Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon...

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Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI

Transcript of Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon...

Page 1: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Integrating PBIS and RTINorthwest PBIS Conference

March 9, 2010Sally Helton, Rachell Keys, Jon Potter

PBIS RTI

Page 2: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Goals• Define core features of School-wide PBIS

• Define a framework for applying the core features to academics (RTI)

• Present current descriptive data supporting implementation of academic and behavior supports within an RTI framework.

Page 3: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Main Messages• Supporting social behavior is central to achieving

academic gains.

• RTI provides a framework that can be used for implementing behavioral and academic supports

• Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

Page 4: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

The Link Between Reading and Behavior

• The relationship increases as students progress through school (Fleming et al., 2004; Morrison et al., 2001; Nelson et al., 2004; Roeser& Eccles, 2000)

• The relationship is strongest for students with externalizing behavior (Kellam et al., 1998; Nelson et al., 2004)

• Students who experience problems in both areas have the worst outcomes (McKinney, 1989, Reinke, 2007)

Page 5: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

RIT Averages by Office Discipline Referrals

175

185

195

205

215

225

235

245

3 4 5 6 7 8 9 10

Grade Levels

RIT

Sco

res 0 to 1

2 to 4

5 or more

On average, students with 5 or more referrals had a 17 point lower RIT score on the OSA

Reading test

Page 6: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

In The Past

GeneralEducation

Title Reading, Teacher Support Teams

Special Education

Some “Fell’”Through

Some “Fell’”Through

Page 7: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

RTI: Full Continuum of Support

GeneralEducation

Title Reading, Teacher Support Teams.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =

Page 8: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Framework for RTI

Leadership at all levels Teaming Use of a research based core curriculum Universal screening Implementation of research based interventions Progress monitoring Decision Rules Professional development including fidelity of

implementation.

Page 9: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#1 Leadership

District LevelStrong administrative support to ensure

commitment and resources

AND

School Level

Strong school staff support to share in the common goal of improving behavior and academics

Page 10: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Leadership

• Behavior– Administrator is on the

PBIS team and ensures that:

• Rules are developed and taught

• An acknowledgement system is in place

• Data is collected, analyzed, and shared with staff regularly

• Rules and consequences are consistent schoolwide

• Reading– Administrator is on the

literacy team and ensures that:

• Core curriculum is taught with fidelity

• All students are screened in reading

• Data is collected, analyzed, and shared with staff regularly

Page 11: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#2 Teaming

Collaboration is the key: Membership might include…

Principal Classroom Teachers Specialists School Counselor School Psychologist Classified Staff Any staff that has investment

in student successThe Team is only as strong as the least invested member

Page 12: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Teaming

Reading

Tier 3 Individual Problem Solving Team

Tier 2 Grade Level Data Teams

Tier 1: Schoolwide Data Team

Behavior

Tier 3 Individual Support Team

Tier 2 Grade Level Data Teams

Tier 1: Schoolwide DataTeam

Page 13: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#3 Research-Based CORE Program

RTI is predicated on effective, research-based programs delivered with fidelity that provide support for all students

Designed to address the needs of all students!

Page 14: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Core Curriculum

• Behavior– 3-5 School rules and

behavior expectations are explicitly taught to all students

– All students regularly and consistently acknowledged for demonstrating behavior expectations

– All students are reliably corrected when behavior expectations aren’t demonstrated

• Reading– 90 minutes per day for

ALL students– Focused on the Big 5

Phonics

Fluency

Phonemic AwarenessComprhensionVocabulary

Page 15: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

How does it help a struggling student to receive the core?

• They need the most instruction• Need to be exposed to grade level

material• If they miss grade level material,

they will never catch up• Just because there is a deficit in

one area, does not mean there is a deficit in all areas

• Interventions are limited in scope

Page 16: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

SWIS summary 08-09 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs

Grade Range Number of Schools

Mean Enrollment per school

Mean ODRs per 100 per school day

K-6 2,162 450 .34 (sd = .49)

6-9 602 657 .85 (sd = 1.11)

9-12 215 887 1.27 (sd = 2.39)

K-(8-12) 431 408 1.06 (sd = 2.60)

Page 17: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

SWIS Mean Percentage Students (2008-09) (Majors Only)

Students 6+

Students 2 to 5

Students 0 or 1

4%6%

3%7%

8% 11% 9%

Schools N= 3 2162 602 215 431

90% 90% 78% 72% 77%

14% 17% 14%

10% 22% 28%

Page 18: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#4 Universal Screening Universal screening for ALL students at least twice per year Procedures must identify which students are proficient (80%)

and which are deficient (20%). Good screening measures:

Are not intended to measure everything about a student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3)

Help you assess the overall health of your Core program (Are 80% of your students at benchmark/proficiency?)

Page 19: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Universal Screening• Behavior

– Office Discipline referrals

– Attendance reports– Report card grades– Schoolwide Evaluation

Tool (SET)– Benchmarks of Quality– Systematic Screening

for Behavior Disorder (SSBD)

• Reading– Oral Reading Fluency – MAZE– DIBELS– AIMSWEB

Page 20: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#5 Tiered Interventions– Must be designed to match identified needs

– Delivered with fidelity

– Should always be based on student data

– Given to a smaller number of students

– On-going data determines need to continue, discontinue, or change

curriculum, instruction, and/or assessment

– Is in addition toand aligns with the district core curriculum

– Uses more explicit instruction

– Provides more intensity

• Additional modeling and guided feedback

• Immediacy of feedback

– Does NOT replace core

Page 21: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Tiered Interventions

Behavior• Tier 2

– Designed to remediate students with moderate behavior problems

• Tier 3– Designed to provide support

for students with intensive, persistent behavioral difficulties

Reading• Tier 2

– Designed to remediate students with moderate skill deficits in one of the Big 5

• Tier 3– Designed to provide support

for students with intensive and/or multiple skill deficits in the Big 5

Page 22: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Interventions

• Students pulled out for interventions may be “missing” something else…

BUT• If a student can’t read, how much are they already

missing in the classroom?“No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.”

Richard Allington

Page 23: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#6 Progress MonitoringWhich students:

– All receiving intervention

– Borderline scores or performance-as resources allow

Tools Must Be:• Brief• Valid • Reliable• Repeatable• Easy to Administer

Frequency:• Every 2 weeks (minimum)• Every week (ideal)

Are the children learning? How can we tell?

Page 24: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Progress Monitoring• Behavior

– Data from students behavior plan such as CICO data

• Reading– Oral Reading Fluency– MAZE– DIBELS– AIMSWEB

Page 25: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

10

20

30

40

Dec.S cores

Feb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

Aimline

Reading Progress Monitoring ExampleO

ral R

eadi

ng F

luen

cy

Page 26: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Behavior Progress Monitoring Example

Page 27: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#7 Decision Rules• Provide the “now what” after teams have

analyzed student data• Guide decisions for all tiers• Take the guesswork out of “what to do next”• Ensure equity across schools

I think… I feel… I believe

What data do you have that makes you think/feel/believe that?-Dr. Ed Shapiro

Page 28: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Decision Rules• Behavior

– Efficient way for the team to decide if the student is making sufficient progress

• Determines student’s “Response” to Intervention

– Typically evaluated frequently (daily or weekly)

– Data team uses decision rules to systematically determine if behavior interventions will be continued, modified, or discontinued

• Reading– Efficient way for the team

to decide if the student is making sufficient progress

• Determines student’s “Response” to Intervention

– Typically evaluate data every 4-8 weeks

– Data team uses decision rules to systematically determine if reading interventions will be continued, modified, or discontinued

Page 29: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Behavior Decision Rule Example:2 or more referrals

Page 30: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

10

20

30

40

Dec.S cores

Feb.S cores

J an.S cores

Marc hS cores

AprilS cores

MayS cores

J uneS cores

60

50

Aimline

Reading Decision Rule Example: 4 Points Below the Goal Line

Ora

l Rea

ding

Flu

ency

Add 15 minutes to intervention

Reduce group size to 3 students

Page 31: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

#8 Professional Development

Content:– Core curriculum &

instruction – Assessment– Interventions– Teaming– Data-based decision

making– SPED procedures

Delivery:• Ongoing• Sufficient time to collaborate and plan

Anticipate and be willing to meet the newly emerging needs based on student performance

Data ALSO used to drive professional development needs

Page 32: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Professional Development

• Behavior– Functions of Behavior– Reinforcement– Classroom management– Instructional Delivery

• Reading– Literacy skill

development– Instructional Delivery

• Pacing• Active engagement• Corrective feedback

– Classroom management

Page 33: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Academic Systems Behavioral Systems1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Connectedness

Designing School-Wide Systems for Student Success

Page 34: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills

instruction• Peer-based supports• Parenting support

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement

SECONDARY PREVENTION

TERTIARY PREVENTION

PRIMARY PREVENTION

Page 35: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of RTI - Reading

SECONDARY PREVENTION• Phonics for Reading• Read Naturally• Triumphs• REWARDS• Additional 30 minutes daily

TERTIARY PREVENTION• Early Reading Intervention (ERI)• Reading Mastery• Corrective Reading• Language for Learning• Additional 30-45 minutes daily

PRIMARY PREVENTION• MacMillan• Reading Mastery• Success for All – Fast TrackPhonics (Kindergarten)• 90 minutes daily

SECONDARY PREVENTION

TERTIARY PREVENTION

PRIMARY PREVENTION

Page 36: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Linking Academic and Behavior Supports

• Effective school-wide and classroom wide behavior support is linked to increased academic engagement.

• Improved academic engagement with effective instruction is linked to improved academic skill outcomes.

• The systems needed to implement effective academic supports and effective behavior supports are very similar.

Page 37: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Importance of Behavior and Academic Systems(Kellan et al., 1998;Ialongo et al, 2001)

Classroom Behavior System in Place

Classroom Behavior System NOT in place

Classroom Reading Program in Place

Improved Literacy

No LiteracyImprovement

Classroom Reading Program NOT in Place

NO Literacy Improvement

NO LiteracyImprovement

Page 38: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Basic Structure

Professional DevelopmentLeadershipData based teaming

Reading

MathWriting

Behavior

Page 39: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Linking PBS and Early Literacy• Continuum of Support Practices

• Emphasis on “Foundation Supports” and investment in prevention.

• Emphasis on the organizational systems needed to implement practices with fidelity and durability.

• Collection and use of data for decision-making

Page 40: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Implications for Systems Change• District policy

• Clear statement of values, expectations, outcomes

• Ability to conduct universal screening and progress monitoring assessments

• District provides efficient options for universal screening and progress monitoring measures

• Recruitment and hiring• Expectations defined in job announcements

• Professional development• Focused strategies for staff development in core skills

Page 41: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Implications for Systems Change

• Annual evaluations• Expectations assessed as part of annual evaluations

• Recruitment of individuals with training, coaching, and implementation skills

• Advanced skills in literacy supports• Advanced skills in behavior supports

Page 42: Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI.

Questions?Comments….