NH RESPONDS: RtI in Behavior (PBIS) Strand A: Readiness February 6, 2009

1. NH RESPONDS: RtI in Behavior (PBIS) Strand A: ReadinessFebruary 6, 2009 Presented by: Eric Mann, LICSW emann@seresc.net (603) 206-6820

2. Professional Development for Excellence in EducationPresentation to School Faculty

3. Support for NH RESPONDSis provided by the NH Bureau of Special Education, NH Department of Education under a grant from the US Department of Education, Office of Special Education and Rehabilitation Services

4. NH RESPONDS Lead Partners • NH Department of Education- Bureau of Special Education • NH Center for Effective Behavioral Interventions and Supports at SERESC (NH CEBIS) • Expertise in Positive Behavior Supports • Expertise in integration of mental health and school supports • Institute on Disability at University of NH • Expertise in Literacy within an RtI model • Expertise in PBIS and Intensive Interventions (RENEW) for Secondary Transition and Dropout Prevention

5. RtI in Behavior – Strand A • Strand A is for schools considering using PBIS as a multi-tiered RtI system for behavior support. • Presumes participants need basic info about PBIS & the features it addresses in order to decide whether to pursue implementation • Topics covered in the 2-day workshop: • PBIS as a multi-tiered RtI continuum of behavior support • System, data & practices features of Tier 1 (primary) supports, Tier 2 (secondary) supports, & Tier 3 (tertiary) supports. • How PBIS promotes positive school climate & academic and behavioral outcomes • Assessing school readiness; our experiences in gaining commitments for implementing PBIS • Building a credible, representative Universal (primary systems) Leadership Team

6. Broad Outcome • After the 2-day session, participants will have information necessary to determine whether PBIS as an RtI framework is a good match for their school and whether to work on an action plan to: • Build a universal leadership team • Address school readiness and commitments for implementation, and • Access training and support

7. Two-Day Agenda • Introductions • Why Systems Change? • RtI and PBIS • PBIS Primary RtI Systems • Universal Team Development • Prevention and Response Features • Data-based Decision Making • Primary Systems Check • Systematic Screening • PBIS Secondary RtI Systems Features • PBIS Tertiary RtI Systems Features

8. Discussions Protocol • Every so often there will be a ‘Discussion’ slide • Discussion Process: • Take 5 minutes to discuss with your school colleagues • Please invite folks who are here without a ‘teammate’ and nearby into your discussion • Jot key notes/ideas/questions/concerns that emerge from your discussion • 5 minute group share (share as you are comfortable) • Jot action items on your planning sheet if these arise from the discussion

9. We Know that Schools are Faced with Increasing Challenges The Challenge of Educating an Increasingly Diverse Student Population The Challenge of Providing a Safe, Orderly, & Positive School Climate Conducive to Learning The Challenge of Improving Academic Achievement The Challenge of Producing Students Capable of Competing within a Global Economy The Challenge of Accomplishing These Outcomes with Diminishing Resources

10. Guiding Principle: Social Behavior and Achievement are Linked To improve the academic success of our children, we must also improve their social success. Academic and social failures are reciprocally and inextricably related. As a result, systems to support behavior and literacy should be integrated

11. How Full is Your Plate? Schools and educators are bombarded with changing mandates, competing initiatives and often a train and hopeapproach to professional development that is not aligned to a few core priorities and outcomes

12. How Full is Your Plate? We believe programs need to be philosophically aligned and thoughtful in determining a small number of priorities and using a train and sustainapproach aligning professional development activities to those few core priorities and outcomes

13. RtI Implementation Starts From Where You Are RtI is a process, not a set curriculum It’s a roadmap with a set of guiding principles Effective RtI systems require buy-in and commitment from staff, administration and district leadership

14. Will RtI Match Your Student Outcomes? • Improving Literacy and Social Competence • Improving Reading Proficiency on Statewide Assessments • Decreasing Problem Behavior, Office Discipline Referrals, Suspensions and Expulsions • Reducing Drop Out Rates • Increasing Graduation Rates • Reducing the Gap between Students with Disabilities and Peers • Improving Post-Secondary Outcomes

15. Will RtI Match Your Teacher Needs? • Creates systems of behavior and literacy support for teachers • Promotes streamlined processes – working smarter not harder • Requires efficient access to data for decision-making • Aligns professional development to teacher needs, student needs and district needs • Promotes improvements in consistency of practices

16. Responsiveness to Intervention (RtI) A systematic framework for improving social, emotional, behavioral & academic outcomes for children in K-12 schools & ECE Programs. A broad set of evidence-based systemic & individualized strategies to effectively prevent & respond to academic and behavioral problems. A strategic approach in which collaborative teams use effective group processes & data-based decision-making to achieve desired outcomes.

17. Responsiveness to Intervention? National Center on Response to Interventionwww.rti4success.orgp • Response to intervention: • Integrates assessment & intervention within a multi-level prevention system to maximize student achievement & reduce behavior problems.  • Schools using RtI: • Identify students at risk for poor learning outcomes • Monitor student progress • Provide evidence-based interventions • Adjust the intensity and nature of those interventions depending on a student’s responsiveness

18. Responsiveness to Intervention RtI is based on a continuum of support and requires critical factors and components to be in place at the • Primary/ Universal (Tier 1), • Secondary/ Targeted (Tier 2), and • Tertiary/ Individual (Tier 3) levels.

19. Responsiveness to Intervention The ultimate goal of an RtI model is a comprehensive and integrated approach to a continuum of academic and behavior support for students.

21. Big Outcomes for the 3 Tiers Primary System Outcomes: • Classroom teacher & school-wide system supports as many students as possible using effective general structures, & best instructional & behavior management practices • As few students as possible require higher level supports

23. Big Outcomes for the 3 TiersSecondary System Outcomes: • Increased opportunities for struggling students to succeed by providing additional time, strategies, approaches and tools • Strategic small group interventions support as many at-risk students as possible • Social, emotional or academic skill-building groups • Function-based support groups (designed to match student function of behavior) • Organized strength/interest based activities • Increased monitoring of targeted skills to measure intervention progress • Level of support is commensurate w/ level of need • As few students as possible require tertiary system supports

24. A 3-Tier ApproachLevel 3 • Targets the 1-5% who are not responding to Tier I and Tier II efforts. • Intensive strategies or programs delivered in small group or 1:1 in addition to core instruction • Increased monitoring of targeted skills to measure intervention progress • Student-centered and adapted to meet individual needs.

26. Big Outcomes for the 3 TiersTertiary System Outcomes: • Individualized interventions support students w/ chronic or intensive needs & their families • Positive & productive communications amongst systems • Big needs identified & addressed strategically & respectfully (home, school & community needs) • Long-term, on-going adaptable supports addressed to sustain progress • A ‘fix’ or a ‘cure’ for the student is not the expectation; providers accept the complexity and challenges of meeting intensive needs • Progress is measured over time; frequent monitoring of target skills • Assess symptom reduction or symptom management • Assess reduction in frequency or intensity of concerning behaviors • 4) Safety needs are met • De-escalation strategies used • Crisis intervention readily accessible; insight-enhancing strategies used

27. Basic RtI Philosophy When students demonstrate ‘non-response’ to interventions (strategies, supports, instruction, etc…), it is the intervention that must be changed in order to increase the likelihood of achievement

28. Big Idea: PBIS = RtI

29. PBIS isResponse to Intervention (RtI): • PBIS is the ‘Behavior Side’ of RtI • We know that social behavior, emotional development & academic achievement are integrally linked • It follows that effective RtI systems must address social, emotional AND academic development

30. PBIS: It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

31. PBIS isResponse to Intervention (RtI): • RtI & PBIS philosophy provide the lens through which we: • Implement ‘prevention’ strategies • Screen for risk factors (risk for school failure or social/ academic disengagement) • Implement early ‘interventions’ to address needs • Gauge student ‘response’ to interventions • Provide changes to interventions to increase likelihood of success

32. RtI Logic Teach with Best Curriculum and Instruction Screen Universally and Frequently Intervene Early at All Levels Modify and Specialize for Non-responders Use Student Behavior as Progress Indicator

33. Implementing RtI Means: • Knowing HOW to assess progress (methods must be efficient/effective ; use data-based decision making) • Knowing WHEN to assess progress (address frequency; early) • Determining criteria /benchmarks for response(it’s working) and non-response (it’s not working) • Applying efficient & effective supports along a continuum so that students receive support commensurate w/ their needs (effective/ efficient/ early practices)

34. RtI as applied to Reading Instruction • Primary Reading Supports are in place. Classroom Teachers provide: • Prevention supports thru consistent quality teaching practices; implement evidence-based reading curriculum w/ fidelity • Early Primary interventions/ strategies for students who demonstrate need for a little extra support in the classroom • Benchmarks/ Criteria are in place to determine students who are not responding to primary supports • Efficient access to effective secondary supports are in place (sm group supports to address areas targeted for improvement) • Progress monitoring occurs • Benchmarks/ Criteria are in place to determine students who are not responding to secondary supports • Efficient access to tertiary level individualized supports are in place

35. Systemic Process of RtI Literacy Behavior • Primary Interventions • All students • Core curriculum • Preventive, proactive • Primary Interventions • All students • Core Curriculum • Preventive, proactive 80%-90% • Secondary (Targeted Group ) Interventions • Some students (at risk indicators) • Additional instruction • Progress monitoring • Secondary (Targeted Group) Interventions • Some students (at risk indicators) • Additional instruction • Progress monitoring 5%-10% • Tertiary (Intensive, Individualized) Interventions • Individual students • Specifically tailored instruction • Progress monitoring • Tertiary (Intensive, Individualized) Interventions • Individual students • Specifically tailored instruction • Progress monitoring 1%-5%

36. PBIS Principle: Apply the RtI Model to Behavioral Support

37. PBIS Continuum of Supports: A System of Care and Education Effective SW & Classroom Management Systems & Practices (Prevention & Response) Ample Opportunities for Student Mastery & Use of Strengths High Rate Positive Teacher-Student Contacts (All Teachers-All Students) Positive School-Parent Contacts Frequent Check for Non-Responders to Primary Systems Address Academic, Social, Emotional, Physical Risk Factors Implement Teacher Primary-Plus Interventions Implement an Efficient Early Systematic Secondary Intervention ( e.g. Teacher Check, Connect and Expect) Primary Preven-tion: ~80% Array of ‘Function-Based’, Skill-Based, & Interest/Strengths-Based Group Interventions for Non-Responders to Primary Systems and Efficient Early Interventions Secondary Preven- tion: ~15% Mann & Muscott (2007) Individualized Function-Based Support Plans for School-Wide & Group Non-Responders School-based Intensive Supports Coordinator Intensive Support Plans & Crisis Intervention Links to Wraparound Facilitation & Person-Centered Planning School-based Intensive Supports Tertiary Preven-tion: <5% Links to Community Collaboratives Links to MH and other Community-Based Supports

38. PBIS-NH Supports OUTCOMES Supporting Decision Making Supporting Adults/ Staff Supporting Students and Families

39. SYSTEMS 1. Universal Team and Processes 2. Communication with Staff and Families Primary Prevention: Universal Approaches 8. Systematic Screening 3. School-wide Expectations for All Locations 9. Data-Based Decision Making 4. Classroom Management 7. Responding to Problem Behavior 5. Teach Expectations in Locations 6. Recognize Students for Exhibiting Expected Behaviors PRACTICES DATA Muscott & Mann (2006)

40. Steps for Implementing Universal Systems of PBIS Create a representative, credible and influential universal leadership team which meets regularly and uses effective team processes.

41. Composition of the Universal School Leadership Team by Role • Administrators • Curriculum/Assessment Director • General Education Classroom Teacher • Special Education Teacher • Behavior Specialist/Guidance/Psychologist • Reading/Literacy Specialist and/or Title I Coordinator • Family Member • Paraeducator

42. Universal Leadership Team Membership • Person w/ school-wide decision-making influence • Person (people) w/ classroom experience & expertise • Person (people) w/ expertise in specially designed instruction • Person with behavioral expertise • Person with curricular expertise (literacy; numeracy) • Person (people) w/ skill & experience in data-based decision making • Person (people) w/ expertise in family perspective • Person (people) w/ expertise in student perspective • Consider developing diverse student leadership

43. Effective Teams Have a Defined Mission Team members know the mission, support the mission, and can easily articulate the mission to others

44. Effective Teams Agree to Ground Rules Effective PBIS-NH Teams Identify Ground Rules, Agree to Them, and Stick to Them! Ground Rules are Reviewed Regularly But are Respected Until a Decision is Made to Change

45. Effective Teams are outcome and action driven • Use action planning • Promote accountability

46. NH CEBIS MEETING MINUTES

47. Action Planning Steps • Identify Issue(Team Meeting Process – Where / Time to meet) • Identify TASK(s) to Complete(Find distraction-free location / poll Team members for best time) • Identify Person / People Responsible for Completing the Task(John H) • Identify When the Task is to be Completed(2/2/05 – one week prior to next planned Team meeting)

48. Collaborative Team Process ChecklistMann and Muscott, 2004 • Tool to assess team functioning (14 items) • Assess status (In place, Partial, Not in Place) • Identify Priority (High, Medium, Low) • Develop action plan based on priorities • Should be completed 2xs a year (Fall, Spring) • Team functioning is priority #1!

49. Discussion • How would you determine who would be on the Universal (Primary Systems) Leadership Team at your school? • How would you address family and student voice on this team?

50. Building the Positive Prevention Features of PBIS • Identify desired outcomes and critical questions to address based on a review of existing (or additional) sources of data using data-based decision making processes.