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Coordinating Resources for Effective RtI and PBS: Addressing Whole Child Needs

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13 diapositives · 264 Views · Oct 11, 2014

On September 17, 2010, Dr. Patricia Drake discussed strategies to improve educational outcomes through Response to Intervention (RtI) and Positive Behavior Support (PBS). The session highlighted the importance of collaborative efforts to support the whole child, addressing learning and behavioral struggles. Insights from Stanford research emphasized the connection between early reading skills and social behaviors. Effective systems for academic and behavioral support, along with data-driven interventions, were outlined to enhance student success and promote coordinated resource use.

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  1. RtI and PBS Dr. Patricia Drake Wayne RESA September 17, 2010

  2. We are all working to put the pieces together to address the needs of the whole child….

  3. Areas In Which Struggles Occur

  4. Classroom Interventions to Address Areas of Struggle

  5. Behavior and Learning Relationships Stanford researchers following low-income children in kindergarten and first through fifth grade have found that those who are poor readers in their early years of school are assessed by their teachers as more aggressive later on. In addition, the study found that students who have good social skills in kindergarten and first grade are more likely to be good readers in third grade. Stanford University News Release 2006 http://news.stanford.edu/pr/2006/pr-children-021506.html

  6. How do we coordinate our resources for the best response? Conditions that commonly co-exist with Attention Deficit Disorder • Reading Problems • Learning Disability • Anxiety Disorder • Conduct Disorder • Mood Disorder

  7. 1 TO 1 ACADEMIC SYSTEMS BEHAVIOR SYSTEMS PROGRESS MONITORING SMALL GROUP, RAPID RESPONSE INTERVENTION UNIVERSAL SCREENING SCHOOL-WIDE CLASSROOM-LEVEL INTERVENTIONS

  8. Adding New Data and Information Achievement Data Behavior Data Office Referrals Time On Task What do they track? • State Assessments • Benchmark Assessments • Progress Monitoring Data What other information do we need to create interventions for students?

  9. New Meeting Structures • Monthly Grade Level Meetings • Teachers review student data • Teachers identify focus of instructional objectives • Target students needing reinforcement of skills • Bi-Weekly Tier II Meetings • Participants involved in Tier II interventions and data • Review progress data for small groups in Tier II • Coordinate small group intervention planning • Alternating Bi-Weekly Tier III Meetings • Participants selected as needed for presenting issue(s) • Problem-Solving meetings • Review Tier III progress data Dr. Patricia Drake, 2010

  10. Coordination of Resources Examples of New Roles for Staff • TEAM COORDINATOR: Maintains schedule, agenda, documentation, and appropriate participants at meetings • GRADE LEVEL MEETINGS COORDINATOR: Facilitates meeting arrangements and agenda for grade level meetings • DATA AND INTERVENTION COORDINATOR: Facilitates data collection and management for TIER II and TIER III. Trains, supports, and coaches pre-selected menu of interventions. Support fidelity of program. Dr. Patricia Drake, 2010

  11. Coordinating a System for RtI and PBS • Have you drafted a plan for model for how you will do RtI in your school? • Have you identified your data system? • What is your menu of interventions for Tier II? • What is your model for Tier III intervention?

  12. RtI Connections • Teams come together to review, share, and develop their models

  13. Dr. Patricia Drake 734 334-1484 drakep@resa.net