1. PYRAMID RESPONSE TOINTERVENTION:CHAPTERS 9-11Presented by:Elizabeth Stuenkel&Lindsey Barker

2. PRESENTATIONOVERVIEW 3. Chapter 9:The Role of Behavioral Interventions 4. REFLECT:Please take a moment to think about all thestudent behavior problems you experiencein your classroom 5. Now think about behavior as it relates tostudent successDo you agree or disagree with the following quote:Behavior and academic achievement are inextricablylinked. (Buffum, Mattos, Weber, P. 111). 6. STUDIES HAVE SHOWN: Academic success is directly related to a studentsattention, engagement, and behavior. Higher expectations for scholarly behavior can increaseacademic success. Better supports for students experiencing difficulties canincrease academic success. Schools with high academic achievement experiencedecreased behavior issues.Are we seeing a trend?The fact is, principles that apply toPRTI in academic areas apply tobehavior as well. 7. FOUR MAJOR COMPONENTS OF BEHAVIORAL INTERVENTIONSACCORDING TO FRANK GRESHAM (2004):Academic and behavioral interventions are basedupon the severity of the problem.Students responses to intervention provide the basisfor changing, modifying, or intensifying interventions.Evidence-based practices are used.Social validation is the final component ofimplementing behavioral interventions through RTI.1234 8. THE MAGIC OF PRTI FOR BEHAVIOR PROBLEMSPRTI addresses student behavior in a proactive way by: Teaching students expected behaviors as part of the core curriculum Assessing behaviors frequently Recognizing and rewarding good behaviors Providing scientifically validated interventions Increasing time and support until success is achieved 9. 80% of students consistentlybehave appropriately 15% of students require amoderate amount ofredirection and behaviorremediation 5% of students requireindividualized behavior plans 10. POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS (PBIS)The PBIS website(http://www.pbis.org) provides information and technicalsupport about behavioral systems to inform schools attempting to build apyramid response to intervention.Please click the PBIS website link. Search for University of NorthCarolina at Charlotte. Read about the work being conducted at theBehavior and Reading Improvement Center at UNCC. Notice they areusing the same PBIS triangle with three tiers for behavioral and academicinterventions.10 minute activity: 11. BEHAVIORAL INTERVENTIONS HAVE THREE TIERS:Provides targeted,individualized, and intensivesupport for small groups on aweekly basis.Provides a positive environmentfor all students with effectiveclassroom management anddifferentiated instructionApplies to 15-20% ofstudents80% of students willrespond to tier 1Applies to 1-5% ofstudentsProvides intense,individualized supportprovided by a team, focusingon specific behaviors 12. Tier1 Teach all students how they are expected tobehave Reward students for following the rules Behavioral curriculum should contain socialand behavioral skills Proactive approach establishes good behavior Administrators should see every referral andremind students of high behavioralexpectations Review specific rules and expectations with allstudents periodically 13. Tier2 Weekly small group interventions occur suchas : social skills club, check in/ check out withan adult, group counseling, mentoringprograms, or a behavior plan Can incorporate support from counselor orschool psychologist Scheduled during recess, before or afterschool, lunch, or even during class time Teacher rating scales such as the ones foundon http://flpbs.fhmi.usf.edu can help withprogress monitoring Weekly or monthly data behavioral reviews,behavior contracts, parent conferences, andhome-to school communication should occur. 14. Tier3 Decrease problem behaviors and replace withnew skills and behaviors Administrator may meet with students at thebeginning of the day to review expectations andat the end of the day to review successes andchallenges Students may need to be removed from areaswhere behavior problems occur Referrals to school resource officers orcommunity-based resources can increasebehavioral support for student and family Self monitoring along with evidence-basedstrategies are used 15. WHAT IF TIER 3 INTERVENTIONS ARE NOT EFFECTIVE?Referral to special education may be necessaryMay recommend for additional assessment or relatedservices if student already has an IEPReferral to an alternative program within the districtmay occur 16. PLEASE PRINT THIS SLIDE ALONG WITH THE NEXT TWO. THESEWILL BE YOUR PERSONAL REFERENCE FOR TIER 1, 2, AND 3INTERVENTIONS.Tier I, II & III InterventionsTier 1: UniversalStep 1: Problem Identification (Whats the problem?)Step 2: Problem Analysis (Why is it occurring?)Step 3: Intervention Design (What are we going to do about it?)Step 4: Response to Intervention (Is it working?)Examples Positive behavioral support Set limits Caught being good Make commands, not requests Positive referrals Unconditional positive regard Good behavior bucks Individual reinforcement 17. Tier 2: Targeted Interventions Step 1: Create process for identifying students in need of tier 2 supports. Step 2: Create several interventions that address various needs of students. Step 3: Allocate resources to implement the interventions. Step 4: Sort students into the tier 2 interventions. Step 5: Collect data on progress of students receiving interventions. Step 6: Evaluate success and modify program Examples Performance-Based Feedback Daily report cards with reinforcement for increasing behavioral success Mentoring programs (one on one regularly occurring sessions with an identified staff person who be friends and supports) Check-in-check-out systems (Student meets with a staff person to review target behavior and receive encouragement and self-monitoringdata sheet in a.m., and reviews results in p.m. Self-monitoring systems (Student records success/failure in specific time intervals in classes. Behavior contracting (Student, staff, family agree on specific outcomes for specific behaviors.) Social skills instruction or school counseling (Student participates in on-going school sessions.). 18. Tier 3: Intensive/Individualized Supports Step 1: Create a process for identifying students in need of tier 3 supports. Step 2: Create a team to develop an individualized behavior support plan. a. Conduct a functional behavior assessment. b. Link functional assessment results to the development of a behavior intervention plan. Step 3: Allocate resources to implement the behavior plan. Step 4: Collect data on student interventions. Step 5: Evaluate success and modify the program Examples Function Based behavior planning process (Student receives a functional behavioral assessment, with a behavior plan developed based on thatassessment. The plan addresses three pathways: 1. Supporting desired positive behaviors, 2. Reacting skillfully and safety to problem behavior, 3.Teaching and reinforcing functionally equivalent replacement behavior, and acceptable alternative. Family therapy (Needs based referrals and communication systems are provided). Multi-systemic wrap around services (implemented when the severity warrants this service). Cognitive behavioral therapy (CBT) is implemented by school staff or referrals, when students faulty reasoning and emot ional response to neutralstimuli warrants addressing these underlying barriers to academic and behavioral success). Retrieved from: http://www.hamburgschools.org/Page/9695 19. Chapter 10:Meeting the Legal Requirements 20. OVERVIEW:Chapter 10 is all about the legality of Pyramid Response toIntervention.A school can be effective when providing avenues for studentsuccess if the PRTI includes:Early preventative servicesMultiple tiers to meet increasing deficienciesDiagnostic, explicit programs to meetspecific needs (p.127)The IDEIA (Individuals with Disabilities Education ImprovementAct) introduces a bit more; you will see those in a moment. 21. Child-Find MandateThe Individuals with Disabilities Education Act includes the Child-Find Mandate.Child-Find requires all school districts to identify, locate, and evaluate all childrenwith disabilities, regardless of the severity of their disabilities. This obligation toidentify all children who may need special education services exists even if theschool is not providing special education services to the child.- See more at:http://www.wrightslaw.com/info/child.find.mandate.htm#sthash.OCz00gje.dpuf 22. QUESTIONS FROM RTI NETWORK ON CHILD-FINDQuestions have arisen about how the child-find requirementswork with regular education interventions.5 MINUTE ACTIVITY:rtinetwork.org has provided us with 5 important questions, clickthe link to find all of themhttp://www.rtinetwork.org/learn/ld/legal-implications-of-response-to-intervention-and-special-education-identificationScroll to the section: New Questions Mean New DisputesHow long should a studentreceive regular interventionsbefore a school initiates an IDEAevaluation? 23. STATE AND FEDERAL REGULATIONSHERE ARE IMPORTANT LINKS FOR YOU AND YOUR SCHOOL:North Carolina regulations for special educationhttp://www.ncpublicschools.org/parents/laws/Federal regulations for special educationhttp://www.understandingspecialeducation.com/IEP-law.htmlIDEA for ages 3-21 http://idea.ed.gov/explore/home123 24. IDEA VERUS 5045 MINUTE ACTIVITY: Review the chart on this link: http://www.ncld.org/disability-advocacy/learn-ld-laws/adaaa-section-504/section-504-idea-comparison-chart Notice how it contains differences between IDEA and 504 in theareas of purpose, who is protected, services, requirements fordelivering services, funding, evaluation procedures, independentevaluation, procedural safeguards, placement decisions, and dueprocess. 25. IDEIA.govOn the idea.ed.gov website you will find linksfor:Look throughthese materials for more information. 26. IDEIAS ADDITIONAL CONSIDERATIONSIDEIA GOES INTO MORE DETAIL ABOUT CONSIDERATIONS A SCHOOL MUST MAKE:Develop a systematic progress-monitoring plan.Keep careful records.Utilize research-based programs.Change a students tier when appropriate.Refer for formal evaluation when appropriate.Meet periodically with all stakeholders, including parents. (p.127)123456 27. MEETINGWITH STAKEHOLDERSThe bookgives 5 stepsto goodcommunicationthat will showyou respectstakeholdersand considerthestakeholdersintelligent.Explain and showthe studentsprogress-monitoring.Share records.Describe theprocess ofinterventionsselection.Show the data.Makerecommendationsbut also takesuggestions.For more detail on these, see pages 134-135 in PyramidResponse to Intervention. 28. Yourschoolcan usethisdocumenttocoordinatePRTI. 29. QUIZ TIME!ANSWER TRUE OR FALSE TO THESE STATEMENTS:RtI interventions are not a mandatory prerequisiteto LD evaluation.Intervention programs must be implemented forthe entire period of instruction.In tiered intervention models, all tiers must becompleted prior to referral.Data from classroom assessments is a mandatorypart of an LD evaluation.1234 30. QUIZ ANSWERS1- FALSE2- TRUE3- TRUE4- FALSE 31. CHAPTER 11-PUTTING IT ALL TOGETHERActivities:1. Watch the video found at:http://www.youtube.com/watch?v=ApzX15USq2w2. Play the review game provided as a review of PRTI essentials.https://www.superteachertools.net/jeopardyx/jeopardy-review-game.php?gamefile=1411926665#.VDxa9BY_jIV 32. REFERNECESBuffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RTI, professional learning communities, and how torespond when kids don't learn. Bloomington, IN: Solution Tree.Hamburg Central School District. 2014. Retrieved from: http://www.hamburgschools.org/page/9695.Idea.ed.gov. 2014. Available from idea.ed.gov.Pbis.org. 2014. Available from: http://www.pbis.org/school/secondary-level/faqs.RTI Action Network. 2014.SPPS Response to Intervention. Retrieved from: http://www.docstoc.com/docs /121637355/Saint-Paul-Public-Schools-Pyramid-Response- to-Intervention- _PRTI.Solution Tree. 2014. [Video file]. Retrieved from: www.solution- tree.com/pyramid-response-to-intervention.html.Wrightslawhttp://www.wrightslaw.com/info/child.find.mandate.htm