4162013

Integrating Academic and Behavior Supports within an RtII Framework

Hot Topics in Behavior PaTTAN

April 17 2013

Pennsylvania Training and Technical Assistance Network

PaTTANrsquos Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of

Special Education and to build the capacity of local educational agencies to serve students who receive special

education services

PDErsquos Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP)

teams begin with the general education setting with the use of Supplementary Aids and Services

before considering a more restrictive environment

1

4162013

Enter the code for credit

Look for survey address in live session

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Description of Todayrsquos Session

The integration of academics and behavior into a single Response to Instruction and Intervention (RtII) framework has proven to advance outcomes for all students and to prevent school failure This session will provide participants with information that addresses how academic and behavior systems can be combined into an integrated school-wide system of supports for students

Webinar Outcomes

Participants will be able to bull Make connections between RtII and PBIS

bull Explain the components and benefits of a school-wide approach to behavior

bull Identify school-wide foundational interventions provided to all students in the general education core curriculum through an RtII framework

bull Identify the role of systems practices data and outcomes in a school-wide process

2

4162013

Variable Vocabulary

bull Is it PBS PBIS SWPBS Itrsquos all of them

bull RtI vs RtII RtII in PA

If we were togetherhellip

1 What do you think are the most important variables influencing student achievement

2 Discuss the top three behaviors that disrupt instruction

3 List the problems that occur in your school Where do they happen When do they happen

Moving Upstream A Story of Prevention and Intervention

3

4162013

The Behavior-Instruction Connection Darch amp Kamersquoenui (2004)

Procedures for Behavioral Problems Procedures for Academic Problems bull Assume student refuses to

the wrong way bull Assume the student has learned

cooperate bull Assume student knows what is

(inadvertently) the wrong way bull Assume student has been taught

right and has been told often enough bull Diagnose the problem

bull Provide more negative

instructional strategies provide bull Adjust presentation use effective

consequences withdraw student

feedback practice and review from normal context bull Provide more negative

skill bull Assume student has learned the

consequences maintain removal from normal context

bull Assume student has learned hisher lesson 10

Behavioral Errors

bull More often errors occur because

o Students do not have appropriate skills-

o ldquoSkill Deficitsrdquo

o Students do not know when to use skills

o Students have not been taught specific classroom procedures and routines

o Skills are not taught in context

8242010 11

Why Develop a System for Teaching Behavior

Instead We must assume We have to teach expectationsrules Students will need to practice appropriate

behaviors

We can no longer assume Students know the expectationsrules

Students will learn appropriate behaviors without practice and modeling

4

4162013

Why Develop a System for Teaching Behavior

bull Behaviors are companion for academics

bull Procedures and routines create structure

bull Repetition is key to learning new skills

Ultimate purpose of Positive Behavior Support is to ensure students are

progressingachieving

8242010 13

Why Focus on Supporting Positive Behavior

Instructional Time Lost

bull 17 of teachers lost four or more hours of teaching time per week

bull 19 of teachers said they lost two or three hours

bull In urban elementary schools 21 said they lost four or more hours per week

bull In urban secondary schools 24 said they lost four or more hours per week

raquo Source American Federation of Teachers (AFT)

Consider thishellip

Until we have defined taught modeled practiced reinforced and re-taught it is

unethical for adults to punishhelliphelliphellip

Rob Horner

15

5

4162013

NASDSE Definition of RtI

bull ldquoRtI is the practice of providing bull (1) high-quality instructionintervention

matched to student needs using bull (2) learning rate over time and level of

performance to make important educational decisionsrdquo

6

Public Health 1957 Commission on Chronic Illness

Mental Health Social Work Wrap Around Model Mrazek amp Haggerty (1994)

Committee on prevention of mental disorders

Mental Health Psychology CaplanG (1964) Principles of preventative psychology

School and District Behavioral Support Walkeret al (1996) Integrated approaches to preventing antisocial behavior patterns

among school children and youth

School wide positive behavior support Sugai amp Horner (2002) The evolution of discipline practices school wide positive behavior supports

4162013

Definition of RtII

bull Response to Instruction and Intervention (RtII) in PA refers to the use of a standards-aligned multi-tiered system of support for implementing PArsquos Standards Aligned System (SAS)

bull RtII is an ldquoEvery Edrdquo standards-aligned initiative

bull Intended to improve learning as efficiently effectively and equitably as possible for ALL students including students with disabilities

bull RtII relies upon the use of a range of student performance data to continuously inform monitor and improve student access and response to high-quality core and supplemental instructionintervention

RtII Critical Components

bull We can effectively teach all children ndash (standards aligned instruction ndash wwwpdesasorg)

bull Intervene early bull Use multi-tier model of service delivery

ndash (3 tiered in PA) bull Use a problem-solving method to make decisions

within a multi-tier model (shared ownership) bull Use research-based scientifically validated

interventionsinstruction to the extent available bull Monitor student progress to inform instruction bull Use data to make decisions (progress monitoring

benchmarks)

7

4162013

Enter the code for credit

Look for survey address in live session

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Description of Todayrsquos Session

The integration of academics and behavior into a single Response to Instruction and Intervention (RtII) framework has proven to advance outcomes for all students and to prevent school failure This session will provide participants with information that addresses how academic and behavior systems can be combined into an integrated school-wide system of supports for students

Webinar Outcomes

Participants will be able to bull Make connections between RtII and PBIS

bull Explain the components and benefits of a school-wide approach to behavior

bull Identify school-wide foundational interventions provided to all students in the general education core curriculum through an RtII framework

bull Identify the role of systems practices data and outcomes in a school-wide process

2

4162013

Variable Vocabulary

bull Is it PBS PBIS SWPBS Itrsquos all of them

bull RtI vs RtII RtII in PA

If we were togetherhellip

1 What do you think are the most important variables influencing student achievement

2 Discuss the top three behaviors that disrupt instruction

3 List the problems that occur in your school Where do they happen When do they happen

Moving Upstream A Story of Prevention and Intervention

3

4162013

The Behavior-Instruction Connection Darch amp Kamersquoenui (2004)

Procedures for Behavioral Problems Procedures for Academic Problems bull Assume student refuses to

the wrong way bull Assume the student has learned

cooperate bull Assume student knows what is

(inadvertently) the wrong way bull Assume student has been taught

right and has been told often enough bull Diagnose the problem

bull Provide more negative

instructional strategies provide bull Adjust presentation use effective

consequences withdraw student

feedback practice and review from normal context bull Provide more negative

skill bull Assume student has learned the

consequences maintain removal from normal context

bull Assume student has learned hisher lesson 10

Behavioral Errors

bull More often errors occur because

o Students do not have appropriate skills-

o ldquoSkill Deficitsrdquo

o Students do not know when to use skills

o Students have not been taught specific classroom procedures and routines

o Skills are not taught in context

8242010 11

Why Develop a System for Teaching Behavior

Instead We must assume We have to teach expectationsrules Students will need to practice appropriate

behaviors

We can no longer assume Students know the expectationsrules

Students will learn appropriate behaviors without practice and modeling

4

4162013

Why Develop a System for Teaching Behavior

bull Behaviors are companion for academics

bull Procedures and routines create structure

bull Repetition is key to learning new skills

Ultimate purpose of Positive Behavior Support is to ensure students are

progressingachieving

8242010 13

Why Focus on Supporting Positive Behavior

Instructional Time Lost

bull 17 of teachers lost four or more hours of teaching time per week

bull 19 of teachers said they lost two or three hours

bull In urban elementary schools 21 said they lost four or more hours per week

bull In urban secondary schools 24 said they lost four or more hours per week

raquo Source American Federation of Teachers (AFT)

Consider thishellip

Until we have defined taught modeled practiced reinforced and re-taught it is

unethical for adults to punishhelliphelliphellip

Rob Horner

15

5

4162013

NASDSE Definition of RtI

bull ldquoRtI is the practice of providing bull (1) high-quality instructionintervention

matched to student needs using bull (2) learning rate over time and level of

performance to make important educational decisionsrdquo

6

Public Health 1957 Commission on Chronic Illness

Mental Health Social Work Wrap Around Model Mrazek amp Haggerty (1994)

Committee on prevention of mental disorders

Mental Health Psychology CaplanG (1964) Principles of preventative psychology

School and District Behavioral Support Walkeret al (1996) Integrated approaches to preventing antisocial behavior patterns

among school children and youth

School wide positive behavior support Sugai amp Horner (2002) The evolution of discipline practices school wide positive behavior supports

4162013

Definition of RtII

bull Response to Instruction and Intervention (RtII) in PA refers to the use of a standards-aligned multi-tiered system of support for implementing PArsquos Standards Aligned System (SAS)

bull RtII is an ldquoEvery Edrdquo standards-aligned initiative

bull Intended to improve learning as efficiently effectively and equitably as possible for ALL students including students with disabilities

bull RtII relies upon the use of a range of student performance data to continuously inform monitor and improve student access and response to high-quality core and supplemental instructionintervention

RtII Critical Components

bull We can effectively teach all children ndash (standards aligned instruction ndash wwwpdesasorg)

bull Intervene early bull Use multi-tier model of service delivery

ndash (3 tiered in PA) bull Use a problem-solving method to make decisions

within a multi-tier model (shared ownership) bull Use research-based scientifically validated

interventionsinstruction to the extent available bull Monitor student progress to inform instruction bull Use data to make decisions (progress monitoring

benchmarks)

7

4162013

Variable Vocabulary

bull Is it PBS PBIS SWPBS Itrsquos all of them

bull RtI vs RtII RtII in PA

If we were togetherhellip

1 What do you think are the most important variables influencing student achievement

2 Discuss the top three behaviors that disrupt instruction

3 List the problems that occur in your school Where do they happen When do they happen

Moving Upstream A Story of Prevention and Intervention

3

4162013

The Behavior-Instruction Connection Darch amp Kamersquoenui (2004)

Procedures for Behavioral Problems Procedures for Academic Problems bull Assume student refuses to

the wrong way bull Assume the student has learned

cooperate bull Assume student knows what is

(inadvertently) the wrong way bull Assume student has been taught

right and has been told often enough bull Diagnose the problem

bull Provide more negative

instructional strategies provide bull Adjust presentation use effective

consequences withdraw student

feedback practice and review from normal context bull Provide more negative

skill bull Assume student has learned the

consequences maintain removal from normal context

bull Assume student has learned hisher lesson 10

Behavioral Errors

bull More often errors occur because

o Students do not have appropriate skills-

o ldquoSkill Deficitsrdquo

o Students do not know when to use skills

o Students have not been taught specific classroom procedures and routines

o Skills are not taught in context

8242010 11

Why Develop a System for Teaching Behavior

Instead We must assume We have to teach expectationsrules Students will need to practice appropriate

behaviors

We can no longer assume Students know the expectationsrules

Students will learn appropriate behaviors without practice and modeling

4

4162013

Why Develop a System for Teaching Behavior

bull Behaviors are companion for academics

bull Procedures and routines create structure

bull Repetition is key to learning new skills

Ultimate purpose of Positive Behavior Support is to ensure students are

progressingachieving

8242010 13

Why Focus on Supporting Positive Behavior

Instructional Time Lost

bull 17 of teachers lost four or more hours of teaching time per week

bull 19 of teachers said they lost two or three hours

bull In urban elementary schools 21 said they lost four or more hours per week

bull In urban secondary schools 24 said they lost four or more hours per week

raquo Source American Federation of Teachers (AFT)

Consider thishellip

Until we have defined taught modeled practiced reinforced and re-taught it is

unethical for adults to punishhelliphelliphellip

Rob Horner

15

5

4162013

NASDSE Definition of RtI

bull ldquoRtI is the practice of providing bull (1) high-quality instructionintervention

matched to student needs using bull (2) learning rate over time and level of

performance to make important educational decisionsrdquo

6

Public Health 1957 Commission on Chronic Illness

Mental Health Social Work Wrap Around Model Mrazek amp Haggerty (1994)

Committee on prevention of mental disorders

Mental Health Psychology CaplanG (1964) Principles of preventative psychology

School and District Behavioral Support Walkeret al (1996) Integrated approaches to preventing antisocial behavior patterns

among school children and youth

School wide positive behavior support Sugai amp Horner (2002) The evolution of discipline practices school wide positive behavior supports

4162013

Definition of RtII

bull Response to Instruction and Intervention (RtII) in PA refers to the use of a standards-aligned multi-tiered system of support for implementing PArsquos Standards Aligned System (SAS)

bull RtII is an ldquoEvery Edrdquo standards-aligned initiative

bull Intended to improve learning as efficiently effectively and equitably as possible for ALL students including students with disabilities

bull RtII relies upon the use of a range of student performance data to continuously inform monitor and improve student access and response to high-quality core and supplemental instructionintervention

RtII Critical Components

bull We can effectively teach all children ndash (standards aligned instruction ndash wwwpdesasorg)

bull Intervene early bull Use multi-tier model of service delivery

ndash (3 tiered in PA) bull Use a problem-solving method to make decisions

within a multi-tier model (shared ownership) bull Use research-based scientifically validated

interventionsinstruction to the extent available bull Monitor student progress to inform instruction bull Use data to make decisions (progress monitoring

benchmarks)

7

4162013

The Behavior-Instruction Connection Darch amp Kamersquoenui (2004)

Procedures for Behavioral Problems Procedures for Academic Problems bull Assume student refuses to

the wrong way bull Assume the student has learned

cooperate bull Assume student knows what is

(inadvertently) the wrong way bull Assume student has been taught

right and has been told often enough bull Diagnose the problem

bull Provide more negative

instructional strategies provide bull Adjust presentation use effective

consequences withdraw student

feedback practice and review from normal context bull Provide more negative

skill bull Assume student has learned the

consequences maintain removal from normal context

bull Assume student has learned hisher lesson 10

Behavioral Errors

bull More often errors occur because

o Students do not have appropriate skills-

o ldquoSkill Deficitsrdquo

o Students do not know when to use skills

o Students have not been taught specific classroom procedures and routines

o Skills are not taught in context

8242010 11

Why Develop a System for Teaching Behavior

Instead We must assume We have to teach expectationsrules Students will need to practice appropriate

behaviors

We can no longer assume Students know the expectationsrules

Students will learn appropriate behaviors without practice and modeling

4

4162013

Why Develop a System for Teaching Behavior

bull Behaviors are companion for academics

bull Procedures and routines create structure

bull Repetition is key to learning new skills

Ultimate purpose of Positive Behavior Support is to ensure students are

progressingachieving

8242010 13

Why Focus on Supporting Positive Behavior

Instructional Time Lost

bull 17 of teachers lost four or more hours of teaching time per week

bull 19 of teachers said they lost two or three hours

bull In urban elementary schools 21 said they lost four or more hours per week

bull In urban secondary schools 24 said they lost four or more hours per week

raquo Source American Federation of Teachers (AFT)

Consider thishellip

Until we have defined taught modeled practiced reinforced and re-taught it is

unethical for adults to punishhelliphelliphellip

Rob Horner

15

5

4162013

NASDSE Definition of RtI

bull ldquoRtI is the practice of providing bull (1) high-quality instructionintervention

matched to student needs using bull (2) learning rate over time and level of

performance to make important educational decisionsrdquo

6

Public Health 1957 Commission on Chronic Illness

Mental Health Social Work Wrap Around Model Mrazek amp Haggerty (1994)

Committee on prevention of mental disorders

Mental Health Psychology CaplanG (1964) Principles of preventative psychology

School and District Behavioral Support Walkeret al (1996) Integrated approaches to preventing antisocial behavior patterns

among school children and youth

School wide positive behavior support Sugai amp Horner (2002) The evolution of discipline practices school wide positive behavior supports

4162013

Definition of RtII

bull Response to Instruction and Intervention (RtII) in PA refers to the use of a standards-aligned multi-tiered system of support for implementing PArsquos Standards Aligned System (SAS)

bull RtII is an ldquoEvery Edrdquo standards-aligned initiative

bull Intended to improve learning as efficiently effectively and equitably as possible for ALL students including students with disabilities

bull RtII relies upon the use of a range of student performance data to continuously inform monitor and improve student access and response to high-quality core and supplemental instructionintervention

RtII Critical Components

bull We can effectively teach all children ndash (standards aligned instruction ndash wwwpdesasorg)

bull Intervene early bull Use multi-tier model of service delivery

ndash (3 tiered in PA) bull Use a problem-solving method to make decisions

within a multi-tier model (shared ownership) bull Use research-based scientifically validated

interventionsinstruction to the extent available bull Monitor student progress to inform instruction bull Use data to make decisions (progress monitoring

benchmarks)

7

4162013

Why Develop a System for Teaching Behavior

bull Behaviors are companion for academics

bull Procedures and routines create structure

bull Repetition is key to learning new skills

Ultimate purpose of Positive Behavior Support is to ensure students are

progressingachieving

8242010 13

Why Focus on Supporting Positive Behavior

Instructional Time Lost

bull 17 of teachers lost four or more hours of teaching time per week

bull 19 of teachers said they lost two or three hours

bull In urban elementary schools 21 said they lost four or more hours per week

bull In urban secondary schools 24 said they lost four or more hours per week

raquo Source American Federation of Teachers (AFT)

Consider thishellip

Until we have defined taught modeled practiced reinforced and re-taught it is

unethical for adults to punishhelliphelliphellip

Rob Horner

15

5

4162013

NASDSE Definition of RtI

bull ldquoRtI is the practice of providing bull (1) high-quality instructionintervention

matched to student needs using bull (2) learning rate over time and level of

performance to make important educational decisionsrdquo

6

Public Health 1957 Commission on Chronic Illness

Mental Health Social Work Wrap Around Model Mrazek amp Haggerty (1994)

Committee on prevention of mental disorders

Mental Health Psychology CaplanG (1964) Principles of preventative psychology

School and District Behavioral Support Walkeret al (1996) Integrated approaches to preventing antisocial behavior patterns

among school children and youth

School wide positive behavior support Sugai amp Horner (2002) The evolution of discipline practices school wide positive behavior supports

4162013

Definition of RtII

bull Response to Instruction and Intervention (RtII) in PA refers to the use of a standards-aligned multi-tiered system of support for implementing PArsquos Standards Aligned System (SAS)

bull RtII is an ldquoEvery Edrdquo standards-aligned initiative

bull Intended to improve learning as efficiently effectively and equitably as possible for ALL students including students with disabilities

bull RtII relies upon the use of a range of student performance data to continuously inform monitor and improve student access and response to high-quality core and supplemental instructionintervention

RtII Critical Components

bull We can effectively teach all children ndash (standards aligned instruction ndash wwwpdesasorg)

bull Intervene early bull Use multi-tier model of service delivery

ndash (3 tiered in PA) bull Use a problem-solving method to make decisions

within a multi-tier model (shared ownership) bull Use research-based scientifically validated

interventionsinstruction to the extent available bull Monitor student progress to inform instruction bull Use data to make decisions (progress monitoring

benchmarks)

7

4162013

NASDSE Definition of RtI

bull ldquoRtI is the practice of providing bull (1) high-quality instructionintervention

matched to student needs using bull (2) learning rate over time and level of

performance to make important educational decisionsrdquo

6

Public Health 1957 Commission on Chronic Illness

Mental Health Social Work Wrap Around Model Mrazek amp Haggerty (1994)

Committee on prevention of mental disorders

Mental Health Psychology CaplanG (1964) Principles of preventative psychology

School and District Behavioral Support Walkeret al (1996) Integrated approaches to preventing antisocial behavior patterns

among school children and youth

School wide positive behavior support Sugai amp Horner (2002) The evolution of discipline practices school wide positive behavior supports

4162013

Definition of RtII

bull Response to Instruction and Intervention (RtII) in PA refers to the use of a standards-aligned multi-tiered system of support for implementing PArsquos Standards Aligned System (SAS)

bull RtII is an ldquoEvery Edrdquo standards-aligned initiative

bull Intended to improve learning as efficiently effectively and equitably as possible for ALL students including students with disabilities

bull RtII relies upon the use of a range of student performance data to continuously inform monitor and improve student access and response to high-quality core and supplemental instructionintervention

RtII Critical Components

bull We can effectively teach all children ndash (standards aligned instruction ndash wwwpdesasorg)

bull Intervene early bull Use multi-tier model of service delivery

ndash (3 tiered in PA) bull Use a problem-solving method to make decisions

within a multi-tier model (shared ownership) bull Use research-based scientifically validated

interventionsinstruction to the extent available bull Monitor student progress to inform instruction bull Use data to make decisions (progress monitoring

benchmarks)

7

4162013

Definition of RtII

bull Response to Instruction and Intervention (RtII) in PA refers to the use of a standards-aligned multi-tiered system of support for implementing PArsquos Standards Aligned System (SAS)

bull RtII is an ldquoEvery Edrdquo standards-aligned initiative

bull Intended to improve learning as efficiently effectively and equitably as possible for ALL students including students with disabilities

bull RtII relies upon the use of a range of student performance data to continuously inform monitor and improve student access and response to high-quality core and supplemental instructionintervention

RtII Critical Components

bull We can effectively teach all children ndash (standards aligned instruction ndash wwwpdesasorg)

bull Intervene early bull Use multi-tier model of service delivery

ndash (3 tiered in PA) bull Use a problem-solving method to make decisions

within a multi-tier model (shared ownership) bull Use research-based scientifically validated

interventionsinstruction to the extent available bull Monitor student progress to inform instruction bull Use data to make decisions (progress monitoring

benchmarks)

7

4162013

RtII is

bull data driven process to in improve mathreading achievement within a standards aligned system

bull general education led effort implemented within the general education system coordinated with services such as special education Title 1 ESL Reading First School Improvement Comprehensive Planning

bull alternative approach to the diagnosis of a Specific Learning Disability (SLD)

RtII is not

bull pre-referral system bull individual teacher bull classroom bull special education program bull added period of reading instruction bull separate stand alone initiative bull a place bull new

Universal

Targeted

Intensive

All

Some

Few RTII A Continuum of Support for All

8

4162013

Social Behavior

Social Studies

Science

Reading

Math

Phys Ed Art

Student Profile Tracy

The triangle shows supports needed for student success rather than to label individuals

Where did this RtI thing come from anyway

bull RtI comes from research in

RESEARCH Applied Behavior Analysis Data Based Program Modification PBIS Reading ResearchmdashBig 5 Curriculum Based Measurement Resistance to Intervention (Gresham 1991) IQAchievement Discrepancy is ldquoharmfulrdquo (Fletcher et al 2004)

Where did this RtI thing come from anyway

Presidentrsquos Commission on Excellence in Special Education (2001)

Learning Disabilities Summit (2001) No Child Left Behind (2002) RtI Symposium (2003) Reauthorization of IDEA (2004) POLICY

9

4162013

Where did this RtI thing come from anyway

PRACTICE Minnesota (1989) Dual Discrepancy for identifying learning disabilities

Pennsylvania (1990) statewide Instructional Support Teams

Iowa (1991) Problem Solving for special education eligibility piloted non-categorical system

Ohio (1993) Problem Solving for applying interventions in academics and behavior

A Definition of SWPBS

bull Frameworkapproach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances both academic and social behavior outcomes for ALL students

bull Prevention-oriented way for school personnel to (a) organize evidence-based practices (b) improve their implementation of those practices and (c) maximize academic and social behavior outcomes for students

bull PBS supports the success of ALL students across every educational settinglocation

SWPBS in Pennsylvania

10

4162013

SWPBS Emphasizes 4 Elements

SWPBS Outcomes

Improving classroom amp school climate

Integrating Decreasing academic amp reactive behavior managementinitiatives

Improving Maximizing support for academic

students w EBD achievement

33

11

4162013

SWPBS Is a Process amp Systems Approach

bull Reduce time spent on discipline

bull Create systems-based preventive continuum of behavior support

bull Invest in evidence-based practices

bull Establish behavioral competence

bull Utilize data-based decisions

bull Give priority to academic success by increasing available teachinglearning time

34

Potential Academic amp Behavioral Outcomes

bull Reducing discipline incidents and office discipline referrals promotes safe productive school environments

bull Fewer discipline incidents increases job satisfaction for staff members (Goor amp Schwenn 1997 Minarik et al 2003 Richards 2003 Whitaker 2000)

bull Proactive school environments increase the likelihood of academic success (Putnam et al 2006)

35

Classroom

Non-classroom Family

Student

Positive Behavior Support

Systems

36

12

4162013

bull Relies on research-based behavioral and instructional

Core Features of SWPBS

principles

bull Recognizes and builds upon the strengths of your school

bull Focuses on the critical link between instruction and desired student behavioral outcomes

bull Uses data-driven decision-making to design and monitor effectiveness of implementation efforts (system-wide group or individual student planning)

Core Features continued

bull Emphasis on positive climateculture

bull Comprehensive - uses a variety of supports

bull Proactive and preventative ndash Teaches social emotional and academic learning

skills ndash Provides support for development of resiliency

Ultimate purpose of Positive Behavior Support is students progressachieving

SWPBS ishellip

bull A team-based process including a broad range of systemic amp individualized strategies for achieving important social amp learning outcomes

bull a proactive approach to teach monitor and support school-appropriate behavior for ALL students

bull A focus on preventing problem behavior of anyall students at the school-wide classroom non-classroom amp individual levels (even the bus)

39

13

4162013

PBS is NOThellip

bull A top-down approach (80+ staff buy-in is crucial)

bull A quick fix for behavior problems (3-5 years)

bull An off-the-shelf packaged program (developed by the team to fit the school)

bull Just about discipline (teach ndash reinforce)

bull Administrator-free (the principal or assistant principal on the team is essential)

bull Just for problem students (for ALL)

Whatrsquos In It For Me

bull Increased instructional time bull Less time on setting limits bull Better school climate bull Ownership of SW-System bull Use of data for decision making bull Efficient use of resourcestime

41

Bottom Linehellip

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine amp Algozzine 2007 Horner et al 2009

Lassen Steele amp Sailor 2006)

14

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

Social Behavior

Social Studies

Science

Reading

Math

Phys Ed Art

Student Profile Tracy

The triangle shows supports needed for student success rather than to label individuals

Where did this RtI thing come from anyway

bull RtI comes from research in

RESEARCH Applied Behavior Analysis Data Based Program Modification PBIS Reading ResearchmdashBig 5 Curriculum Based Measurement Resistance to Intervention (Gresham 1991) IQAchievement Discrepancy is ldquoharmfulrdquo (Fletcher et al 2004)

Where did this RtI thing come from anyway

Presidentrsquos Commission on Excellence in Special Education (2001)

Learning Disabilities Summit (2001) No Child Left Behind (2002) RtI Symposium (2003) Reauthorization of IDEA (2004) POLICY

9

4162013

Where did this RtI thing come from anyway

PRACTICE Minnesota (1989) Dual Discrepancy for identifying learning disabilities

Pennsylvania (1990) statewide Instructional Support Teams

Iowa (1991) Problem Solving for special education eligibility piloted non-categorical system

Ohio (1993) Problem Solving for applying interventions in academics and behavior

A Definition of SWPBS

bull Frameworkapproach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances both academic and social behavior outcomes for ALL students

bull Prevention-oriented way for school personnel to (a) organize evidence-based practices (b) improve their implementation of those practices and (c) maximize academic and social behavior outcomes for students

bull PBS supports the success of ALL students across every educational settinglocation

SWPBS in Pennsylvania

10

4162013

SWPBS Emphasizes 4 Elements

SWPBS Outcomes

Improving classroom amp school climate

Integrating Decreasing academic amp reactive behavior managementinitiatives

Improving Maximizing support for academic

students w EBD achievement

33

11

4162013

SWPBS Is a Process amp Systems Approach

bull Reduce time spent on discipline

bull Create systems-based preventive continuum of behavior support

bull Invest in evidence-based practices

bull Establish behavioral competence

bull Utilize data-based decisions

bull Give priority to academic success by increasing available teachinglearning time

34

Potential Academic amp Behavioral Outcomes

bull Reducing discipline incidents and office discipline referrals promotes safe productive school environments

bull Fewer discipline incidents increases job satisfaction for staff members (Goor amp Schwenn 1997 Minarik et al 2003 Richards 2003 Whitaker 2000)

bull Proactive school environments increase the likelihood of academic success (Putnam et al 2006)

35

Classroom

Non-classroom Family

Student

Positive Behavior Support

Systems

36

12

4162013

bull Relies on research-based behavioral and instructional

Core Features of SWPBS

principles

bull Recognizes and builds upon the strengths of your school

bull Focuses on the critical link between instruction and desired student behavioral outcomes

bull Uses data-driven decision-making to design and monitor effectiveness of implementation efforts (system-wide group or individual student planning)

Core Features continued

bull Emphasis on positive climateculture

bull Comprehensive - uses a variety of supports

bull Proactive and preventative ndash Teaches social emotional and academic learning

skills ndash Provides support for development of resiliency

Ultimate purpose of Positive Behavior Support is students progressachieving

SWPBS ishellip

bull A team-based process including a broad range of systemic amp individualized strategies for achieving important social amp learning outcomes

bull a proactive approach to teach monitor and support school-appropriate behavior for ALL students

bull A focus on preventing problem behavior of anyall students at the school-wide classroom non-classroom amp individual levels (even the bus)

39

13

4162013

PBS is NOThellip

bull A top-down approach (80+ staff buy-in is crucial)

bull A quick fix for behavior problems (3-5 years)

bull An off-the-shelf packaged program (developed by the team to fit the school)

bull Just about discipline (teach ndash reinforce)

bull Administrator-free (the principal or assistant principal on the team is essential)

bull Just for problem students (for ALL)

Whatrsquos In It For Me

bull Increased instructional time bull Less time on setting limits bull Better school climate bull Ownership of SW-System bull Use of data for decision making bull Efficient use of resourcestime

41

Bottom Linehellip

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine amp Algozzine 2007 Horner et al 2009

Lassen Steele amp Sailor 2006)

14

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

Where did this RtI thing come from anyway

PRACTICE Minnesota (1989) Dual Discrepancy for identifying learning disabilities

Pennsylvania (1990) statewide Instructional Support Teams

Iowa (1991) Problem Solving for special education eligibility piloted non-categorical system

Ohio (1993) Problem Solving for applying interventions in academics and behavior

A Definition of SWPBS

bull Frameworkapproach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances both academic and social behavior outcomes for ALL students

bull Prevention-oriented way for school personnel to (a) organize evidence-based practices (b) improve their implementation of those practices and (c) maximize academic and social behavior outcomes for students

bull PBS supports the success of ALL students across every educational settinglocation

SWPBS in Pennsylvania

10

4162013

SWPBS Emphasizes 4 Elements

SWPBS Outcomes

Improving classroom amp school climate

Integrating Decreasing academic amp reactive behavior managementinitiatives

Improving Maximizing support for academic

students w EBD achievement

33

11

4162013

SWPBS Is a Process amp Systems Approach

bull Reduce time spent on discipline

bull Create systems-based preventive continuum of behavior support

bull Invest in evidence-based practices

bull Establish behavioral competence

bull Utilize data-based decisions

bull Give priority to academic success by increasing available teachinglearning time

34

Potential Academic amp Behavioral Outcomes

bull Reducing discipline incidents and office discipline referrals promotes safe productive school environments

bull Fewer discipline incidents increases job satisfaction for staff members (Goor amp Schwenn 1997 Minarik et al 2003 Richards 2003 Whitaker 2000)

bull Proactive school environments increase the likelihood of academic success (Putnam et al 2006)

35

Classroom

Non-classroom Family

Student

Positive Behavior Support

Systems

36

12

4162013

bull Relies on research-based behavioral and instructional

Core Features of SWPBS

principles

bull Recognizes and builds upon the strengths of your school

bull Focuses on the critical link between instruction and desired student behavioral outcomes

bull Uses data-driven decision-making to design and monitor effectiveness of implementation efforts (system-wide group or individual student planning)

Core Features continued

bull Emphasis on positive climateculture

bull Comprehensive - uses a variety of supports

bull Proactive and preventative ndash Teaches social emotional and academic learning

skills ndash Provides support for development of resiliency

Ultimate purpose of Positive Behavior Support is students progressachieving

SWPBS ishellip

bull A team-based process including a broad range of systemic amp individualized strategies for achieving important social amp learning outcomes

bull a proactive approach to teach monitor and support school-appropriate behavior for ALL students

bull A focus on preventing problem behavior of anyall students at the school-wide classroom non-classroom amp individual levels (even the bus)

39

13

4162013

PBS is NOThellip

bull A top-down approach (80+ staff buy-in is crucial)

bull A quick fix for behavior problems (3-5 years)

bull An off-the-shelf packaged program (developed by the team to fit the school)

bull Just about discipline (teach ndash reinforce)

bull Administrator-free (the principal or assistant principal on the team is essential)

bull Just for problem students (for ALL)

Whatrsquos In It For Me

bull Increased instructional time bull Less time on setting limits bull Better school climate bull Ownership of SW-System bull Use of data for decision making bull Efficient use of resourcestime

41

Bottom Linehellip

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine amp Algozzine 2007 Horner et al 2009

Lassen Steele amp Sailor 2006)

14

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

SWPBS Emphasizes 4 Elements

SWPBS Outcomes

Improving classroom amp school climate

Integrating Decreasing academic amp reactive behavior managementinitiatives

Improving Maximizing support for academic

students w EBD achievement

33

11

4162013

SWPBS Is a Process amp Systems Approach

bull Reduce time spent on discipline

bull Create systems-based preventive continuum of behavior support

bull Invest in evidence-based practices

bull Establish behavioral competence

bull Utilize data-based decisions

bull Give priority to academic success by increasing available teachinglearning time

34

Potential Academic amp Behavioral Outcomes

bull Reducing discipline incidents and office discipline referrals promotes safe productive school environments

bull Fewer discipline incidents increases job satisfaction for staff members (Goor amp Schwenn 1997 Minarik et al 2003 Richards 2003 Whitaker 2000)

bull Proactive school environments increase the likelihood of academic success (Putnam et al 2006)

35

Classroom

Non-classroom Family

Student

Positive Behavior Support

Systems

36

12

4162013

bull Relies on research-based behavioral and instructional

Core Features of SWPBS

principles

bull Recognizes and builds upon the strengths of your school

bull Focuses on the critical link between instruction and desired student behavioral outcomes

bull Uses data-driven decision-making to design and monitor effectiveness of implementation efforts (system-wide group or individual student planning)

Core Features continued

bull Emphasis on positive climateculture

bull Comprehensive - uses a variety of supports

bull Proactive and preventative ndash Teaches social emotional and academic learning

skills ndash Provides support for development of resiliency

Ultimate purpose of Positive Behavior Support is students progressachieving

SWPBS ishellip

bull A team-based process including a broad range of systemic amp individualized strategies for achieving important social amp learning outcomes

bull a proactive approach to teach monitor and support school-appropriate behavior for ALL students

bull A focus on preventing problem behavior of anyall students at the school-wide classroom non-classroom amp individual levels (even the bus)

39

13

4162013

PBS is NOThellip

bull A top-down approach (80+ staff buy-in is crucial)

bull A quick fix for behavior problems (3-5 years)

bull An off-the-shelf packaged program (developed by the team to fit the school)

bull Just about discipline (teach ndash reinforce)

bull Administrator-free (the principal or assistant principal on the team is essential)

bull Just for problem students (for ALL)

Whatrsquos In It For Me

bull Increased instructional time bull Less time on setting limits bull Better school climate bull Ownership of SW-System bull Use of data for decision making bull Efficient use of resourcestime

41

Bottom Linehellip

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine amp Algozzine 2007 Horner et al 2009

Lassen Steele amp Sailor 2006)

14

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

SWPBS Is a Process amp Systems Approach

bull Reduce time spent on discipline

bull Create systems-based preventive continuum of behavior support

bull Invest in evidence-based practices

bull Establish behavioral competence

bull Utilize data-based decisions

bull Give priority to academic success by increasing available teachinglearning time

34

Potential Academic amp Behavioral Outcomes

bull Reducing discipline incidents and office discipline referrals promotes safe productive school environments

bull Fewer discipline incidents increases job satisfaction for staff members (Goor amp Schwenn 1997 Minarik et al 2003 Richards 2003 Whitaker 2000)

bull Proactive school environments increase the likelihood of academic success (Putnam et al 2006)

35

Classroom

Non-classroom Family

Student

Positive Behavior Support

Systems

36

12

4162013

bull Relies on research-based behavioral and instructional

Core Features of SWPBS

principles

bull Recognizes and builds upon the strengths of your school

bull Focuses on the critical link between instruction and desired student behavioral outcomes

bull Uses data-driven decision-making to design and monitor effectiveness of implementation efforts (system-wide group or individual student planning)

Core Features continued

bull Emphasis on positive climateculture

bull Comprehensive - uses a variety of supports

bull Proactive and preventative ndash Teaches social emotional and academic learning

skills ndash Provides support for development of resiliency

Ultimate purpose of Positive Behavior Support is students progressachieving

SWPBS ishellip

bull A team-based process including a broad range of systemic amp individualized strategies for achieving important social amp learning outcomes

bull a proactive approach to teach monitor and support school-appropriate behavior for ALL students

bull A focus on preventing problem behavior of anyall students at the school-wide classroom non-classroom amp individual levels (even the bus)

39

13

4162013

PBS is NOThellip

bull A top-down approach (80+ staff buy-in is crucial)

bull A quick fix for behavior problems (3-5 years)

bull An off-the-shelf packaged program (developed by the team to fit the school)

bull Just about discipline (teach ndash reinforce)

bull Administrator-free (the principal or assistant principal on the team is essential)

bull Just for problem students (for ALL)

Whatrsquos In It For Me

bull Increased instructional time bull Less time on setting limits bull Better school climate bull Ownership of SW-System bull Use of data for decision making bull Efficient use of resourcestime

41

Bottom Linehellip

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine amp Algozzine 2007 Horner et al 2009

Lassen Steele amp Sailor 2006)

14

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

bull Relies on research-based behavioral and instructional

Core Features of SWPBS

principles

bull Recognizes and builds upon the strengths of your school

bull Focuses on the critical link between instruction and desired student behavioral outcomes

bull Uses data-driven decision-making to design and monitor effectiveness of implementation efforts (system-wide group or individual student planning)

Core Features continued

bull Emphasis on positive climateculture

bull Comprehensive - uses a variety of supports

bull Proactive and preventative ndash Teaches social emotional and academic learning

skills ndash Provides support for development of resiliency

Ultimate purpose of Positive Behavior Support is students progressachieving

SWPBS ishellip

bull A team-based process including a broad range of systemic amp individualized strategies for achieving important social amp learning outcomes

bull a proactive approach to teach monitor and support school-appropriate behavior for ALL students

bull A focus on preventing problem behavior of anyall students at the school-wide classroom non-classroom amp individual levels (even the bus)

39

13

4162013

PBS is NOThellip

bull A top-down approach (80+ staff buy-in is crucial)

bull A quick fix for behavior problems (3-5 years)

bull An off-the-shelf packaged program (developed by the team to fit the school)

bull Just about discipline (teach ndash reinforce)

bull Administrator-free (the principal or assistant principal on the team is essential)

bull Just for problem students (for ALL)

Whatrsquos In It For Me

bull Increased instructional time bull Less time on setting limits bull Better school climate bull Ownership of SW-System bull Use of data for decision making bull Efficient use of resourcestime

41

Bottom Linehellip

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine amp Algozzine 2007 Horner et al 2009

Lassen Steele amp Sailor 2006)

14

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

PBS is NOThellip

bull A top-down approach (80+ staff buy-in is crucial)

bull A quick fix for behavior problems (3-5 years)

bull An off-the-shelf packaged program (developed by the team to fit the school)

bull Just about discipline (teach ndash reinforce)

bull Administrator-free (the principal or assistant principal on the team is essential)

bull Just for problem students (for ALL)

Whatrsquos In It For Me

bull Increased instructional time bull Less time on setting limits bull Better school climate bull Ownership of SW-System bull Use of data for decision making bull Efficient use of resourcestime

41

Bottom Linehellip

Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine amp Algozzine 2007 Horner et al 2009

Lassen Steele amp Sailor 2006)

14

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

Inc

rea

ses L

evels o

f Su

pp

ort

Re

du

ce

s N

um

be

rs o

f S

tud

en

ts

Targeted Group Interventions Targeted Group Interventions

Tertiary Interventions (for individual students) bull Wraparound Intervention bull Complex FBABIPs

Secondary Interventions (for some students at‐risk) bull Simple FBABIPs bull Group Intervention with Individual Features

bull Group Intervention

Universal Interventions (for all students) bull Direct Instruction of Behavioral Expectation

bull Positive Acknowledgement

Tertiary Interventions (for individual students) bull Assessment‐based bull Resource Intensive

Secondary Interventions (for some students at‐risk) bull Some individualizing bull Small Group Interventions bull High Efficiency bull Rapid Response

Universal Interventions (for all students) bull Preventive Proactive bull Differentiated Instruction bull Research Validated Curriculum

4162013

Designing School‐wide Systems for Student Success RtII Model

Academic Instruction Behavioral Instruction (with fidelity measures) (with fidelity measures)

Screen All Students

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

1-5 1-5

5-10 5-10

80-90 80-90

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullHigh Intensity

Intensive Individual Interventions bullIndividual Students bullAssessment-based bullIntense durable procedures

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

bullSome students (at-risk) bullHigh efficiency bullRapid response bullSome group interventions bullSome individualizing

Universal Interventions bullAll students bullPreventive proactive

Universal Interventions bullAll settings all students bullPreventive proactive

15

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

AcademicsBehavior Connection

bull Identified poor readers at fourth grade have a 88 probability of remaining a poor reader forever Juel 1988

bull Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al 1995

46

Itrsquos not just about behavior

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District amp State Competency and Capacity

Investing in Outcomes Data Practices and Systems

Best Scenario

Integrated Continuum of Supports for All

16

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

Why Develop an Integrated Behavior and Academic Support Model

bull Both are critical for school success

bull Share critical feature of data-based decision making

bull Both utilize three tiered prevention model

bull Both incorporate a team approach at school level grade level and individual level

bull Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model

ndash (Stewart Benner Martella amp Marchand-Martella 2007)

Integrated Functions Across All Tiers of Support

Beh

avio

r S

uppo

rt

Reading S

upport

Team approachTeam approach

Progress monitoring

Progress monitoring

Data-based decisions

Data-based decisions

Evidence-based practices

Evidence-based practices

Universal ScreeningUniversal Screening

RtII Application Example EARLY READINGLITERACY

(academic) SOCIAL BEHAVIOR

(PBIS)

TEAM General educator special

educator reading specialist Title I school psychologist etc

General educator special educator behavior specialist Title I school

psychologist etc

UNIVERSAL SCREENING

Curriculum based measurement SSBD record review gating

PROGRESS MONITORING

Curriculum based measurement SSBD SISS ODR suspensions

behavior incidents precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills phonemic awareness phonics fluency vocabulary comprehension

Direct social skills instruction positive reinforcement acknowledgment

system active supervision behavioral contracting group

contingency management function-based support self-management

DECISION MAKING RULES

Core strategic intensive Primary secondary tertiary tiers

17

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

PBIS Logic

Successful individual student support is linked to host environments or school climates that are effective efficient relevant integrated durable amp scalable for all students

(Zins amp Ponti 1990)

Effective Instruction

Behavior Support Plan amp

Procedures

Classroom Management

How do we implement SWPBIS

18

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

Critical Steps Developing a School-Wide System of Behavior

bull Establish a school wide leadership or behavior support team

bull Secure administrator agreement of active support and participation

bull Secure 80 + of staff for active support

bull Conduct a self assessment of the current school-wide discipline system

bull Create an action plan from data based decision making

bull Collect data on a regular basis to evaluate the effectiveness of the PBS efforts

Agreements

Team

Data-based Action Plan

Implementation Evaluation

GENERAL IMPLEMENTATION PROCESS

RtII Tier 1 Universal School-Wide Support

Behavioral RtII bull Define 3-5 School-wide

expectations (rules)

bull Teach Pre-correctModelPractice and Reteach behaviors (expectationsrules)

bull Use school-wide acknowledgmentsystem daily

bull Classroom procedure for minor problem behaviors

bull Effective and consistent disciplineReferral for major problem behaviors

bull Core team meets regularlymonitor plan recommend amp instruct staff (incl administrator)

bull Data driven decision-making

Academic RtII bull Establish evidence-based

core content matched to standards and benchmarks

bull Systematically directly and explicitly teach corecurriculum

bull Formally reward student academic progress

bull Re-teach core content when needed

bull Establish classroom procedures for minor learning challenges

bull Ensure quick and consistentfollow up for major learning challenges or delays

19

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

Tier 1 Interventions Should

bull Result in consistent use of academic and behavioral content matched to a larger number of student needs

bull Result effective classroom management ndash Behavior management ndash Instructional management ndash Environmental management

bull Minimize then number of students needing additional supports at Tier 2 and Tier 3

Instructional Practices

bull Remember when implementing Tier 1 there are a menu of practices to support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching ndash Access to the Standards-aligned (General Ed) Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Assessing Tier 1- Use Your Data

bull Where are you at with your current implementation efforts at Tier 1

bull What data is used to make decisions as to whether or not the system is working

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school or district team

20

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

RtII Tier 2Secondary Targeted Interventions

Behavioral RtII Academic RtII

bull Additional teaching around core bull Intensify teaching around core needs needs (ie social skills) (ie secondary reading curriculum)

bull Re-teaching of behavioral bull Intensive small group instruction (ie expectations (ie targeted

homogenous or heterogeneous support) grouping based on student need)

bull Increased exposure to peer bull Re-teaching of core content focused support (ie mentors peer

on areas of need tutoring peer networks) bull Increase the level of support bull More clearly established

mechanism for management of bull Provide additional reinforcement for studentrsquos own behavior with staff student academic progress support (ie self-management check-in check-out amp BEP) bull Ensure quick and consistent follow up

for major learning challenges or delays bull Ensure immediate and consistent

follow up for challenges or delays

Instructional Practices bull When implementing Tier 2 there are a menu of practices to

support teaching of the core academic and behavioral content

bull Those practices should result in educational supports for all students

bull Some instructional practices include ndash Co teaching

ndash Access to the Standards-Aligned Curriculum ndash Collaborative Teaming ndash Cooperative Learning ndash Curricular Modifications ndash Curricular Mapping

ndash Universal Design for Learning ndash Flexible Student Grouping ndash Differentiating Instruction

Tier 2 Interventions Should

bull Result in consistent use of academic and behavioral content matched to smaller groups of student

bull Result effective classroom management and differentiation ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Minimize the number of students needing additional support at Tier 3 and result as many students as possible returning to Tier 1

21

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

Assessing Tier 2 ndash Use Your Data

bull Where are you as a schooldistrict with your current implementation efforts at Tier 2

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your school team

RtII Tier 3Tertiary Intensive Interventions

Academic RtIIBehavioral RtII bull Identify clear learning challenge bull Identify clear function around based on multiple data sources behavioral concern bull Systematically directly and

bull Develop individualized explicitly teach with effective behavioral support plan based strategies on data and functional behavioral assessment bull Formally reward student

academic progress bull Utilize only evidence-based

practices based on data not bull Re-teach core content creatively and uniquelyopinion

bull Only provide interventions you bull Teach Pre-correctModel and know (based on data not

Practice opinion)

bull Acknowledge with ongoing and systematic recognition system

Tier 3 Interventions Should

bull Result in consistent use of academic and behavioral content matched to individual student needs

bull Result effective classroom management differentiation and individualization ndash Behavioral and academic individualization ndash Behavioral and academic differentiation ndash Instructional management ndash Environmental management

bull Meet the needs of any remaining students who have not had their behavioral and academic needs met at Tier 1 or 2 Should also result as many students as possible returning to Tier 2 and or Tier 1

22

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

4162013

Assessing Tier 3 ndash Use Your Data

bull Where are you at with your current implementation efforts at Tier 3

bull What is working well

bull What is not working

bull What do we need to provide staff with additional training on

bull What are the next steps for your schoolDistrict team

Changing the Focus of Control

bull Effective teachers recognize that the only behavior they can directly control is their own

bull First thing to do when you encounter a student with problem behavior is NOT to focus on changing hisher behavior but focus on changing your own teaching behaviors

Wrap-Up

bull Educators face challenges in dealing with student behavior

bull Student behaviors impede instruction

bull Student behaviors have multiple causes and multiple solutions

bull Use of PBIS as part of RtII continuum of supports will ensure you are maximizing instructional time thus higher rates of success across all students

23

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24

l

4162013

Enter the code for credit

Look for survey address in live webinar

1_____ 2_____ 3_____ 4 _____5_____

For act 48 Psych CEUs and Paraprofessional Instructional Hours Please visit the above link by 4-19-13 in order to receive the above mentioned credit hours You must enter the code to receive credit

Resources

bull wwwpapbsorg bull wwwpattannet (RtII and Behavior webpages) bull wwwpbisorg bull wwwrtiforsuccessorg bull wwwrtinetworkorg

bull Materials adapted Sugai et al located on pbisorg

Contact Information wwwpattannet

Tracy Ficca PaTTAN Harrisburg tficcapattannet Commonwealth of Pennsylvania

Tom Corbett Governor

Pennsylvania Department of Education Ronald J Tomalis Secretary

Dr Caro yn Dumaresq Deputy Secretary Office for Elementary and Secondary Education

John JTommasini Director Bureau of Special Education

Patricia HozellaAssistant Director Bureau of Special Education

24