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South Dakota Response to Intervention

South Dakota Response to Intervention. South Dakota Department of Education Special Education Programs Alicia Schoenhard & Rebecca Cain. Academics and Behavior. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.”

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South Dakota Response to Intervention

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  1. South DakotaResponse to Intervention South Dakota Department of Education Special Education Programs Alicia Schoenhard & Rebecca Cain

  2. Academics and Behavior “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to behave we…. ….teach? ….punish? Herner, 1998)

  3. In August 2006, Office of Special Education Programs reauthorized IDEA. With this reauthorization, states must offer an option in addition to the severe discrepancy model for the identification of students with SLD.

  4. Context Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

  5. Challenging Behavior Works • Students engage in challenging behavior because “it works” for them. • Challenging behavior results in the student gaining access or avoiding something/someone.

  6. What is School-wide Positive Behavior Support? School-wide PBIS is: A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.

  7. What is School-wide Positive Behavior Support? • Evidence-based features of SW-PBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective practices

  8. Teach Behavioral Expectations Transform broad school-wide Expectations into specific, observable behaviors. Use the Expectations by Settings Matrix Teach in the actual settings where behaviors are to occur Teach (a) the words, and (b) the actions. Build a social culture that is predictable, and focused on student success.

  9. One School’s Umbrella Rules

  10. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 80-90% 80-90% Multi-tier Model • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 1-5% 1-5% 5-10% 5-10%

  11. What is School Wide Positive Behavioral Interventions and Supports System vs. Strategy

  12. Shifts in Thinking Learning Shift Assessment Shift Instruction Shift

  13. Beliefs Educators have always recognized the importance of using data to improve achievement. RtI provides a system for identifying students who need intensive interventions to have success in the classroom.

  14. TOGETHER This approach allows educators, parents, and administrators to work in a problem-solving model to increase achievement for students. for ALL

  15. Cohort Participation for RtI

  16. Cohort Participation for PBIS

  17. Core Principles • A belief that all students can be taught effectively • Early and timely interventions • Use of a multi-tiered model of service delivery • Use of a problem solving model to make decisions within a multi-tiered model • Use of research-based materials and interventions

  18. Core Principles • Continuous monitoring of student progress to drive instruction • Use of data to drive decision making • An understanding that assessment has three purposes: • screening • diagnostics • progress monitoring

  19. fidelity Expected Outcomes increased academic success using SBR instruction & intervention • School sites will implement RtI practices with fidelity. • Students will experience increased academic successthrough targeted scientifically-based research instruction and intervention. • The rate of failurefor students at-risk will be reduced. rate of failure reduced

  20. Current Status for Implementation Consensus and Commitment Leadership Universal Screening Instruction Professional Development and Coaching An RtI plan is expected to take several years to fully implement, so it is encouraged to start small!

  21. Current Status for PBIS Implementation • Leadership Team • Coordination • Funding • Visibility • Demonstrations • Training • Coaching Capacity • Evaluation

  22. Team Responsibilities • Attending trainings as a team • Completing a self assessment • Creating a 3-5 year action plan • Establishing regularly scheduled meetings • Identifying a coordinator to manage and facilitate • Securing stable funding for efforts • Developing a dissemination strategy to establish visibility (website, newsletter, conferences, TV) • Establishing trainers to build and sustain school-wide PBIS practices. • Developing a coaching network (each school identifies a school coach to facilitate) • Evaluating school-wide PBIS efforts.

  23. Grow the Green!

  24. Sample School Data for 2007-2009 Cohort 1 School 72.4% 64.9% 47.0%

  25. Sample School Data for 2008-2009 Cohort 2 School 77.8% 78.9% 49.0%

  26. State Averages for 2007-2009 63.88%

  27. Where are we going from here? Math pilot for 2010-11 RtI/PBIS pilot for 2010-11 Coordinator visits with interested schools Statewide presentations

  28. How Do We Get Started? • Contact Alicia at: Alicia.Schoenhard@state.sd.us605-773-3219 • Invite one of the two state coordinators to speak to your staff about SD Model of RtI • Set up training plan with ESA for all staff • Submit district/school plan with state office of Special Education Programs

  29. PBIS: Where do We Go From Here? • Application were sent out in February, due April 15. • Presentation and information available upon request. • Contact • Rebecca Cain 280-3568 or rebecca.cain@state.sd.us

  30. Where Do We Find Additional Information about South Dakota’s Model for Response to Intervention?

  31. http://doe.sd.gov/oess/specialed/forms/RtI

  32. Online Resources • www.rti4success.org • National Center on RtI • www.fcrr.org • Florida Center for Reading Research • www.rtinetwork.org • RtI Action Network • http://pals.virginia.edu • PALS • http://ies.ed.gov/ncee/wwc/ • What Works Clearninghouse

  33. Online Information • http://doe.sd.gov/oess/specialed/index.asp • South Dakota site • http://flpbs.fmhi.usf.edu • Florida PBIS site • www.pbis.org • National PBIS site

  34. Your Turn to Share! Give us your Good! Bad! Ugly!

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