KILLING 2 BIRDS WITH 1 TRIANGLERTI & PBISDean Richards, OrRtI

Sarah Crane-Simpson, UMESD

WHICH CAME FIRST?

TOO MANY ACRONYMS . . .

RtI = Response to Intervention/Response to Instruction

PBIS = Positive Behavior Intervention and Support

ODRs = Office Discipline Referals

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 Interventions•All students•Preventive, proactive

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

DESIGNING SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS

PARALLEL PLAYRTI PBIS

SOME STATEMENTS THAT ARE CONFUSING

Can’t do PBIS, have to do RtI now.

RtI and PBIS have to be separate.

Can’t address behavior because we HAVE to address academics

We are looking at behavioral engagement and not PBIS.

We know how to do PBIS, but we don’t know how to do RtI.

IF TRIANGLES DON’T WORK, TRY CIRCLES!

Academic

supports

Behavior support

RTI PBIS

•Multi-tiered levels of support

•Data based decision making•Well researched•Requires district action planning•Team decision making•State supports implementation•Requires training expertise•Intervention at the school level•System change•Leadership

Improves student outcomes

SUMMATIVE EFFECTS OF AN INTEGRATED READING/BEHAVIOR MODEL

Reading Instruction

R BR BR B

Reading & Behavior

Instruction

Behavior Instruction

Significance

BL

Terrance M. Scott, Ph.D.University of Oregon

SCHOOL-WIDE BEHAVIOR & READING SUPPORT

The integration/combination of the two: are critical for school success utilize the three tiered prevention model incorporate a team approach at school level,

grade level, and individual level share the critical feature of data-based

decision making produce larger gains in literacy skills than the

reading-only model (Stewart, Benner, Martella, & Marchand-Martella,

2007)

Professional Development

LeadershipData based

teaming

Universal Screener

Decision Rules and Protocol

Progress Monitoring

Core Curriculum with Strong Instruction

Interventions

DATA BASED TEAMING

Principal Classroom Teachers Specialists School Counselor School Psychologist

o Datao Screening and Progress monitoringo ODRs

RTI PBIS

DATA BASED TEAMING

Types of meetings Tier 1 (grade level)

Examine the overall health of the core program for ALL students

Tier 2 (intervention group level) Examine students in interventions to determine,

“Is what we are doing working?” Exit, intensify, or continue intervention

Tier 3 (student level) Problem solve around individual student need

and design individual plan

LEADERSHIP

PBIS/RTI

Teacher leaders

Job delegation

Top down and bottom up

PROFESSIONAL DEVELOPMENT

Ongoing Based on student and

staff need and performance.

Time to collaborate and plan

Fidelity checks Data used to drive

professional development needs.

o 101

o Tier 2 interventions

o Team updates

RtI PBIS

UNIVERSAL SCREENER

ALL students at least three times per year

Good screening measures: Efficient, brief, valid,

reliable, unbiased and over-identifies

Screening is used as a key measure to determine: The health of the core Which students might

need additional intervention.

o Office Discipline Referrals

o Screener

o Teacher nomination with data

RtI PBIS

CORE CURRICULUM WITH STRONG INSTRUCTION

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

State standards Scope and sequence Engaging and motivating

instructional strategies

o School-wide expectations

o Lesson Plans

RtI PBIS

DECISION RULES AND PROTOCOL

Provide the “now what” after teams have analyzed student data

Guide decisions for all tiers Take the guesswork out of “what to do next” Ensure equity across schools and grades

RtI PBIS

PROGRESS MONITORING

Data answers the question: “Is what we are doing working?”

Frequency: Every 2 weeks (minimum) Every week (ideal)

RtI PBIS

INTERVENTIONS

Designed to match

instructional need

Is in addition to district

core curriculum

Uses more explicit instruction

Provides more intensity

Additional modeling and

guided feedback

Immediacy of feedback

Does NOT replace core

o CICO

o TKO

o Social skills groups

o Community involvement

RtI PBIS

BENEFITS OF A RTI SYSTEM

RTI will help you to: Know immediately, “Is what we are doing

working?” Know which students need more/different Know what each student needs Provide structures to deliver what

students need Reduce rates of identification of student

learning disabilities Prevent reading problems before they

occur Raise student achievement