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PBS, EIS, PLC, MTI, RTI…. Oh My!

PBS, EIS, PLC, MTI, RTI…. Oh My!. An Overview of Effective Behavior and Instructional Support Systems for MiBLSi State Conference, 4/22/2008 Carol Sadler, Ph.D. casadler@verizon.net. PBS and RTI use MTI and PLCs to accomplish EIS!. What do PBS and RTI (for…) have in common?

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PBS, EIS, PLC, MTI, RTI…. Oh My!

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  1. PBS, EIS, PLC, MTI, RTI…. Oh My! An Overview of Effective Behavior and Instructional Support Systems for MiBLSi State Conference, 4/22/2008 Carol Sadler, Ph.D. casadler@verizon.net

  2. PBS and RTI use MTI and PLCs to accomplish EIS! What do PBS and RTI (for…) have in common? • District and school-wide Systems • Research-based • DATA focused • Processes NOT programs • For ALL students K-12 • 3-5 year commitment to implement • Clear goals, common vision and expectations • Leadership and teacher collaboration, the Heart CSadler

  3. LD DIBELS The Acronym SCREAM! ED CBM EIS PLC RTI ESEA TLC IDEA NCLB PBIS ORF AYP PBS OSAT/OAKS EBS EBISs FBA-BIP Teacher TESA Carol Sadler, Ph.D., Educational Systems Consultant CSadler

  4. “the vision of schools as a community of leaders is not a fantasy. …shared leadership expands the possibilities for school improvement, increases commitment, complicates decision-making, and makes for more effective education of children” (Barth, 1990) CSadler

  5. Session Overview Introductions Response to Instruction/Intervention What, Where, Why, and How Relationship to Positive Behavior Support Effective Behavior & Instructional Support (EBIS) Outcomes (from the 6 year demonstration in Tigard-Tualatin) How the EBIS Process Works Example Protocols Forms Team Process SPED Referral and Identification Fidelity Monitoring Summary & Conclusions CSadler 5

  6. CSadler casadler@verizon.net 6

  7. Response to Instruction/Intervention (RTI)What, Where, Why, and How CSadler

  8. What is RTI? (Mellard & Johnson, 2008) • Process of instruction, assessment and intervention that allows schools to identify struggling students early, provide appropriate instructional interventions, and increase the likelihood that all students will be successful. CSadler

  9. Where does RTI apply? (Is it just about Sped?) • Screening and Prevention • Identifies students at risk and provides early intervention • Early Intervention • Enhances the general curriculum for all students and provides intervention and remediation • Disability Determination • Determines a student’s response to instruction and intervention as one part of special education evaluation and identification CSadler

  10. RTI is not intended to replace comprehensive evaluation “…it is meant to intervene in a research-based and hopefully effective way to address difficulties students are having, either academically or behaviorally. It rests on the possibility that prior instruction, not disability, might be at the root of the problem.It is meant for all students, even as it may also be used as part of making determinations of LD.” (Guidance from U.S. Dept. of Ed., OSEP, Regional Regulations Implementation Meetings, Feb. 2007) CSadler

  11. Why Implement a RTI Approach? General School Improvement • Promising approach to providing appropriate learning experiences for all students • Usefulness for early identification, intervention, and reduction of risk • Compatibility with other school-wide models and systems for school improvement, such as PBS CSadler

  12. Why Implement a RTI Approach? Alternative to Traditional Referral • Two parallel systems: general and special education • Problems in general  referral and evaluation in special • Identification, when it occurred, typically Learning Disabilities (LD) • Process  Wait to Fail CSadler

  13. “When we know better, we do better.”Maya Angelou CSadler

  14. Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior How?Multi-Tiered Instruction/EIS/Prevention ModelPublic Health & Disease Prevention (Larson, 1994) CSadler

  15. RTI - Multi-Tiered Instruction Tier 3 Few Students:Intensive Interventions Tier 2 Some Students:Targeted Interventions Tier 1All Students:Primary Core, Screening, and Differentiated Instruction Some refer to special education as a Tier 4 – still others, as Tier 3 CSadler

  16. Why Implement an integrated behavior and academic approach? Social behavior deficit model Social skills problems lead to academic problems (Dishion, French & Patterson, 1995, Reid & Patterson, 1991, Wehby, Lane & Falk, 2003) Academic skill deficit model Academic problems lead to social problems (Lee, Sugai & Horner, 1999, Roberts et al 2001) Pathways to Problems in School CSadler

  17. Reading and Behavior Connections(McIntosh & Sadler, in process) Predictors of 2 or more Office Discipline Referrals in 5th grade: LNF and PSF below benchmark at end of Kindergarten (p <.01) Predictor of meeting/exceeding OSA Reading/Literature in 5th grade: NWF above benchmark at end of Kindergarten (p <.01) N=426 students with scores K-5; binary logistic regression analyses CSadler

  18. Reading and Behavior Connections Oregon State Reading x Office Referrals (Sadler & Sugai, 2008) CSadler 18

  19. 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% CSadler

  20. Effective Behavior & Instructional Support Systems STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems CSadler Adapted

  21. Effective Support Systems “Investments” OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior CSadler Adapted

  22. EBIS Model(Tigard-Tualatin School District) CSadler

  23. T-TSD Demographics (2007-08) 17 Schools, 13,000 students 10 elementary, 1 charter, 3 middle, 2 high, 1 alt Special Programs participation 1,200 Special Education (10%) 1,800 English Language Learners (15%) 1,500 Talented and Gifted (12%) Socio-economic status Title 1 in 6 elementary schools Free/Reduced ranges from 7% to 58% CSadler casadler@verizon.net 23

  24. T-TSD Significant Events ODE Technical Assistance on ED evaluation (1988) Curriculum Based Measurement System (CBM) and Problem-Solving Model (1989) Early Literacy (C & I) Specialists (1998) Effective Behavior Support (1996) First Step to Success (1999) Dynamic Indicators of Basic Early Literacy Skills (1999) Effective Behavior & Instructional Support – EBIS/RTI Project (federal grant-elementary schools) (2001) Project CIRCUITS (2002) Tualatin ES-National Model Site-National Center for Research on Learning Disabilities (2004) Oregon RTI Training Initiative-ODE (2005) Middle and high school—Literacy Initiative (2005) Carol retired (2006) casadler@verizon.net 24

  25. CSadler

  26. “Sustainability does not simply mean whether something will last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment now and in the future.” (Fullan, 2005) CSadler

  27. T-TSD EBIS Project (2001-2006)OUTCOMES Sustain existing model of Effective Behavior Support in elementary schools Implement a comparable, multi-tiered model of support to improve K-3 reading outcomes Demonstrate use of RTI for Special Education evaluation and identification CSadler

  28. Sustaining EBS: How did we do? Critical Features SW PBS: • Rules CLEARLY DEFINED • Rules are CONSISTENTLY TAUGHT • Rules are POSITIVELY REINFORCED • Systems are in place for CORRECTING PROBLEM BEHAVIORS • DATA are used for DECISION-MAKING • A team holds REGULAR MEETINGS, and team LEADERSHIP is clear • There is a high level of SCHOOL and DISTRICT-LEVEL SUPPORT CSadler

  29. School Wide Evaluation Tool (SET) 5-Year Trends 80% Criteria CSadler

  30. This worked out to a difference of about 2 ½ months of additional teaching/learning time in T-TSD compared to national sample CSadler

  31. T-TSD Office Discipline Referral Distribution All Students 2004-05 1% received 6 or more referrals ~5% 8% received 2-5 referrals ~15% 80% received NO referrals; 90% received 0-1 referrals ~80% of Students (Walker, et al. 1996) CSadler

  32. Improving K-3 Reading Outcomes: How did we do?T-TSD DIBELS PSF 1999-00 through 2005-06 CSadler casadler@verizon.net 32

  33. Figure 2. Percent of kindergarten students in established range on DIBELS Phoneme Segmentation Fluency pre- and post-implementation (2000-01 through 2005-06) of the Early Reading Intervention curriculum in 6 Title 1 elementary schools. (Sadler & Sugai, 2008) CSadler

  34. 2005-06 DIBELS CSadler

  35. Oregon State Reading and Math Assessments Board Goal => CSadler

  36. EarlyIntervening: How did we do? Early Identification Using RTI Alternative Overall #s K-12 SLD = 2001: 507; 2005: 530; 2006: 513 Grade 1: 2004 = 8; 2006 = 12 Grade 2: 2004 = 19; 2006 = 49 CSadler

  37. How theEBIS Team Process Works EBIS is a structured, systematic process that features: • Team Membership and Responsibilities • Decision Rules • Data for Multiple Purposes • Universal Screening: Core Evaluation and Planning, Identifying At Risk Students • Phases 1- 2: 1st and 2nd Interventions • Phase 3: Individualizing • Phase 4: Referring for Continuation of SPED • Evaluation • Fidelity Monitoring (Interventions, Processes) CSadler

  38. Key Component: Evidenced-based Curriculum and Instruction • New reading adoption this year: Macmillan/ McGraw-Hill Treasures-Fast Track Phonics-K • 90 minutes per day (60 in K) • Fidelity checks by principal • Initial training for new teachers or teachers new to a grade level • Train-the-Trainers model for ongoing support during the year Differentiated Instruction within the Core • Skill grouping options • 45 min. whole group plus 45 min. skill grouping (Approaching-On-Beyond) • 90 min. skill grouping • Literacy Specialists work with A Teachers • TAG Specialists work with B Teachers • Master Teachers (Train the Trainers) work with all levels CSadler

  39. Macmillan Components • Main Selection • Vocabulary, Comprehension Skills and Comprehension Strategies • Leveled Readers • Reinforce skills taught in main selection and add connected text reading at skill level • Grammar and Spelling • Can be included in 90 min. or outside of 90 min. with district Writing program (Lucy Culkins) CSadler

  40. T-T Tier II: Core Plus Strategic Intervention • Additional, research-based instruction in area of need • Usually 30 minutes per day • Small group (3-7) • Interventionist trained in program: • May be classroom teacher, Title I, or Instructional Assistant • Ex. 2007-08: Pam provided up to a day of training for each program…on-going refresher training by Lit. Spec. based on fidelity information • Example: Combined Phonics for Reading/Read Naturally • 30-45 minutes daily • Small group of 5 students • Taught by an Instructional Assistant in the Reading Lab CSadler

  41. T-T Tier III: Core Plus Intensive Intervention • Goal for Tier III students is to be in Core instruction the whole time plus additional intervention • However, occasionally students will be in Core for 30 min. to receive main selection and vocabulary, then 60-90 min. of Reading Mastery • Example: Combined Reading Mastery and Read Naturally • Group of 3 • 30-45 minutes twice per day • Most experienced Instructional Assistant or Certified Teacher How intensive might differ from strategic? • More time • Smaller group • Different program • Most skilled interventionist CSadler

  42. T-TSD Standard Protocols • History ES: • Reading and Behavior in place for years • Reading interventions closer to 30 than 45 min. • Math started this year • Written Language starting next year • MS-HS: Scale up began in 2006 • Review protocols (10 min.) CSadler

  43. EBIS Team Structure On-Going Assessment of Students’ Academic & Social-Behavioral Skills Grade Level Teacher Teams SW EBS Team EBIS Leadership Team Individual Student Support Teams CSadler

  44. EBIS Leadership Team (EBIS-T) Meets 3 Times/Yr. (Screening) and then Monthly (Progress Monitoring) Includes principal, counselor, literacy specialist, special education, ELL specialists Leads screening, ongoing evaluation of core Monitors students in small group and individual interventions Oversees RTI fidelity and makes referrals to special education EBIS Team Membership and Responsibilities CSadler

  45. Grade Level Teacher Teams (GLT-T) (EBIS collaboration) Meet monthly with EBIS Leadership Team Collaborate with EBIS-T to plan, implement and monitor supplemental group/individual interventions (Tier 2) EBS Team (EBS-T) Includes principal and representative certified and classified staff Meets Monthly-Quarterly Focuses on implementation and fidelity of SW prevention program EBIS Team Membership and Responsibilities CSadler

  46. EBIS Team Membership and Responsibilities EBIS Individual Student Support Team (ISS-T) Membership varies: classroom teacher, school experts/specialists, ELL, parent, etc. Psychologist important here Implements individualized interventions, monitors student progress Reports to EBIS Leadership Team May recommend referral for Special Education evaluation CSadler

  47. EBIS TEAM PROCESS Conduct UNIVERSAL SCREENING (DIBELS, OSA Scores, Attendance, Office Referrals, etc. - Three Times/Year - Fall, Winter & Spring) IDENTIFY STUDENTS needing Supplemental Instruction/ Intervention (General Decision Rule: Lowest 20%) Complete EBIS Interventions & Planning Form Fall: REVIEW UNIVERSAL SCREENING DATA (EBIS Leadership & Grade Level Teacher Teams) See Benchmark (Tier 1) Instruction Options and Program Evaluation Tools Winter/Spring: Begin REVIEW of SCREENING DATAto Evaluate Effectiveness of Core Curriculum and Instruction Program (General Decision Rule: =>80% on Track) 1 IMPLEMENT INTERVENTION #1 (Small Group Intervention, Begin Student Intervention Profile) See Intervention Decision Rules and Progress Monitoring Guidelines Monitor Progress Weekly (4-8 Weeks) 2 - Progress + Progress IMPLEMENT INTERVENTION #2 (Adjust Small Group, Continue Student Intervention Profile) Use Options for Changing Interventions CSadler Continue Intervention #1

  48. Core Evaluation and PlanningIf the 80% Criterion is not being met… Literacy: 90 minutes of reading daily? Protected allocated reading time each day? Skill grouping by class or grade (“customized” instruction)? Core and supplemental programs implemented with fidelity? More professional development needed? Math: Skill grouping by class or grade? Identifying and emphasizing specific strands? Adequate allocated time for instruction each day? Guided practice? Fluency issues, e.g., facts? Behavior: Is the school-wide program fully implemented? Identifying and teaching to a small, clear set of rules? Reinforcement systems in place? Data being used for program/activities planning? Systems for correction in place CSadler

  49. EBIS TEAM PROCESS, continued Monitor Progress Weekly (4-8 Weeks) 3 + Progress - Progress IMPLEMENT INDIVIDUALIZED INTERVENTION Use “Formal” Problem Solving (IPS Worksheet, Development History, Functional Behavior Assessment) Monitor Progress Weekly (4-8 Weeks) Resume General Program - Progress + Progress Improvement Appears Related to Other Factors—Identify Resources to Continue Needed Support 4 REFER FOR SPECIAL EDUCATION EVALUATION Intervention is so intense LD is suspected CSadler

  50. Problem Solving Process that uses the skills of professionals from different disciplines to develop and evaluateintervention plans that significantly improve the school performance of students CSadler

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