Collecting and Using Data:to Improve RtI Implementation:

RTI and Behavior Process Improvement

Bill Trant, NHCS Executive Director of Special Education and Related Serviceswilliam.trant@nhcs.net

Susan Cole, NHCS School Psychologist, Behavioral Support Specialist, EC Liaisonsusan.cole@nhcs.net

Leigh Gates, NHCS RtI Liaisonleigh.gates@nhcs.net

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Agenda Set the Stage:

Brief History & RtI Criteria for Behavior

Collecting Data: Data Sources & Methods

Using Data: Work Group & Results

Rollout

Wrap-up

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Setting the Stage

Brief History of RtI in NHCS &

RtI Criteria for Behavior

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History of RtI in NHCS

NHCS was 1 of the original 5 pilot sites for PSM in NC

NHCS pilot consisted of 2 school teams; 60 training hrs.

5 schools added in 1st year; 6 schools added annually

By 09-10, 32 K-8 schools use RtI in academics & behavior

We use RtI data to support eligibility decisions

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RtI in the Area of Behavior: Adverse Effect,

Specially Designed Instruction, & Conditions to Rule Out

Adverse Effect: Performance Well Below Peers

Replacement behavior goal set at 100% for behavior that is harmful to self / others assault and battery causes significant disruption of the learning environment

Replacement behavior goal set at 75% for behavior that is not harmful Involves noncompliance w/o aggressive behaviors, work completion,

off task Growth Rate Below Peers

The trend line of the data must be compared to the aimline If trendline doesn’t intersect aimline w/in18 wks. of Tier 3, then criteria is met

If trendline does intersect aimline w/in18 wks. of Tier 3, then criteria is NOT met

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RtI in the Area of Behavior: Adverse Effect,

Specially Designed Instruction, & Conditions to Rule Out

Specially Designed Instruction: Intensity and Nature of Instruction

In the last part of Tier 3, instruction must resemble specially designed instruction & records documenting appropriateness, fidelity and integrity of interventions (including motivational)

Conditions to Rule Out: Lack of appropriate instruction in reading and math Cultural Linguistic factors Environmental factors Economic factors Additional SLD)exclusion criteria

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Collecting Data

Data Sources

Methods

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Triangulated Data Sources:

Anecdotal Evidence: General grumblings of discontent

Questionnaire: NHCS School Personnel PSM/RtI Satisfaction

Survey NHCS Parent/Guardian PSM/RtI Satisfaction Survey

Focus Group: Administrators w/ concerns & others w/ behavioral

expertise

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Collecting Data: SurveySchool personnel were satisfied (or very satisfied)

with the degree to which the interventions used helped students to progress towards meeting benchmarks in the following:

Reading (72%),Math (68%), &Behavior (55%).

Overall, Personnel were slightly less satisfied with: Identifying struggling students in behavior (44%

satisfied (or v s) Providing interventions in behavior (51% satisfied or v

s)

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Collecting Data: Focus Group

RtI & Behavior Process Improvement Group (Part 1 of 2) Was a representative group of school and district

personnel Brainstormed what works and what needs to work better Identified 3 target areas for improvement:1. Develop a Protocol for Behavioral Interventions2. Write a Procedure for High Intensity Behaviors that Pose Safety

Concerns3. Write a Revision to the Current Process

Throughout the 5 Month Process, the Group… Met regularly Solicited feedback from stakeholders

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Using Data

Work Group

Results

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Using Data: Work Group

RtI & Behavior Process Improvement Group (Part 2 of 2)

Consisted of some Part 1 members and additional nominees

Included more instructional services/support staff and

teachers

Developed 7 products to support the 3 target areas

Throughout the 5 Month Process, the Group…

Met regularly

Solicited feedback from stakeholders

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Using Data: Results

Target Area 1: 1. Sortable Protocol for Behavior Interventions

Target Area 2: 2. Expedited Process for High Intensity Behaviors

that Pose Safety Concerns3. Student Transition Information Checklist

Target Area 3: 4. RtI and Behavior Flow Chart5. RtI and Behavior Checklist6. Classroom Management Checklist7. Social Developmental History

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Sortable Protocol for Behavior Interventions Where to find it:

In the manual at the end of the RtI section

How to use it: Browse interventions in alphabetical order See recommendations for increasing intervention

intensity Sort to identify interventions by tier Identify materials to use for particular interventions Identify tools to use to collect data/assess progress Identify instructional resources available online or in

schools

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For Example…

A teacher has a student needing interventions in T1 Sort the protocol to identify T1 interventions

A Team wants to increase reflection log intensity See that T1=per incident; T2=daily; T3=2 or more x/day

A teacher would like instructional resources to support students. See Instructional Resources link and Polk Elementary website

What are other suggestions for use?

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Expedited Process for High Intensity Behaviors that Pose Safety Concerns

Where to find it: In the manual at the end of the RtI section

How to use it: Identify process for students at-risk of losing school

placement Determine how to employ suggested strategies

simultaneously Find a tool for facilitating meetings to support students

transitioning from a high level of care to a school setting

Note for use: This expedited process is intended to provide students

with a high level of intervention, not necessarily an IEP

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For Example…

A student who was in a hospital setting due to mental illness transitions back into her neighborhood school.

A student who was maintaining at Tier 2 demonstrates erratic, high intensity behaviors as the winter holiday season approaches.

What are other suggestions for use?

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The Revised RtI & Behavior Process Where to find the following products:

In the manual at the end of the RtI section

• RtI & Behavior Flow Chart

• RtI & Behavior Checklist

• Classroom Management Checklist

• Social Developmental History Questionnaire

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Let’s Take a Closer Look at the…

Classroom Management Checklist

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You may want to refer to the “Implementing the 2012-13 RtI and Behavior Revised Process”document in the handouts when

navigating through these tools on your own.

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Rollout

Schedule for PD

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Rollout: Schedule for PD2011-2012: Information shared with Liaisons, Psychologists, OTs, PTs,

SLPs Part 1 and Part 2 group members started sharing with

colleagues at their schools when intervening with behavior cases

2012-2013: Beginning of year meetings for:

Principals and APs, Special Ed. Staff Counselors and Social Workers 504 Coordinators

Scheduled professional development sessions for: RtI Team Members (2 school-based sessions for each region= 8

sessions) See Handout: PD Schedule

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Defining the

Problem

Develop Hypothese

s

Discuss and Select Solutions

Develop and

Implement Action Plan

Evaluate and Revise

Action Plan

We Are Here

What are your suggestions for our next steps?How do we Evaluate & Revise the Action Plan?

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Wrap-upThe RtI and Behavior process is NOT about

“What’s wrong with kids.”

It IS about

“What works for kids.”

The focus is on teaching replacement behaviors.

We can’t forget the original purpose of public schools, to teach students to become productive citizens.

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We’d like to hear from you…

What have you been doing in the area of behavior?

What have been your challenges?

What have been your strategies for addressing the

challenges?

Collecting and Using Data:to Improve RtI Implementation:

RTI and Behavior Process Improvement

Bill Trant, NHCS Executive Director of Special Education and Related Serviceswilliam.trant@nhcs.net

Susan Cole, NHCS School Psychologist, Behavioral Support Specialist, EC Liaisonsusan.cole@nhcs.net

Leigh Gates, NHCS RtI Liaisonleigh.gates@nhcs.net