RTI: Reasons, Practices, Systems, & Considerations George Sugai OSEP Center on PBIS ...

RTI: Reasons, Practices, Systems, & Considerations

George SugaiOSEP Center on PBIS

www.pbis.org [email protected]

Edited for SASED Presentation 2.29.08Marla Dewhirst, Illinois PBIS Technical

Assistance Director

mailto:[email protected]

Part 1: PBIS as a Response to Intervention Model

Marla DewhirstIllinois PBIS Network

pbisillinois.org

Good Teaching Social Behavior Support

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-Based•High Intensity

Tertiary Interventions•Individual Students•Assessment-Based•Intense, Durable Procedures

Secondary Interventions•Some Students (at-risk)•High Efficiency•Rapid Response•Small Group Interventions•Some Individualizing


Universal Interventions•All Students•Preventive, Proactive

Universal Interventions•All Settings, All Students•Preventive, Proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

Adapted from “What is school-wide PBS?” OSEPTechnical Assistance on positive behavioralInterventions and supports. Accessed at http://www.pbis.org/schoolwide.htm

Group Activity

• Article: Response to Intervention and Positive Behavior Support– Reader 1: Introduction and Tier 1(pg 1-2)– Reader 2: Tier 2 (pg 3)– Reader 3: Tier 2 to finish (pg 4-5)

Read Sections and review with your group of 3 the content of your reading – main points

As a Group suggest 5 ways of integrating PBIS and Academic RTI processes.

A UNIFIED Model of School Supports 3-Tiered Model

Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation. Alexandria, VA: National Association of State Directors of Special Education,

Inc.

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-Based•High Intensity

Tertiary Interventions•Individual Students•Assessment-Based•Intense, Durable Procedures



Universal Interventions•All Students•Preventive, Proactive

Universal Interventions•All Settings, All Students•Preventive, Proactive

Designing School-Wide Systems for Student Success

A Response to Intervention ModelAcademic Systems Behavioral Systems

Adapted from “What is school-wide PBS?” OSEPTechnical Assistance on positive behavioralInterventions and supports. Accessed at http://www.pbis.org/schoolwide.htm

Problem Solving:Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information

(Data)

Terry Scott: 4 Things we do at each level

– Predict failure (who, where, when, why)• Universal Screening

– What can we do to prevent failure• Tiered interventions

– How can we maintain consistency?• Implement interventions with integrity

– How will we know when it is working• Progress monitoring

Universal Screening/Progress Monitoring

Universal Screening:• All students• Brief administrations 3

times per year (+)• Suggests “At-Risk” for

small group

• Determines success of Tier 1

Student Progress Monitoring:

• Students receiving interventions

• Repeated measures (weekly/monthly)

• Sensitive to small change• Determines progress

Progress Monitoring for Behavior

• SWIS Data• Systematic Screening for Behavior Disorders

(SSBD) Structure• Social Emotional Learning (SEL) Student Survey

Intensity Defined

• Increased amount of time

• Smaller group size; adult/student ratio

• Method of Instruction varied (sometimes, but not always)

RtI Application Examples

EARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral 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 measurementDiscipline referral, suspensions,

behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS

5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting,

group contingency management, function-based support, self-

management

DECISION MAKING RULES

Core, strategic, intensive Primary, secondary, tertiary tiers

1999 2006 2007

White 53.0 36.8 33.7Black 7.4 14.0 17.1Hispanic 26.7 33.8 31.7Asian 13.0 12.9 12.7Low-Income 28.1 42.9 47.3ELL 26.9 39.0 41.6Mobility 18.7 21.7 28.4Enrollment 555 536 526

North School Demographic Swings

North School Achievement Swings -AYP Reports

Summary 2003 2004 2005 2006 2007Reading (All) 62.0 62.2 71.1 74.3 75.0Math (All) 78.4 81.1 77.8 81.9 82.5White Reading 76.9 68.8 75.7 80.5

75.6Black ReadingHispanic Reading 34.9 51.9 66.1 75.3 81.3Asian ReadingELL Reading * * 73.9 77.0 86.0IEP Reading * * * 43.8 44.9Low-Income Reading 40.0 45.8 61.9 69.2 66.4White Math 84.4 91.0 90.0 86.7 81.4Black MathHispanic Math 69.8 67.9 66.1 79.3 82.7Asian MathELL Math * * 63.0 75.0 82.6IEP Math * * * 54.2 61.2Low-Income Math 60.0 66.2 67.9 77.6 66.4

North School4th Grade Student…

PBIS Target Team

SST/Targeted Group

Interventions

Collaboration & Implementation

Institute Days

ID Group Behavior Education Program

New to North

New to the USA

High Energy

Homework Headquarter…

Grade Level Meetings

1st Monday

PBIS Target Team

Team Leaders

Interventions & Rewards School

Wide

Intensive

Expected Behavior Training

Re-teaching North School PBIS Flowchart

Year Two

Initial Implementation Phase

PBIS Target Team

Targeted Interventions- Group

or Individual

Collaboration & Implementation Triad Meeting

Institute or SIP Days

Intervention Planning

Individual or Group

New to North

New to the USA

High Energy


SST Team Meeting

Building Meetings

PBIS Target Team & SST

Team Leaders


Wide

Intensive


Re-teaching North School PBIS Flowchart Behavior and Learning

Year Three - Transition Phase

IntensiveSchool-wide Targeted

LEGEND

Grade Level Team/Triad

Team Leader Meeting

Targeted Interventions

SST/Triad Support

Institute or SIP Days

Intervention Team Leader Meeting

Building Meeting

Triad/Team Problem-solving

Team Leaders


Wide

Intensive


Re-teaching

North School PBIS Flowchart Behavior and Learning

Year Four - RTI Phase

SST Meetings

IntensiveSchool-wide Targeted

LEGEND

New to North

New to the USA

High Energy


Year End Study Hall

Language Register

Mental Models

Grade Level Team/Triad

RTI Flow Chart

Grade Level Team Referral

• Use interventions and set goals

• Contact parent

• Track and collect data for 4-6 weeks (8-10 points)

• Attempt two intervention trials

• Contact and involve parents

• May include systemic instruction or differentiated instructionthat benefit all students in the class

•Record info on Intervention Outcome sheet

If data shows progress:

• Monitor student

• Raise goal and continueto collect data

If data does not show progress:

• Refer to triad

• Contact and involve parents

• Case by case, using the datacollected from previousinterventions, the PS team willdecide to either:

Keep monitoringand try moreinterventions.

Make a specialeducationreferral

Check and Connect/Class Buddy 2007-2008

TEACHER RM # GR. Buddy # 1 Triad MembersKristen Ross 118 K Ruth ConklinSarah Kendt 120 K Barbara MikundaSarah Kendt 120 K Barbara MikundaKristen Ross 118-B K Ruth Conklin

Bridget McIntosh 114 1 Marge HarterJamie Sloan 116 1 Abe LeeKris Kiesel 103 1 Margaret BiegaNancy Llanos 105-B 1 Bil Ruth Kail

Grace Curtis 214 2 Sue CzuchraJanis Steffan 203 2 Sue PachowiczKaren Higginson 205 2 Natalie StevensJamie Brenner 122 2 Anthony MarzilloAzalia Flores 111 2 Bil Mary King

Donna Grady 206 3 Paul TavianiRegina Gursky 200 3 Maria KolligrisMary Beth Petruzzelli204 3 Leah MyszkowskiCarol Jannusch 202 3 Maria Kolligris

Kathy Cordaro 215 4 Kristen JaresLori Jensen 216 4 Lupe McKeehanJeff Lisy 224 4 Julia WakutaHalina Wirtanen 218 4 Kathy Waecker

Kathy Clifford 228 5 Janet HansenChristine McKelvey 222 5 Mary SheehyHeather Hills 226 5 Nancy WebberCheris Beaty 213 5 Kathy Waecker

Natalie Stevens Kathy Waecker Paul Taviani

Sue Pachowicz Marge Harter Lupe McKeehan

Kristin Jares Mary Sheehy Carol Gibbs

TIER 1: CORE CLASS INSTRUCTION-Example

FOCUS For all students

PROGRAM Scientific-based Reading instruction

GROUPING Multiple grouping format to meet student needs

TIME 90 minutes per day or more

ASSESSMENT Benchmark assessment at beginning, middle, & end of year

INTERVENTIONIST General education teacher

TIER 2: SMALL GROUP INTERVENTION-Example

FOCUS For students identified with marked reading difficulties, & who have not responded to Tier I efforts

PROGRAM Specialized scientific-based Reading program(s) emphasizing the 5 elements of beginning reading

GROUPING Homogeneous small group instruction (1:5)

TIME 25-30 minutes per day in small group in addition to 90 minutes of core reading instruction

ASSESSMENT Weekly progress monitoring on target skills to ensure adequate progress & learning

INTERVENTIONIST “Research-provided” interventionist

SETTING Appropriate setting outside the classroom designated by the school

TIER 3: INTENSIVE INTERVENTION-Example

FOCUS For students with marked difficulties IN reading or reading difficulties & who have not responded adequately to Tier 1 & 2 efforts

PROGRAM Individualized & responsive intervention emphasizing critical elements of reading for students with reading difficulties/disabilities

GROUPING Homogeneous small group instruction (1:3)

TIME 50 minutes per day in small group in addition to 90 minutes of core reading instruction

ASSESSMENT Weekly progress monitoring on target skills to ensure adequate progress & learning

INTERVENTIONIST “Research-provided” interventionist

SETTING Appropriate setting outside the classroom designated by the school

TIER 1: SCHOOL-WIDE BEHAVIOR INTERVENTION-Example

FOCUS For all students

PROGRAM Positive Behavioral Interventions & Support

GROUPING All students taught school-wide expectations for behavior

TIME Fall kick-off, clear-in-the moment reminders, pre-corrections, boosters

ASSESSMENT Ongoing: Big 5 Discipline data, Systems data for PBIS Schools (research and monitoring tools)

INTERVENTIONIST Staff (All the adults in the school)

TIER 2: GROUP BEHAVIORIAL INTERVENTION-Example

FOCUS For students identified as exhibiting problem behaviors, & who have not responded to Tier I efforts

PROGRAM Group intervention like Check and Connect

GROUPING Students with 2-5 ODRs (Office Discipline Referrals)

TIME Check in with adult before and after school

ASSESSMENT Weekly progress monitoring on target behavior to ensure adequate progress and reduction of problem behavior

INTERVENTIONIST Trained behavioral interventionists (Secondary Intervention Team)

SETTING Meet adult in designated location before/after school

TIER 3: INTENSIVE BEHAVIORIAL INTERVENTION-Example

FOCUS For students with intensive needs and difficulties & who have not responded adequately to Tier 1 & 2 efforts (6+ ODRs and problems in 3 life domains)

PROGRAM Individualized intervention building on student strengths through support of Wrap Team

GROUPING Selective Team (Family) and individual student

TIME Weekly Wrap team meeting

ASSESSMENT Weekly progress monitoring on target goals to ensure progress and success of plan (SIMEO)

INTERVENTIONIST Tertiary support team (Wrap team) with reps from family, school & community lead by trained interventionist

SETTING Appropriate setting designated by the team

1-5% 1-5%

5-10% 5-10%

80-90%

80-90%

Tertiary Interventions•Individual Academic Plan•Intense Intervention

Tertiary Interventions•Complex FBA/BIP•Wrap

Secondary Interventions•Modified Student Assignment•Tutoring•Peer Tutoring•Small Group Intervention

Secondary Interventions1) Simple Intervention•Check In/Check Out2) Simple Intervention with Individualized Feature•Student chooses adult for Check In/Out•Peer Check In/out (adult supervised)•Change time of Check Out•Check and Connect3) FBA/BIP•Function-based support group•Individual supportsUniversal Interventions

•Curriculum•Differentiated Instruction

Universal Interventions•School-Wide Expectations•Classroom Management•Acknowledgement System•Teaching Behavioral Expectations•Precorrection

Behavioral and Academic Interventions at All Tiers

Behavior SystemsAcademic Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Data•DIBELS Progress Monitoring Data•CBM Progress Monitoring Data

Tertiary Data•SIMEO•Wrap Action Plan•Complex FBA/BIP

Secondary Data•DIBELS Data •Progress Monitoring Data

Secondary Data•Check & Connect Data•Check In/Out Data (BEP)•FBA/BIP data

Universal Data•DIBELS•Grades•Progress reports

Universal Data•SSBD (Cohort 1 Schools)•SWIS•Attendance•Visits to school nurse•Tardy data

Behavioral and Academic Data at All Tiers


1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions Tertiary Interventions

Secondary Interventions Secondary Interventions

Universal Interventions Universal Interventions

Behavioral and Academic Interventions at All Tiers


________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Data Tertiary Data

Secondary Data Secondary Data

Universal Data Universal Data

Behavioral and Academic Data at All Tiers


________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP ?

?

?

?

PBIS Universal Team

PBIS Targeted Team

Working Smarter

Activity: Working Smarter

• What committees/teams already exist addressing academics, climate, safety, social skills, behaviors?

• Look at “working smarter” grid in packet and note your school’s status

• Share names of committees and your observations of their activities

Part 2: Progress Monitoring and Behavioral Interventions at 3 Tiers

Marla DewhirstIllinois PBIS Network

pbisillinois.org

Responsiveness to Intervention

Academic+

Social Behavior

All

Some

Few RTIA Continuum of Support for All

Dec 6, 2007

Progress Monitoring for Behavior

• SWIS Data• Systematic Screening for Behavior Disorders

(SSBD) Structure• Social Emotional Learning (SEL)

– Expanded Behavioral Referral Process– SEL Surveys

SWIS

• www.swis.org • Web-based, secure, building specific• Features of an existing behavioral

monitoring system• Pilot modifications for progress monitoring

SSBD

• The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) – Developed as a schoolwide screening tool for

children in grades 1-6• Similar to annual vision/hearing screenings

– Identifies behaviors that may impede academic and social functioning

SSBD

• The SSBD is NOT recommended as a diagnostic tool for eligibility for special education services

• A multi-modal assessment process including the use of the Child Behavior and the Revised Behavior Problem Checklists are recommended for students being evaluated for eligibility for special education services

• The SSBD screening WILL NOT replace the current procedures for special education evaluation or any other identification for support process

SSBD

• Provides systematic screening of ALL students in grades 1-6 based on teacher nomination from class lists

• Screens for externalizing (e.g. “acting out”) AND internalizing (e.g. introverted) behaviors – For numerous reasons students with internalizing

behaviors are less likely to receive services than students with externalizing behaviors

SSBD: Proposed interventions

• Pass Gate 1: Universal team monitors (N=6, ~ 20% of student pop)

• Pass Gate 2: Automatically receive simple secondary level intervention and monitor for response (N=0-6). Collect baseline data (ODRs, BEP cards, etc)

• Based on response to simple interventions, youth may be pushed up into more intensive secondary or tertiary interventions

Social Emotional Learning Standards

isbe.net (curriculum/standards/social emotional standards)

• Teaching of SEL standards is required of all schools

• Office referral also used as opportunity for Social Emotional Learning

Illinois Learning StandardsSocial/Emotional Learning

Three Goals of SEL:

31.) Develop self-awareness and self-management skills to achieve school and life success

32.) Use social-awareness and interpersonal skills to establish and maintain positive relationships

33.) Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts

Source: www.isbe.state.il.us

SEL Tools

• Matrix of Behaviors• Expanded Behavioral Referral Form • Surveys:

– Student– Staff– Family/Community

Positive Behavior Interventions & Supports at 3 Tiers

Universal (Behavior & Academic)

-Teaching School-Wide Expectations - Teaching Social Skills - Active Supervision & monitoring in common areas-Firm, fair, corrective discipline - Effective Classroom Management - Positive reinforcement for all: Student of the Week, Quarterly Rewards, Paw Prints (Universal Reinforcement) - Weekly recess for good behavior - Effective academic support-Homework Dens - Academic Awards Assemblies - Balanced Literacy - Differentiated Instruction

Secondary

Tertiary

Analyze Student Data

-Title I

-Increased academic support & practice

-STARS - REI Support

- Parent Training & Collaboration

-Intensive academic support - Parent training and collaboration - STARS - SPIRE

-Title I - REI Support - Community-based Adult Mentors - Intensive progress monitoring

- Intensive Social Skills Training & Support

- Contracts - Self-management programs

-School-based Adult Mentors (Check-in)

-Alternative to suspension -Peer medication

-Community Service

Group Interventions

-School-based Adult Mentors

-Intensive Social Skills Training & Support

-Team-Based Wraparound -Individualized FBAs

-Alternatives to Suspension & Expulsion

Behav

iorAcadem

icAdapted from T. Scott, 2004

Progress Monitoring for Behavior Activity (Mingle/Huddle/Sit)

• SWIS Data• Systematic Screening for Behavior Disorders (SSBD) Structure• Social Emotional Learning (SEL) Student Survey

Review the concepts in your small group. How could SWIS data be used to progress monitor?

How could the SEL Survey be used to progress monitor?How could the SSBD be used to progress monitor?

Planning Interventions

1. Problem IdentificationTeacher submits a name to Carol via e-mail or in box…Triad team is alerted…member will check in…meeting scheduled

What is the discrepancy between what is expected and what is occurring?

2. Problem AnalysisWhy is the problem occurring?Do you have enough data or information confirm or refute a hypothesis?

3. Plan DevelopmentWhat is the goal?What is the intervention plan?How will progress be monitored?

4. Plan ImplementationHow will implementation integrity and fidelity be ensured?

5. Plan EvaluationWas the intervention plan successful?

North School4th Grade Student…

Successful Academic Interventions

• Lunch Bunch– Academic Intervention focusing on mathematics

• Students with at risk performance on Math MAP’s (Fall)• Group based instructional focus – By RIT band• Two 30-minute Sessions a week, eight weeks - Additional

instructional time

Fall RIT, 169

Winter RIT, 181

162

164

166

168

170

172

174

176

178

180

182

RIT

Fall RIT

Winter RIT

Ave RIT Improvement for Lunch Intervention

Created by Ken DeYoung

Successful Academic Interventions Cont…

• Letter Sounds/Names– Academic Intervention focusing on reading

• Students with at risk performance on the Alphabet• Individualized targeted practice• Fundations - Wilson (20 sessions)

Student A’s Letter Name Progress Monitoring

77

81 81

92

100

96

100 100 100

29

34

0

10

20

30

40

50

60

70

80

90

100

11/9/2007

11/12/2007

11/15/2007

11/18/2007

11/21/2007

11/24/2007

11/27/2007

11/30/2007

12/3/2007

12/6/2007

12/9/2007

12/12/2007

12/15/2007

12/18/2007

12/21/2007

12/24/2007

12/27/2007

12/30/2007

1/2/2008

1/5/2008

%/s

ec % correct

Time (s)


Student A’s Letter Sound Progress Monitoring

73

81

8892

96100 100 100 100 100 100 100 100

45

3532

42

3234 34

0

20

40

60

80

100

120

11/9/2007

11/12/2007

11/15/2007

11/18/2007

11/21/2007

11/24/2007

11/27/2007

11/30/2007

12/3/2007

12/6/2007

12/9/2007

12/12/2007

12/15/2007

12/18/2007

12/21/2007

12/24/2007

12/27/2007

12/30/2007

1/2/2008

1/5/2008

% Correct

Time (s)


Successful Academic Interventions Cont…

• Words Their Way– Academic Intervention focusing on word study

activities, organized by developmental spelling stage

• An entire first grade classroom• Group and individual focus• 60% LEP• Additional instructional time - 6 weeks

1st Grade Student WTW Improvement


0.0%

50.0%

100.0%

150.0%

200.0%

250.0%

300.0%

350.0%

400.0%

450.0%

500.0%

550.0%

600.0%

650.0%

JB LC AE

XE

OG

TG

SH

WK

TL

JM PM

WM

DN

JP KP

JR JR AS

TT

AW

DW

KY

PZ

Students

% I

mp

rove

men

t

% Change

Academic/Behavioral Improvement

• Academics and behavior are linked

• If you improve one the other can improve

• North Elementary School– Increased academic engagement correlated

with lowest # of Behavioral Referrals since the school started official referral tracking

# Majors through Winter Break: 3 Years

2006-07, 131

2007-08, 102

2005-06, 116

0

20

40

60

80

100

120

140

160

180

200

# M

ajo

rs 2005-06

2006-07

2007-08


Effective and Curriculum driven Data Based Decision Making

• It is not enough to only gather data

• It is not enough to only look at data

• For effective data based decision making it is critical to– Create streamlined school/district level data

collection processes– Open collaborative communication pipelines– Have data analysis that acknowledges that data

does not exist in isolation– Present staff/student orientated results and

solutions not just numbers

Behavioral Systems

1-5%

5-10%

80-90%

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

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

Universal Interventions•All students•Preventive, proactive

MAJORS THROUGH 5-31-05

18 students with 6 or more referrals

TOTAL RED 3.9%

61 students with 3-5

TOTAL YELLOW 10.6%

105 Students with 1-2 referrals

390 Students with 0 referrals

TOTAL GREEN 86.0%

Behavior Data

571 Students

365 MajorsWas 310 as of April

Behavioral Systems

1-5%

5-10%

80-90%

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

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

Universal Interventions•All students•Preventive, proactive

MAJORS THROUGH 5-31-07

12 students with 6 or more referrals; OR 2.2%; was 2.2% as of April

---------------------------

28 students with 3-5 referrals OR 5.2 %; was 4.1% as of April

----------------------------

91 Students with 1-2 referrals OR 17%; was 15.1% as of April

404 students with 0 referrals OR 75.5%; was78.5% as of April

TOTAL GREEN 92.5%

Behavior Data

535 Students

314 MajorsWas 290 as of April

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

Tertiary Prevention• Function-based support• • • •

Secondary Prevention• Check in/out• • • •

Primary Prevention• SWPBS• • • •

Audit

1.Specify outcome for each effort

2.Identify existing efforts by tier

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

RtI Systems & Considerations?

Implications & Complexities(E.g., Gresham, Grimes, Kratochwill, Tilly, etc.)

• Psychometric features of measures• Standardized measurement procedures• Documented “cut” criteria for determining responsiveness• Interventions efficacy, effectiveness, & relevance• Cultural, familial, language, etc. considerations• Students with disabilities• Professional development• Applications across grades/schools & curriculum areas• Treatment integrity & accountability• Functioning of general v. special education• K-12 applications

Messages

• RtI logic is “good thing” for all students, families, & schools

• Still some work to refine technology, practices, & systems

• Consider implications & complexities for practice & systems implementation

“Homework”

1. Work as team

2. Think/work systemically

3. Develop fluency w/ “Big Ideas”

4. Work smarter w/ existing resources

5. Conduct self-audit

Website Resources

• pbis.org• pbisillinois.org• swis.org (School wide information

system)• Pbssurveys.org• illinoisaspire.org• sac_success.org• isbe.net (Social Emotional Learning)

RTI: Reasons, Practices, Systems, & Considerations George Sugai OSEP Center on PBIS ...

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