The PBS & RtI Connection The PBS & RtI Connection Using Student Data to Make School-wide Decisions

Presenters

• Mary Kealy, EdD – Assistant Superintendent for Pupil Services

• Elaine Layman, MS– Principal, John W. Tolbert, Jr. Elementary

School

• Cathy Shwaery, MS– Behavior Support Coordinator

Loudoun County Public Schools, Virginia

Loudoun County Public Schools

Loudoun County

Washington D.C.

PBS and RtI Growth

5

22

01

0

5

10

15

20

25

2007 SY 2008 SY

PBS RtI

1 of 15 selected

schools in Virginia

Session Overview

• Conceptual Framework

• Leadership Roles

• RTI-PBS Connection

• Using Data for Behavioral Decisions

• Using Data for Academic Decisions

• School-based Implementation Strategies

• Action Plan

School Improvement Frameworks: Cooperating Initiatives

• School-wide PBS– An approach to teaching

children appropriate behavior and provide the supports necessary to sustain that behavior

– A framework for systems to identify needs, develop strategies and evaluate practices to implement for success

• Response to Intervention– An approach to teaching

children using highly effective strategies in increasing amounts of intensity

– A strategic framework into which schools fit their existing instructional programs

PBS & RtI

School-wide framework

Team with admin. support

Tiered approach

Data-driven decisions

Frequent monitoring

Continuous team training

Evidence-based interventions

Curriculum based measurement

Reading Specialist on team

Academic instruction and interventions

Core-strategic core academic interventions

Records review & Office referrals

Behavior Specialist on team

Behavioral interventions and

social skills training

Continuum for recognizing positive and

responding to negative behavior

Framework for School Improvement Efforts: Guiding Principles

• Promote evidence-based practices

• Support change at the systems level

• Develop local capacity to sustain effective practices

SYST

EMS

PRACTICES

DATA

OUTCOMES

Role of District Leaders

• Give “permission” for model• Provide a vision for outcome-based service

delivery• Reinforce effective practices• Expect accountability• Provide tangible support for effort

Policies TrainingCoachingTechnologyFunding

What Are the Desired Outcomes of a Successful District Plan?

District Outcomes• Led by General Education, Supported by Special

Education• Infrastructure for a 3-Tiered Model• Problem-Solving Model Implemented with Integrity• Effective Collection and Use of Data• Decision Rules for Intervention Evaluation and

Eligibility Determination• Technology to Manage and Document Data-Based

Decision Making• Improved Academic and Behavior Outcomes for All

Students• Consumer Confidence and Satisfaction

Source: Response to Intervention (RtI): Blueprints for Implementation at the State, District and Local Levels

School Leadership Role: PBS & RtI

Role of the Principal • Develops leadership team for problem-solving

process• Supports development of expectations• Responsible for allocation of resources• Facilitates priority setting and schedules• Ensures follow-up and professional

development• Supports program evaluation• Monitors staff support/climate

What Are the Desired Outcomes of a Successful School Plan?

School Level Outcomes

• Support for individuals experiencing the change• Professional development to provide the needed

knowledge and skills• Building level leadership (shared leadership)• Efficient structures for ongoing data collection,

analysis, and decision making• Effective system of instruction to meet the needs of

all students• Improved achievement and outcomes for students

Response to Intervention (RtI): Blueprints for Implementation at the State, District and Local Levels

Critical for Successful Implementation

• District-Level Leaders• Building Leadership Team• Data Coaches• Trainers/Facilitators• Teachers• Parents• Students

Academic Systems Behavioral Systems

1-5% 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 Screening•All students•Preventive, proactive

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

Designing School-Wide Systems Designing School-Wide Systems for Student Successfor Student Success

Responsiveness to Intervention

Academic+

Social Behavior

RtI & PBS 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 Record review

PROGRESS MONITORING

Curriculum based measurementOffice Discipline Referrals,

suspensions, behavior incidents

EFFECTIVE INTERVENTIONS

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

Direct social skills instruction, positive reinforcement, active supervision,

behavioral contracting, function-based support

DECISION MAKING RULES

Core, strategic, intensive tiers Primary, secondary, tertiary tiers

All

Some

FewRtI & PBSContinuum of Support for

ALL

Plan to operationalize RtI and PBS at Tolbert Elementary School

The Problem Solving Model

Combined with PBS

Using a 4-Tiered

Intervention System

Level IConsultation

Between Teachers-Parents

Level II Consultation With OtherResources

Intensity of Problem

Am

oun

t of R

eso

urce

s Needed to

Solv

e P

roble

m

Level IIIConsultation with

the Problem Solving Action Team

Level IVIEP

Consideration

Define the problem

Implement Plan

Evaluate

Develop a Plan

RtI Problem Solving Approach

Overall Plan for Tolbert

Reading and PBS Interventions• Universal Screening – PALS and DRA• Power Up Time – Tiered Instruction time

allocation in schedule at all grades• Introduction to Strategic Intervention• Introduction to Curriculum Based Measures

and Data Collection• Tier 2 – PBS Interventions; Use of data to

early identify students for Check-In Check-Out system

Professional Development for RtIAugust• RtI Model and Processes • Collaborative Teaching • RtI combined with PBS First Quarter • Power-Up Enrichment/Independent Activities• Identification of students using Universal ScreeningSecond Quarter• Use of Power-Up to provide Tier II research based intervention • Use of CBM as probes for data collectionThird Quarter• Plotting of collected data to determine whether progress is being

made• Model use of Team meeting to determine next intervention• Implement use of Team meeting to analyze data

At Staff Meeting:How the RtI Model & PBS Can Help Us

• The RTI/PS Model meets requirements of the law (NCLB and IDEIA).

• The RTI/PS Model doesn’t wait until children fail.

• The RTI/PS Model is an “all children” initiative – every child gets help.

• The RTI/PS Model is a way to address disproportionality.

• The RTI/PS Model is a way to increase AYP.

How Did We Trouble Shoot?

• Individual long range goals broken into manageable steps for staff

• Parallel planning to avoid overlapping changes

• Monitoring by administrators to evaluate ease of implementation

~80% of Students

~15%

~5%

CONTINUUM of SWPBS & RtI

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• •

TERTIARY PREVENTION• Function-based support• Special Education• •

PRIMARY PREVENTION• Teach SW expectations• Effective instruction• •

Activity

1. Identify existing practices at your school or in your school district by tier.

2.Specify needed programs or interventions for each tier at your school or in your district.

~80% of Students

~15%

~5%

CONTINUUM of PBS

SECONDARY PREVENTION• • •

TERTIARY PREVENTION• • •

PRIMARY PREVENTION• •

SECONDARY PREVENTION• • •

TERTIARY PREVENTION• • •

PRIMARY PREVENTION• • •

CONTINUUM of RtI

Incidents by Students

Using Data for Behavioral Decisions

Incidents by Location, Time of Day, Problem Behavior

Primary to Precise

• Primary Statements– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statements– There are more ODRs

(Office Discipline Referrals) for aggression on the playground than last year, and these are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Making Precision Statements

Define the Problem• What• Where• When• Who• Why• What other

information is needed?

Define the Solution• Prevention• Teaching• Reward• Corrective

Consequences• Monitoring

Using Data for Academic Decisions

Universal ScreeningPower-up Sessions

Curriculum-based Measurements, Probes, Plotting

Continue, Intensify or Discontinue Intervention

What will it take to sustain implementation with fidelity?

Prevention

Continuum of Evidence-based Behavioral Interventions

Systems Capacity for Accurate & Sustainable Implementation

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

CHANGE

+ +

++

Vision Skills

Incentives ResourcesActionPlans

CONFUSION

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

ANXIETY

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

SLOW CHANGE

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

FRUSTRATION

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

FALSE STARTS

+ +

++

Managing Complex Change

Action Plan for PBS & RtI Implementation at the District or School Level

 

Implementation in Local School

District

School Site

Leadership Coordination/Collaboration

• • •

• • •

Training & Professional Development

• • •

• • •

Visibility, Funding, & Political Support

• • •

• • •

Evaluation • • •

• • •

Summary & Thoughts

What squares with my thinking?

○ What is circling in my mind?

∆ What 3 points will I take away from this presentation?

Questions

Resources

George Sugai, Co-Director, Center on Positive Behavioral Interventions & Supports

• www.pbis.org

• http://www.rti4success.org

• http://www.ncpublicschools.org/ec/development/learning/responsiveness

• www.nrcld.org

• www.nasdse.org