The role of the school counselor in RTI and

PBISJennifer Betters-Bubon & Lorice Ratas

Plan for Presentation

WELCOME! Introductions and an online poll

Overview of PBIS and RTI

Activity: What are you already doing?

The specifics: Universal Secondary/Tertiary support

Concerns? Questions?

Please take out your cell phones…

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◻How familiar are you with the role of the school counselor in the RTI process?

A scenario…

◻Mr. Jones works as a school counselor at a middle school in a suburban school. Recently the leadership team implemented a ‘intervention block’. The idea behind this block is that there is a 20 minute time period each day whereby students can receive academic or behavioral interventions. The school counselor works with the 7th grade team during this block and each week month they meet to determine the needs of students during this block. The students who are not receiving interventions are to have advisory or enrichment.◻Due to the pressure that the team feels regarding their lagging

reading scores, they often struggle to find time to discuss the social/emotional needs of youth. In fact, for the past 2 months, the counselor has not been able to bring up behavioral data at all and has found himself assisting with reading/writing groups during the intervention block instead of working with students in other areas.

Designing Culturally Responsive Multi-tier Models for Student Success

Academic 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 Interventions•All students•Preventive, proactive

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

Behavior Systems

Why focus on both academics and behavior?◻Research supports a focus on BOTH sides of the

triangle:Daniel Goleman - Social/Emotional Learning Elias, M.J. & Arnold, H. (2006). The Educator’s Guide to

Emotional Intelligence and Academic Achievement. Corwin Press.

Integrating Academic and Behavior Supports within an RtI Framework: General Overview

Integrating Academic and Behavior Supports with an RtI Framework: Secondary Support

Behavioral outcomes are linked to academic outcomes

DisciplineGap

Achievement Gap

Culture matters

◻Effective RTI/PBIS systems take culture into consideration◻Interventions at all

levels must be:Culturally responsiveCollaborativeIncorporate cultural knowledge into decision and practices

◻We must be self-aware—we must help others be self-aware

Wisconsin's Vision for Response to Intervention

Effective RtI system = high quality instruction, balanced assessment, and collaboration paired with culturally responsive practices

RTI and PBIS

◻Multi-tier system of support◻Team collaboration◻Data driven◻Evidenced based

◻?

Similarities “Differences”

Why RTI?

RTI is the “new” model for determining qualification for special education

Early Intervention

Universal Screening

Disability Identification

Success for ALL

◻RtI is for ALL children and ALL educators.◻RtI must support and provide value to effective practices.◻Success for RtI lies within the classroom through collaboration.◻RtI applies to both academics and behavior.◻RtI supports and provides value to the use of multiple assessments

to inform instructional practices.◻RtI is something you do and not necessarily something you buy.◻RtI emerges from and supports research and evidence based

practice.

Principles for successful implementation of RtI in Wisconsin

Why SWPBIS?The fundamental purpose of SWPBIS is to make schools more effective learning environments.

Predictable

Consistent

Positive

Safe

What is School-wide Positive Behavior Intervention and Support?

•School-wide PBIS is:• A framework for establishing the social culture and

behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.

•Evidence-based features of SWPBIS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making• Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective

practices

What we know…

12/28/13

• Urban (Netzel & Eber, 2003; Warren et al., 2003) and rural Kartub et al., 2000) settings

• Statewide initiatives (e.g., Michigan, Illinois, Maryland, Wisconsin)

• For outcomes, such as:• Office discipline referrals (Bradshaw, Mitchell, & Leaf,

2010; Curtis, Horne, Robertson, & Karvonen, 2010)• Organizational health/School climate (Bradshaw et

al., 2008; Bradshaw, Koth, Thornton, & Leaf, 2009)• Feelings of safety (Horner at al., 2009; Metzler et al., 2001)

• Reading and math achievement (Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

What we know…

School-wide PBIS is one way to organize your resources to create systems to assist students with social, emotional and behavior needs WITHIN the RTI process.

Multi-tier models of support versus ASCA?

Where is the overlap? Can they go together?Advantages or disadvantages of each?

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The ASCA National Model for the 21st Century

◻The ultimate goal of the school counseling program is to support the school’s academic mission.

◻Ensuring academic achievement for every student includes counselor initiated activities designed to meet the needs of under-served, under-performing and under-represented populations.

Elements of a Comprehensive Program

1. Comprehensive in Scope2. Preventive in Design3. Developmental in Nature4. Integral Part of the Total

Educational System5. A Designed Delivery

System6. Implemented by a

Credentialed School Counselor

7. Conducted in Collaboration

8. Monitors Student Success

9. Driven by Data10. Seeks Improvement11. Shares Successes

Multi-tier models of support can support our work within the ASCA model and vice versa.

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We are School Counselors…

◻And thus, are in a unique position to coordinate building wide efforts surrounding multi-tier systems of support…

◻Within the counseling model and within our roles

WHAT IS OUR ROLE WITHIN THE TIERS OF SUPPORT?

Tier 3

Tier 2

Tier 1

TRIANGLE ACTIVITY:Applying the Three-

Tiered to Your School Counseling Program

Examples of Tier 1/Universal ASCA & RTI approaches

School Counseling Program: Classroom Lessons New student activities Individual Planning

meetings/Conferencing PBIS/RTI:

Cool Tools Acknowledgements School rules/expectations Intervention blocks

Other/Both Universal Screening

Universal screening

◻ The RTI process ‘begins with high-quality instruction and universal screening of children in the general education classroom’ (www.rtinetwork.org)

◻ Research supports the use of screening in the identification of students. Using ODRs alone is not enough to capture both internalizing and externalizing problems!

Choosing a universal screener

• Choose a screener that is:• Developmentally and contextually appropriate• Easy to use (for you, students, teachers)• Easy to interpret• A few examples (Handout!)

• PBIS team! Form a team to plan how behavior is taught, reinforced and monitored.• Create 3-5 positively stated school expectations.• Teaching of these expectations through planned lessons, called “Cool

Tools”• Create an acknowledgement system• Examine data• Help to identify students in need of tier 2 and tier 3 social, emotional,

behavioral supports

Tier 2/Tier 3 Intervention Ideas School Counseling Program:

Small group support (using data!) Individual counseling Consultation and observation

PBIS/RTI: Check in/Check Out Social and Academic Instructional

groups Both

Functional Behavior Assessments (FBAs)

Wraparound support Coordination with outside agencies Mentoring

Immediate

• Student will know the calming down steps

• Student ability to display self control when upset

Proximal

• Reduced aggressive behavior

Second Step Group for students with aggressive behavior

PS:B1.4 develop effective coping skills for dealing with problems PS:A2.6 use effective communications skillsPS:B1.2 understand consequences of decisions and choices

Measuring Small Group Success

KNOWLEDGE: What do students know? T/F Anger is a feeling that affects everyone differently.

SKILLS: What are students able to do? Which of the following is a way to resist violence?

a. Conflict managementb. Moving to a safe areac. Both a and bd. None of the above

ATTITUDES How do students feel about it? I believe I can control my anger through taking deep breaths

a) Strongly agreeb) Agreec) Disagreed) Strongly disagree

Data that can be examined…

Within multi-tier models, organizing data can be helpful.Schoolwide data:◻ODRs◻Detention◻Academic information

Individua/group data: ◻ODRs◻Attendance/Tardies◻Screening info◻Academic

Data

It’s not enough to collect data.

Data needs to guide decision making◻Data needs to be shared with:◻Other staff members◻Families◻School board

Revisit your triangle

◻What you doing as a counselor that could be revised?

◻How can your role/duties be further organized within a multitier system (e.g., consider how you form small groups, etc.)?

Lessons Learned• Effective Leadership Matters• Start by establishing commitment• Lead don’t drive: Use team-based change process

• Invest in prevention first• Create a positive social culture

• Avoid rewarding problem behavior• Implement Evidence-based Practices at all three Tiers

• Universal (all students, all times, all locations)• Targeted (efficient interventions for at-risk students)• Intensive (individualized interventions for those

students with the most intense problem behavior)

Questions?

Contact:

Jennifer Betters, UWW - Bettersj@uww.edu

Lorice Ratas, UWW - RatasLM09@uww.edu

Resources

http://www.nccrest.org/about.htmlGuiding questions handoutCulturally Responsive PBIS handoutThe Checklist for Culturally Responsive Practices in schools http://www.wisconsinpbisnetwork.org/assets/files/resources/1302874052_The%20Checklist%20for%20Culturally%20Responsive%20Practices%20in%20Schools-revised%202%20WI.pdf

As counselors, we can guide these decisions and remind all to consider the role of culture.

ResourcesDocuments:WI RtI: A Guiding Document: http://rti.dpi.wi.gov/files/rti/pdf/rti-guiding-doc.pdf

Parent & Family Resource Library: http://www.wisconsinpbisnetwork.org/parents-and-family/resources.html

Response to Intervention & PBIS: Brothers from Different Mothers or Sisters with different misters?

• http://www.wisconsinpbisnetwork.org/assets/files/resources/1325530138_brothers%20sisters%20pbis%20rti%20article.pdf

Websites:RtI Resource Center: www.wisconsinrticenter.org

PBIS Network: www.wisconsinpbisnetwork.org

School-Wide Information System: http://www.swis.org/

Wisconsin Safe & Healthy Schools: http://www.wishschools.org/

Department of Public Instruction: www.rti.dpi.wi.gov

ReferencesAlgozzine, B., Wang, C., White, R., Cooke, N., Marr, M., Algozzine, K., & ... Duran, G. (2012). Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students.Exceptional Children, 79(1), 45-64.

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23, 462-473.

Bradshaw, C.P., Mitchell, M.M., & Leaf, P.J. (2010). Examining the effects of schoolwide Positive Behavioral Interventions and Supports on student outcomes. Journal of Positive Behavior Interventions, 12, 133-148

Curtis, R., VanHorne, J.W., Robertson, P, & Karvonen, M. (2010). Outcomes of a School-wide Positive Behavioral Support Program. American School Counselor Association, 13, 159-164.

Horner, R.H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A.W., Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-144.

Lane, K. (2007). Identifying and Supporting Students At Risk for Emotional and Behavioral Disorders within Multi-Level Models: Data Driven Approaches to Conducting Secondary Interventions with an Academic Emphasis. Education And Treatment Of Children, 30(4), 135-164.

Lassen, S.R., Steele, M.M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43, 701-712

Metzler, C.W., Biglan, A., Rusby, J.C., & Sprague, J.R. (2001). Evaluation of a comprehensive behavior management program to improve School-wide Positive Behavior Support. Education and Treatment of Children, 24, 448-479.

Netzel, D., & Eber, L. (2003). Shifting from reactive and proactive discipline in an urban school district: A change in focus through PBIS. Journal of Positive Behavior Intervention, 5(2), 71-79.

Kartub, D.T., Taylor-Greene, S., March, R.E., Horner, R.H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2, 179-182.

Walker, B., Cheney, D., Stage, S., Blum, C., & Horner, R. H. (2005). Schoolwide Screening and Positive Behavior Supports: Identifying and Supporting Students at Risk for School Failure. Journal Of Positive Behavior Interventions, 7(4), 194-204.   (see attached)

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