. CICO individualized into a Check & Connect; mentoring/tutoring, etc.) Simple individualized function-based behavior support plan for a student focused on one specific behavior (e.g. simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc) Complex function-based behavior support plan across settings (e.g. FBA/BIP home and school and/or community) Wraparound: More complex and comprehensive plan that addresses multiple life domain issues across home, school and community (e.g. basic needs, MH treatment, behavior/academic interventions) as well as multiple behaviors Illinois PBIS Network, Revised May 15, 2008

  14. Matrix of Secondary/Tertiary InterventionsKey: Actual referred/receiving: 1st # Responding: 2nd #

  15. Activity: Review Examples of Tiered Supports for Behavior • Check-in Check-out (CICO) • Social/Academic Instructional Groups • Simple Tier 2 Interventions with individualized features (Check in Check out) • Simple Function-based Interventions • Complex Multiple-life-domain FBA/BIP • Wrap-around Support

  16. Underlying Principles of 3-Tiered Prevention Models4 Components 1 2 3 4 What are thepredictable failures? What can we do to prevent failure? How will we maintain consistency? Same at Every Level!! How will we know if it’s working?

  17. PBIS Resources: National Center - pbis.orgIllinois Network - pbisillinois.org School-Wide Information Systems – swis.orgPositive Behavior Support assessment site - pbssurveys.org

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