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Killing 2 Birds with 1 Triangle RtI & PBIS

Killing 2 Birds with 1 Triangle RtI & PBIS. Dean Richards, OrRtI Sarah Crane-Simpson, UMESD. Which Came First?. Too Many Acronyms. RtI = Response to Intervention/Response to Instruction PBIS = Positive Behavior Intervention and Support ODRs = Office Discipline Referals.

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Killing 2 Birds with 1 Triangle RtI & PBIS

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  1. Killing 2 Birds with 1 TriangleRtI & PBIS Dean Richards, OrRtI Sarah Crane-Simpson, UMESD

  2. Which Came First?

  3. Too Many Acronyms . . . RtI = Response to Intervention/Response to Instruction PBIS = Positive Behavior Intervention and Support ODRs = Office Discipline Referals

  4. Designing School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • 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 Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  5. Parallel Play RTI PBIS

  6. Some statements that are confusing • Can’t do PBIS, have to do RtI now. • RtI and PBIS have to be separate. • Can’t address behavior because we HAVE to address academics • We are looking at behavioral engagement and not PBIS. • We know how to do PBIS, but we don’t know how to do RtI.

  7. If triangles don’t work, try circles! RTI PBIS • Multi-tiered levels of support • Behavior support • Academic supports • Data based decision making • Well researched • Requires district action planning • Team decision making • State supports implementation • Requires training expertise • Intervention at the school level • System change • Leadership Improves student outcomes

  8. R B R B R B Summative Effects of an Integrated Reading/Behavior Model Significance BL ReadingInstruction Reading & Behavior Instruction Behavior Instruction Terrance M. Scott, Ph.D. University of Oregon

  9. School-wide Behavior & Reading Support The integration/combination of the two: • are critical for school success • utilize the three tiered prevention model • incorporate a team approach at school level, grade level, and individual level • share the critical feature of data-based decision making • produce larger gains in literacy skills than the reading-only model • (Stewart, Benner, Martella, & Marchand-Martella, 2007)

  10. Interventions Progress Monitoring Decision Rules and Protocol Core Curriculum with Strong Instruction Universal Screener Data based teaming Leadership Professional Development

  11. Data based teaming RTI PBIS • Principal • Classroom Teachers • Specialists • School Counselor • School Psychologist • Data • Screening and Progress monitoring • ODRs

  12. Data based teaming Types of meetings • Tier 1 (grade level) • Examine the overall health of the core program for ALL students • Tier 2 (intervention group level) • Examine students in interventions to determine, “Is what we are doing working?” • Exit, intensify, or continue intervention • Tier 3 (student level) • Problem solve around individual student need and design individual plan

  13. Leadership PBIS/RTI • Teacher leaders • Job delegation • Top down and bottom up

  14. Professional Development RtI PBIS • Ongoing • Based on student and staff need and performance. • Time to collaborate and plan • Fidelity checks • Data used to drive professional development needs. • 101 • Tier 2 interventions • Team updates

  15. Universal Screener RtI PBIS • ALL students at least three times per year • Good screening measures: • Efficient, brief, valid, reliable, unbiased and over-identifies • Screening is used as a key measure to determine: • The health of the core • Which students might need additional intervention. • Office Discipline Referrals • Screener • Teacher nomination with data

  16. Core Curriculum with Strong Instruction RtI PBIS • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • State standards • Scope and sequence • Engaging and motivating instructional strategies • School-wide expectations • Lesson Plans

  17. Decision Rules and Protocol RtI PBIS • Provide the “now what” after teams have analyzed student data • Guide decisions for all tiers • Take the guesswork out of “what to do next” • Ensure equity across schools and grades

  18. Progress Monitoring RtI PBIS • Data answers the question: “Is what we are doing working?” • Frequency: • Every 2 weeks (minimum) • Every week (ideal)

  19. Interventions RtI PBIS • Designed to match instructional need • Is in addition todistrict core curriculum • Uses more explicit instruction • Provides more intensity • Additional modeling and guided feedback • Immediacy of feedback • Does NOT replace core • CICO • TKO • Social skills groups • Community involvement

  20. Benefits of a RTI System RTI will help you to: • Know immediately, “Is what we are doing working?” • Know which students need more/different • Know what each student needs • Provide structures to deliver what students need • Reduce rates of identification of student learning disabilities • Prevent reading problems before they occur • Raise student achievement

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