The Connection between RTI & PBIS · “RTI challenges the basic premise of some educators by...

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A Primer on RTI: The Connection between RTI & PBIS

Tom Schimmer

Schimmer Education Consulting @TomSchimmer

__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “A Primer on RTI: The connection between RTI & PBIS @TomSchimmer [email protected]

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A Primer on RTI “Failure and success are not episodes, they are trajectories. They are tendencies, directions, pathways. Each decision, each time at bat, each tennis serve, each business quarter, each school year seems like a new event, but the next performance is shaped by what happened last time out, unless something breaks the streak.”

-Rosabeth Moss Kanter Confidence, p. 9

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Overview

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“RTI challenges the basic premise of some educators by assuming that all students can learn, that all educators will take responsibility for all

learners, and that schools will adjust their current environments and practices so that this can occur.”

-Buffum, Mattos, & Weber, 2009 Pyramid Response to Intervention

On a scale of 1-10, our school is a ________ when it comes to “the assumption that all students can learn, that all educators will take responsibility for all learners, and…adjusting our environments and practices so this can occur.” What would it take to move your school three (3) numbers higher? (i.e. to move from a 4 to a 7?)

Working Smarter!•Is$it$efficient?$

–Will$we$maximize$the$use$of$our$minutes?$

•Is$it$effective?$

–Will$we$maximize$our$outcomes?$

•Is$it$relevant?$

–Does$have$meaning$in$our$context?

What is RTI?(Sometimes referred to as MTSS)

• RTI is a multi-tiered system approach to providing students with both the academic and behavioural interventions and supports that are needed.

• The focus is on creating an integrated, data-informed system of instruction and intervention.


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“For decades, researchers have demonstrated that a relationship exists between low academic achievement and problem behaviour.” “…strong evidence suggests that academic underachievement and problem behaviour engage in a reciprocal relationship that has a short- and long-term impact on students’ future outcomes.”

-Alexandra Trout, et al, 2004

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What prevents so many schools from investing (time, money, personnel) in prevention and early intervention? Why do many schools still follow a discrepancy model (i.e. the diagnosis of specific learning needs follows student failure)? Legitimate reasons? Excuses?

RTI - PBIS Alignment

• A three-tiered approach.

• Systemic way of organizing; not a program.

• Anchored on high quality instruction.

• Utilize data-based decisions.

• Invest in prevention.

• Interventions match the intensity of the challenge.

Why Integrate Academic & Behaviour Support (Hank Bohanon, Ph D., Steve Goodman, Ph. D., & Kent McIntosh, Ph.D.)

1. There'is'a'documented)connection'between'low'academic'skills'and'problem'behaviours.'

2. There'is'evidence'that'problems'in'one'area'(reading'and'behaviour)'can)predict)future)problems'in'other'areas.

Proactive*Prevention:"School(Wide"or"Class(Wide"Routines"&"Supports"for""

ALL"students

More Intensive Support:Smaller group who require more

intensive practice, feedback, encouragement, & instruction

Individual Support:Individualized programs for

students for whom “more of the same” is NOT the solution.

Three*Tiered*Continuum*of*Student*Support*

“Fair&is&NOT&Equal”FEW

SOME

MOST


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Tier 1

SYSTEMS

PRACTICES

DATASupporting andInfluencing

Staff Behaviour

Ongoing monitoring

&Decision Making

SupportingStudent Achievement & Growth

Elements of an Integrated Model

OUTCOMES

Social Competence &Academic Achievement

Elements of an Integrated Approach

Academic Behaviour

Systems

Practices

Data

Universal*screening*to*identify*any*skill*deficiencies.*Research7validated*tools*&*criteria.

Assessment*of*the*school*climate*(existing*data)*and*the*implementation*of*proactive,*school7wide*supports*(foundation)

Focus&on&evidence,based&practices&that&have&proven&to&be&effective

Identify*goals,*specific*curriculum,*instructional*practices,*and*routines*to*enhance*instruction.

Identify*the*expected*behaviours,*develop*routines*for*teaching,*and*determine*how*to*consistently*acknowledge.

Focus&on&ongoing&monitoring&and&rapid&adjustments&(if&necessary)

Specific*academic*goals*and*targets*are*identified;*improvement*monitored*at*predictable*intervals.

Determine*which*SW*data*(referrals,*attendance)*will*be*monitored*and*presented*at*regular*intervals.


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MACRO: Which side of the table represents an aspect of greater strength for your school? MICRO: Select the three (3) strongest and the three (3) weakest specific aspects in your school. Are there other aspects not listed that serve the prevention role at tier 1?

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Academic Behaviour•Identifying clear learning

intentions and success criteria.

•Balanced assessment systems (formative & summative).

•Effective feedback practices that lead to further engagement.

•Differentiated opportunities that provide choice & flexibility.

•Instructional agility to make real-time maneuvers.

•Student investment through self-assessment process.

•Small number (3-5) behavioural expectations defined.

•Expectations are taught, acknowledged, & reinforced.

•SW Discipline Plan that distinguishes office v classroom

•Pre-correction built;t into daily routines.

•Data collection routines; ongoing monitoring, & reporting

•Team based action planning, but ALL involved w/ implementation

Tier 1: Prevention

Duration of Learning

Summative Assessment Verify that lear

ning

has occurred

Formative Assessment

Keep learning on tr

ack;

continual improvement

Five%Questions%about%Feedback

1.%%%Does%it%elicit%a%productive+response?%

2.%%%Does%it%identify%what’s+next?%

3.%%%Is%it%targeted%to%the%learner?%

4.%%%Is%it%strength4based?%

5.%%%Does%it%cause+thinking?


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Rank the five (5) big ideas for effective tier 1 instruction in your school from 1-5, with 1 being the aspect most effectively unitized and 5 being the one that’s least utilized. Explain your rankings. Are your #4 and #5 serving to (figuratively) push students up the triangle? Describe how.

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Content

Environment

ProcessPractices

Product

Using&tiered&lesson&plans/activities&to&match&for&level&of&readiness.

Allow&students&to&demonstrate&their&learning&by&utilizing&their&strengths&and&talents.

Utilize&flexible&groupings&to&maximize&the&learning&experience.

Allowing&students&to&choose&the&content&since&the&process&or&product&is&likely&non?negotiable.

Potential flaws of self-assessment

(Dunning, Heath, & Suls, 2004)

A"tendency"for"humans"to"be"overly"optimistic"about"their"own"abilities.

A"tendency"for"humans"to"believe"they"are""above"average.

A"tendency"for"humans"to""neglect"crucial"information.

A"tendency"for"humans"to"have""deficits"in"their"information.

Double Whammy!

Grading with a Standards-Based Mindset

Give%students%%full%credit

Redefine%Accountability

Repurpose(Homework

Don’t&combine&old

&evidence&

with&new&evide

nce

Punishing&irresponsibility&doesn’t&

teach&students&how&to&be&responsible.

Practice,&Formative&Assessment,&&&&Descriptive&feedback&

Two views of Reinforcement

THINGS that are done to students. • Reinforcement is “good” • Punishment is “bad”

Naturally occurring EFFECTS. • Reinforcement increases the likelihood... • “Punishment” decreases the likelihood...


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SCHOOL (G. Roy Mayer, Journal of Applied Behaviour Analysis

•Puni%ve(school(discipline(approach.(

•Lack(of(clarity(of(both(rules(&(policies.(

•Weak(or(inconsistent(staff(support(and(administra%ve(follow?through.(

•Few(or(no(allowances(made(for(individual(differences(

•Academic(failure.

PBIS is all about…

• Re#designing)&)improving)of)teaching)&)learning)environments.)

–Not$the$re(design$of$individuals$

• Focusing)on)adult)behaviour)– Building$fluency$with$content$&$capacity$with$implementation.$

•Utilizing)empirically)sound)practices)that)match)the)intensity)of)the)presenting)behavioural)(learning))challenge.)

• Creating)an)organizational)framework)for)creating)a)positive,)preventive,)and)proactive)culture.

What does PBIS look like? SCHOOL

•Team%led"school"climate"effort."– Data$%&%Team$based!action!planning!&!implementation.!

– Administrator(s)!are!active!participants.!

•All)students"are"directly"taught"&"acknowledged"for"displays"of"desired"school;wide"expectations."

•>80%)of)students"can"tell"you"what"is"expected"of"them"&"give"a"behavioural"example."

•Positive"adult;to;student"interactions"exceed"negative"

•Full)continuum)of"behaviour"support"is"available"for"non;responders

Additional!High!School!Challenges(Not!all!in!one!school!)

• Skill!fluency,!independence,!and!responsible!behaviour!are!assumed!and!expected.!– “They.SHOULD'already.know.how.to.behave.”.

• Content!mastery!is!the!only!goal.!– “We.don’t.DO.behaviour.”.

• Competition!is!encouraged!and!valued.!– “Student.of.the.Year”.

• Discipline!is!reactive.!– “If.they.can’t.cope.they.need.to.go.elsewhere!”.

• Success!is!for!the!few.!– Scholarships.vs..DropCouts/Expulsion


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Tier 2

(1) To what extent does your school already implement tier 2 interventions? (2) Is there balance in availability between academic and behavioural interventions? Favour one over the other? (3) Is there a balance between Programs and programs? Favour one over the other?

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Tier 2 Question

How do we provide efficient, individualized behaviour support for

a number of students whose behaviours are unresponsive to our

school- or class-wide approach?

Standardized intervention “programs” that are applied to relatively small number of students.

Tier 2 Answer

Tier 2(Can’t Do vs Won’t Do)

• Can’t Do: Students who “failed” to learn academically or behaviourally.

• Won’t Do: Students who “failed” to try academically or behaviourally.

Prevent

Program

Personalize

Three)Tiered)Continuum)of)Student)Support)

“Fair&is&NOT&Equal”

Universal&screening,&assessment,&monitoring,&and&interventions&for&ALL&students

Students(are(placed(into(pre0existing(programs(and(routines(designed(to(increase(the(intensity(of(the(instruction,(practice,(and(feedback.

The&program&is&designed&for&the&individual


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Tier 3

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Tier 3(Can’t Do vs Won’t Do)

• Can’t Do: Specific academic remediation OR the teaching of specific prosocial replacement behaviours

• Won’t Do: Qualified personnel must investigate the reason (function) for the lack of motivation. This could include FBA and/or FAA.

Tier 2 Interventions

!Universal+screening+!Student+Assessment+

!Progress+&+Process+Monitoring

Academic Behaviour

Can’t Do

Won’t Do

Additional)learning)support)provided)by)small$group)instruction)[i.e.)3x30])or)targeted$accommodations$[i.e.Time,)regular)review)cycle,)differentiation

Additional)social$skill$training)related)to)the)SW)expectations)and/or)specific)social)norms,)as)well)as)increased$monitoring)of)student)demonstrations)of)prosocial)behaviours.

Learning)is)made)mandatory)rather)than)invitational)via)structural)systems)&)routines.)(i.e.)work)completion,)study)skills)group,)more)regular)checkIins)and/or)reports)

Increased$monitoring)and)more$frequent$interaction$cycles.)Develop)codes$of$conduct)and)discipline$procedures)that)focus)on)support,)inclusion,)and)recovery.


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What kind of Tier 3 expertise already exists in your school? To what degree are you already providing Tier 3 interventions to your students? What aspects of your Tier 3 interventions need to be enhanced? “Expectations about the likelihood of eventual success determine the amount of effort people are willing to put in. Those who are convinced that they can be successful in carrying out the actions required for a successful outcome - who have the self-efficacy - are likely to try harder and persist longer when they face obstacles.”

-Rosabeth Moss Kanter Confidence, p. 39

“We could easily take control of the machinery of achievement...but we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.”

-Malcolm Gladwell Outliers, p. 33

Student'Response'Sequence'Investigating'the'Won’t&Do

Setting'Event *Antecedent Response *Consequence

Also known as triggers. Occurs right before the response and signals the onset of the response.

Follows the response and either maintains or increases the likelihood of the response occurring again; reinforcement contingent upon the response

*The focus of the FBA

The antisocial response toward academic or behavioural skill adaptations.

Those aspects that increase the intensity of the won’t do response. They are not triggers, but make responding to triggers more likely.

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

ResponseManipulations

Neutralize*or*

Eliminate*setting*events*

Neutralize

Add*relevant*&*remove*

irrelevant*triggers*

Irrelevant

Add effective &

remove ineffective reinforcers

Ineffective

Teach*alternative*response*that*is*more*

efficient*

Inefficient

Arrange for peer interaction before math class.

Do the first math problem together.

Ask for a break or for help; turn in assignment as is.

Allowed to sit with friends when task is complete.

The Connection between RTI & PBIS · “RTI challenges the basic premise of some educators by...

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