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Grand Rapids Public SchoolsAugust 18, 2009
Contact information:
Terri MetcalfMiBLSi Regional Coordinator for Kent and Ottawa
[email protected] ext 4112
www.cenmi.org/miblsi
What to expect . . .What is “response to intervention” or RtI?
History and background
RtI and Behavior: Overview of Schoolwide Positive
Behavior Support
Resources and next steps
Background knowledge and importance
What is response to intervention? Response to intervention is . . .
Response to intervention is
not . . .
RtIRTIThree-tier modelProblem solving
modelThe Triangle model
Special education eligibility
Pre-referral modelTier 2 pull-out Just for readingJust for learning
disabilitiesDIBELS
RtI is . . . . . .the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. NASDSE, RtI: Policy Considerations and Implementation, 2005 (emphasis
added).
Core Principles of an RtI Framework1. We can effectively teach all children.
2. Intervene early.
3. Use a multi-tier model of support.
4. Use a problem-solving method for decision making.
5. Research-based interventions/instruction to the extent available.
6. Monitor student progress to inform instruction.
7. Use data to make decisions.
8. Use assessment for different purposes.NASDSE, RtI: Policy Considerations and Implementation, 2005
How does this tie into POL?
Why change, why now?ResearchLegislation
Research
Converging evidence shows that most children can be taught to read at grade level 201 randomly selected children from five elementary
schools serving children from mixed SES and ethnic backgrounds were followed from the beginning of first grade to the end of fourth grade.
Children who scored low on phonemic awareness and letter knowledge at the beginning of first gradeStarted with lower skillsMade less progressFell further and further below grade level as they
progressed from first through fourth grade.
Grade level corresponding to age 1 2 3 4
Re
adi
ng
gra
de le
vel 4
3
2
1
5
2.5
5.2
Low score (high risk) on Early Screening
High Score (low risk) on Screening
Instruction is What Matters!Four years later, the researchers went back to the same school. Two major changes were implemented:
First, a research-based comprehensive reading program was implemented for all students, and
Second, children at risk for reading difficulty were randomly assigned to a control group(no special intervention) or to a group receiving substantial instructional intervention.
Re
adi
ng
gra
de le
vel
Grade level corresponding to age 1 2 3 4
4
3
2
1
5
2.5
5.2
At Risk on Early Screening
Low Risk on Early Screening
3.2
Control
With research-based core but without extra instructional intervention
4.9
Interventio
n
With substantial instructional intervention
Legislation
LegislationReauthorization of Individuals with Disabilities
Act (IDEA) Became effective October 13, 2006
Incorporated new requirements for identifying students with learning disabilitiesAllow districts to consider a child’s
“response to scientific, research-based intervention” as part of evaluation process §300.309(a)(2)(i)
Shortened to response to intervention or RtI
RtI is a Well-Child Program for EducationHealth Care
Infant screeningsAnnual check-upsComparison to
developmental standards
ImmunizationsUse of research-based
standard protocol treatments for common problems
Hypothesis testing as part of evaluation
Referral for specialist care if needed
EducationStandardized screeningThree yearly “check-
ups”Comparison to local and
national benchmarksUse of research-based
instruction for general education instruction
Hypothesis testing as part of curriculum and assessment practices
Referral to special education only if progress in other instruction is not made
Where did this come from???We have been using components of RtI for a
long time: e.g. progress monitoring measures, differentiated instruction, etc.
Flipping systems from “everyone is assumed to be ok until they aren’t” to screening and intervening right away
Multi-Tiered Support
Universal PreventionCore Instruction, all students,preventive, proactive80%
Targeted Intervention Supplemental, some students, reduce risk 15-20%
Intensive Intervention Individualized, functional assessment, highly specific 5-10%
All Students in School
What has been the national impact of RtI and schools?32% of districts expect full implementation of
RtI by 201047% of districts have a “defined RtI process”
– 53% do not71% of districts report that implementation is
led by general education or a joint general ed/special ed effort
84% of districts report implementation for reading, 53% for math and 44% for behavior
CASE Survey, 2008
ELEVATOR TEST: What is RtI?Write a brief (30-60 second) description of RtI
Share with a partner
What about behavior?
Relationship between behavior and reading
Children of the Code: A Social Education Project
http://www.childrenofthecode.org/
Big Ideas to Improve Behavior Specify appropriate behaviorTeach appropriate behaviorMonitor behaviorEncourage appropriate behaviorCorrect inappropriate behaviorUse data to problem solve
Big Ideas…
People need to know what is expected of them
Identify small number of expectations that are comprehensive that reflect the school’s values
Make the expectations observable
Identifying Behavior Expectations
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Consider your impressions of this school
Consider your impressions of this school
Defining Behavior ExpectationsBehavior expectations must be defined in
each setting Definitions should be positively stated Definitions should be observable Use simple, concrete languageNEVER assume that the students will
“understand what we mean”
Westwood School
Portage Community High SchoolSouth Range
Holland Heights Elementary
Transform broad school-wide Expectations into specific, observable behaviors.
Classroom Lunchroom Bus Hallway Playground
Respect Others
Use inside voice
Eat your own food
Stay in your seat
Stay to the right
Wait your turn
Respect Property
Recycle paper
Return traysKeep feet on
the floorPut trash in
cansAt bell return equipment
Respect Yourself
Do your bestWash your
handsBe at stop
on timeUse your
wordsHave a plan
Big Ideas…
Learning what to do socially is just like learning what to do academically
Proactively teach pro-social behaviors
Create opportunities for reviewing expectations throughout school year
Teaching Behavior Expectations
Process for Teaching Behavioral ExpectationsDefine the ExpectationProvide a RationaleTeach the Critical Discrimination
Demonstrate Appropriate BehaviorDemonstrate Unacceptable BehaviorPractice telling the difference with multiple
examplesIf there is a “signal” teach the signal (when should
the appropriate behavior occur?)Have everyone practice the appropriate behaviorAcknowledge students for demonstrating
appropriate behavior
Teaching Behavior Expectations in Hallway:East Elementary
Presentation: By grade, students will file into hallway. Facilitator will announce expectation to the group, define it, and discuss the rationale. Volunteers will then demonstrate the incorrect way to act safe and respectful in the hallway (e.g., touching and pushing others, looking around and not paying attention, talking in line, and turning around looking and talking to other students.) Students that are observing will rate the performance by holding up pre-made signs that either say, “wrong way” or “right way”. A set of students will then demonstrate the expectation the right way (e.g., walking with hands at sides and feet to self, watching where class is going, no talking, looking straight ahead.) Students will then be asked to hold the signs up again. Volunteers will be acknowledged with reinforcers (pencils/erasers).
Practice: Each individual class will be asked to demonstrate. The remaining class(s) will rate the demonstrating classroom with performance cards.
Reinforcement: Provide specific verbal praise to students after practice session. After completion of training, each student will get a punch on the card with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4) bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained, the card will be worth a snow cone or free popcorn.
Follow-up Plan: Daily, for the first three weeks of school, teachers provide precorrections (reminders about what the hallway expectations are as part of transition to specials, re-entry after recess, and dismissal). Weekly, next four weeks of school. Students will be reinforced with tickets. A video will be created to show students as needed for reinforcement.
Materials Needed: Facilitator for lesson, Volunteers to do skit (classroom teachers for particular grade levels, Kim, Miriam, Special teachers), Performance cards, Video recorder, tickets, punch cards, and reinforcers.
Build Reward SystemsSystems for Acknowledging Appropriate Behavior.
Students should be acknowledged regularly (at least every 2 weeks)
5 to 1 ratio of positive to negativeAlways build toward independence
move from “other” delivered to self-delivered move from frequent reward to infrequent move from concrete to natural
Build on person-to-person relationships
Many schools use a ticket system
•Tied into school expectations
•Specific feedback on student’s behavior
•Provides visible acknowledge of appropriate behavior for student
•Helps to remind staff to provide acknowledgements
High School Students involved in Colorado PBS
Cherokee High School
Effective Discipline SystemUse negative consequences to:
Minimize natural rewards for problem behavior
Prevent escalating interactionsAllow instruction to continue
Build predictable, consistent negative consequences
Do not expect negative consequences alone to change behavior.
Big Ideas…
Data should be easy to collect and use
Evaluate and regularly act on student behavior outcome data
Regularly collect process data and use this to guide and improve implementation efforts
Data Tools
The School-Wide Information SystemThe School-Wide Information System
Web-based information system designed to help school personnel to use office referral data to design school-wide and individual student interventions.
Provides school personnel with accurate, timely and practical information for making decisions about discipline systems
www.swis.org
Example from Mulick Park
Teaching Tolerance articleArticle on school using Positive Behavior
Support model
How can I find additional information on the components of RtI?
Additional ResourcesMiBLSi (Michigan’s Integrated Behavior and Learning Support
Initiative) Webpage:www.cenmi.org/miblsiOAISD Early Intervention Webpage:www.oaisd.org/earlyintervention
RtI resources pageLinks to additional websites on RtI; screening and progress
monitoring assessments; intervention ideas and lesson plans
Helpful websitesThe RtI Action Networkwww.rtinetwork.org
National Center on Response to Intervention (RTI)
www.rti4success.org
Schoolwide Positive Behavior Support www.pbis.org
