RTI and PBS: The Basics and a Blueprint for Implementation Jason E. Harlacher, PhD, NCSP Washoe County School District; Reno, NV Heidi Mathie Mucha, PhD

RTI and PBS: The Basics and a Blueprint for Implementation

Jason E. Harlacher, PhD, NCSPWashoe County School District; Reno, NV

Heidi Mathie Mucha, PhDUtah Personnel Development Center; Salt Lake City, UT

[email protected]@updc.org 1

mailto:[email protected]

mailto:[email protected]

Agenda

1. Principles behind RTI and PBS2. Features of RTI

One example of RTI

3. Features of PBS One example of PBS

4. Process of Implementation5. Questions/Info Sharing

2Harlacher & Mucha, 2010

3


Regular Education

Special EducationTitle I

ELL/ESL

Parents

After-School

Tutors

Universities

Talented & Gifted

One Perspective on History


Basic Definitions

Response to Intervention (RTI) and Positive Behavior Supports (PBS) are school-wide prevention models. Provide a range of supports to students by restructuring how schools deliver services. RTI = academics PBS = behavior


Universal instruction and

programs provided to all

students. At least 80% of students’

needs are met through this level

of support.

Targeted group support is provided to 10-15%

of students.

Intensive individualized support provided to 3-5%

of students.

Problem Identification

PlanImplementation

Problem Analysis

PlanEvaluation

Inte

nsity

of S

ervi

ces

Academic and Behavioral Services





of support.


of students.


of students.





of support.


of students.


of students.


PlanImplementation

Problem Analysis

PlanEvaluation


PlanImplementation

Problem Analysis

PlanEvaluation

Inte

nsity

of S

ervi

ces

Academic and Behavioral Services

7

Principles of RTI/PBS

1. Proactive and Preventative2. Instructional Match3. Problem Solving Focused and Data-

based Decisions4. Effective Practices5. School-wide Approach


1. Proactive and Preventative

Identify and intervene before problems occur or become entrenched. Screening all students Range of supports


2. Instructional Match Level of support

matches need. Examine all areas that

affect the student. Instructional approach

(with behavior too)

Academic and Behavioral Curriculum

Instruction & Environment Learner 10

3. Problem Solving Focused & Data-based Decisions

Use of the problem solving model to guide decisions around intervention/support. Gap between what is

expected and what occurs

1. What is the problem? 3. What can we do about the problem?

2. Why is it happening? 4. Did the intervention/plan work?

11

“Without data, you’re just another person with an opinion”.

3. Problem-Solving Focused & Data-based Decisions

12

4. Effective Practices Use research-based, validated practices

To ensure students have the best chance of success

Includes consideration of fidelity/integrity


5. Schoolwide Approach Apply model to

whole-school As opposed to one

student or one classroom.

Creates continuity, clarity, and consistency.

14

Pause

Share with a neighbor something that sticks out from what we just went over.


Features of RTI

1. Tiers of Instructional Support2. Assessment System3. Protocol4. Evidence-based Instruction5. Ongoing Professional Development


1) Tiers of Instructional Support

Universal Level/Tier I: Core instruction (90/60 minutes), whole/small group

Secondary Level/Tier II: Core + 45 minutes small-group (5-8:1), skill-based

Tertiary Level/Tier III: Core + 30 mins (3-5:1), individualized

(can replace or be in addition to Tier II )


2) Assessment System Complete system used to screen, diagnose

difficulties, and to progress monitor Screener = brief, indicates if student is at-risk for

academic difficulties or not Is student on grade level or not?

Diagnostic = more comprehensive and longer test that teases out strengths vs. weaknesses

Why is student scoring below grade level or at risk? Formative = quick checks to determine if

instructional program is effective for student or not

Is the current plan working?


2) Assessment System


2) Assessment System Curriculum-Based Measurement (CBM) is a

standardized method of assessment. Reliable, valid, standardized, sensitive to growth,

efficient

Is the student at risk? (screener)

Is the instructional plan effective? (progress monitoring/formative assessment)


3) Protocol Refers to the process the school

follows for providing students support. Outlines “Who gets what when?

Standard Protocol: Same for all (e.g., 45 minutes phonics)

Problem Solving: Individually designed intervention

Combined


4) Evidence-based Instruction

Empirically supported effectiveness High rates of opportunities to respond,

high engagement, good pacing Corrective and immediate feedback Differentiated instruction Explicit instruction on big ideas within

that subject Programs with demonstrated

effectiveness Good “Academic Learning Time”


5) Ongoing Professional Development

Staff understands the how and why behind RTI.

Ongoing, in small increments, with follow-up and feedback on use of new skills


Proactive, Preventative

Response to Intervention

Instructional Match Problem Solving Focused

Data-based Decisions Schoolwide Approach

AssessmentSystem

Tiers ofInstruction

EffectivePractices

Protocol

Ongoing Professional Development

24

A Case Study

Lemmon Valley Elementary School Reno, NV

700+ students in K-6 In year 4 of not making AYP Principal, Vice principal, counselor, psych,

2 Special Ed teachers, 3 ESL, 2 SLPs, Autism classroom, Life skills classroom


Features of RTI

1. Tiers of Instructional Support2. Assessment System3. Protocol4. Effective Practices (Evidence-based

Instruction)5. Ongoing Professional Development


Lemmon Valley Elementary: Intervention Assistance Team

Manages implementation of RTI and Tier 3 cases

Administrator, grade-level reps, counselor, psychologist, instructional coach Time keeper Content expert (instruction, reading) RTI expert Assessment/data expert Facilitator/Leadership 27Harlacher & Mucha, 2010

Lemmon Valley Elementary

1) Tiers of Instructional SupportUniversal Level/Tier I: 90 minute block for

reading using Houghton Mifflin; 60 minute math block using Everyday Math

Secondary Level/Tier II: 45 minute block, 5 days/week. (3 days reading, 2 days math)

Tertiary Level/Tier III: Typically replaces Tier 2 time. Includes individualized plan.



2) Assessment System Screeners: CBM probes in reading and math

(AIMSweb) Diagnostics: IRI, QSI, Accuracy and rate on R-

CBM, District benchmark tests, end of unit tests from core program, Curriculum-Based Evaluation

Formatives: CBM in reading and math, District benchmarks



3) Protocol Combination of standard treatment

protocol and problem-solving protocol

Tier 2 = standard treatment Tier 3 = problem-solving protocol


Lemmon Valley Elementary: Tier 2

31

Tier 2 (cont)


Tier 2 (cont)


3 sources ofsupporting information?

Tier 1(Differentiated small &

whole-group instruction)

No

Yes

Tier 2(RTI-6, Lesson Plan,Tier 2, State Letter)

Tier 3

Is student making growth?

Yes

Exit to Tier 1 when student is above aimline

Yes

No

Tier 3 planning meeting(RTI 1, 2, 3 are completed)

Is student making growth?

No

Yes

Refer to Special Education(IAT completes RTI-7; Initial referrals given to counselor)

Exit to Tier 2 when student is above aimline

Lemmon Valley Elementary- RTI Flowchart

Adjust Tier 2

Student receives Tier 3 immediately, planning meeting is held ASAP

PLC problem-solving & support

No

Student exits to lower tiers when IEP goals are met

8-10 weeks (720 mins of instruction)

8-10 weeks (720 mins of instruction)

1. Refer to IAT(Classroom teacher gives graph,

RTI-6, Lesson template to IAT rep)

2. IAT Meets(IAT completes RTI-4, RTI-5 during meeting)

3. Place in Tier 3?

34

Tier 3 placement

PLCs refer to IAT If placed, student begins Tier 3

immediately (each grade-level has a teacher designated to teach Tier 3)

Problem-solving assessment conducted (RIOT/ICEL) and “Planning Meeting” is held to design the student’s Tier 3 plan.


Tier 3 Referral Questions

Original to Counselor for Tier 3 referral box/binder Copy to: Classroom Teacher; Intervention Teacher; IAT Rep for Binder

Lemmon Valley Elementary: Tier 3 Referral Questions Student Name: ___________________________ Grade:____________ Date:_____________ 1. What is the area of concern and the student’s current instructional plan?

A. Skill area: B. Tier 2 size: C. Skills Taught: D. Total Instructional Time (in mins):

E. Program/Strategies:

2. Has the fidelity of the intervention been at least 90%? (90% of intended minutes taught, student present for at least 90% of days, all skills taught that were intended to be taught)

Yes Not Sure No

o What information is there regarding fidelity? Daily Fidelity Log Attendance Records Lesson Plans Other:_____________

o If fidelity is in question, stop and conduct another phase of Tier 2. What can be done to ensure fidelity improves?

Notes:

o Complete RTI-4 as a team (counselor = recorder, administrator = 2nd recorder)

3. Is the goal set appropriately? (25th national percentile on spring norms from AIMSweb) Yes No 4. Are there 6-8 data points indicating a pattern of performance? If “no”, stop and conduct further assessment/monitoring before judging growth.

Yes No

5. Will the student meet his or her goal? If “not sure”, conduct further assessment/monitoring before judging growth.

Yes No

Not sure o Complete RTI-5 as a team (counselor = recorder, administrator = 2nd recorder)

Next Steps/Recommendations:

Collect or clarify information on fidelity and reconvene. Will meet again on _____________________________.

Collect more data points and reconvene. Will meet again on ____________________________________.

Leave in Tier 2, but improve fidelity. Improve fidelity by: Collecting more info on Daily Fidelity Log Clarify daily lesson plans or template

Phone call/Letter home for attendance Adjust transition times Other: _____________________________________________________

Leave in Tier 2, but adjust instruction to increase growth (student is making some growth). Suggested adjustments include:_______________________________________________________________________ _______________________________________________________________________________________

Place student in Tier 3 (student is making very little or no growth). Schedule Tier 3 planning meeting with: Classroom Teacher Intervention Teacher Administrator Administrator Psychologist Counselor IAT Rep ESL Teacher Parent Other: __________________

3-5

min

utes

2-

4 m

inut

es

3-5

min

utes

Revised 3.9.09

36

Solutions Planning Sheet for Tier 3 SheetStudent: ________________________ Solutions Worksheet for Tier 3 Planning Date: ___________

1. What is the identified problem? (e.g., student has skill deficits in reading comprehension and decoding)

2. What does the student need? (e.g., more time on phonics and word analysis

reteaching of silent “E” rule)

Notes:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Tier 1/Core Instruction:

Intervention Time:

Home Setting:

Community:

People present: 37

Tier 3 Example

3rd grader, reading mid 1st grade Core time with differentiated instruction,

small-group focusing on vocabulary 45 minutes/5 days/week with Horizons Reading with parent using leveled readers,

3 times/week at home (20 minutes) with daily log

High school reading buddy previewing story from lesson in morning


Logistics

1. Who “manages” students? 2. When/who provides Tier 2

interventions? 3. How is movement between tiers

decided?4. IAT agenda


Management of students

Tier 1 = Classroom teachers Tier 2 = PLCs Tier 3 = IAT Special Education = IAT/Special Ed

team


Kinder 1st 2nd 3rd 4th 5th 6th9:159:209:259:309:359:409:459:509:5510:0010:0510:1010:1510:2010:2510:3010:3510:4010:4510:5010:5511:0011:0511:1011:1511:2011:2511:3011:3511:4011:4511:5011:5512:0012:0512:1012:1512:2012:2512:3012:3512:4012:4512:5012:551:001:051:101:151:201:251:301:35 *1st Grade1:40 Math Block1:45 1:15-2:151:501:552:002:052:102:152:202:252:302:352:402:452:502:553:003:053:103:15

*3rd Grade Math Block 10:20-11:30

*4th Grade Writing/Lit

Block 12:15-2:00

*2nd Math 12:45-1:00

*Kinder Intervention

9:30-9:50

*2nd Grade Math 11:15-

12:00

*1st and 2nd Grade Lunch 12:00-12:40

5 Minute Transition Time

Lemmon Valley Elementary (9/1/09)

* Specials must be scheduled outside of allocated time frames only

Kinder Break 1:40-1:55

*Kinder Math Block 2:00-3:05

*2nd Grade Intervention

1:05-1:50

Kinder Lunch 11:15-11:40

*6th Grade Intervention Block 9:30-

10:15

*5th Grade Math Block 9:45-10:55

5th and 6th Grade Recess 2:15-2:30

*6th Grade Li teracy/

Writing Block 10:55-12:35

3rd and 4th Grade Lunch 11:30-12:10

5th grade Intervention Block 1:10-

1:55

*3rd Grade Intervention Block 9:30-

10:15

5th and 6th Grade Lunch 12:35-1:10


3rd and 4th Grade Recess 2:00-2:15

1st and 2nd Grade Recess 2:15-2:30

*3rd Grade Writing/Lit

Block 12:15-2:00

Opening Business

*Kinder Literacy/ Writing

Block 10:10-11:10

1st and 2nd recess 11:00-11:10

*5th Grade Li teracy/

Writing Block 10:55-12:35

*1st and 2nd Grade Li teracy/Writing Block

9:25-11:00

*4th Grade Intervention Block 10:40-

11:30


Kinder Break 9:50-10:05

*1st Grade Intervention Block 11:15-

12:00

41

N = 19 (11/6/3)

N = 17 (13/3/1)

N = 21 (15/4/2)

57 Students

3 Reg Ed Teachers1 Special Ed Teacher1 ESL Teacher

N = 18

N = 20

N = 7

N = 7

N = 5

42

Movement between Tiers

Into Tier 2: 3 sources of below grade-level performance; PLC decision

Into Tier 3: 720 mins of intervention time, 8 data points indicating below-goal growth; IAT decision

Into Tier 1 from Tier 2: 3 consecutive data points above goal or 2-3 sources documenting grade-level performance

Into Tier 2 from Tier 3: IAT decision based on student’s growth and performance


IAT Agenda

Set monthly agenda topics

Harlacher & Mucha, 2010 44

Systems Individual

Data School wide data Tier 3 student progress

Process Movement between tiers, scheduling

Tier 2 interventions, who examines data & makes

decisions

Features of PBS


Tier 1

Phase 1:

Focuses on school wide PBIS. (General settings to classroom settings.)

4 Components of PBIS

Establish Expectations Define what is

needed for students and staff to be successful socially

Develop looks and sounds like matrix with all common (non classroom settings) well defined

Consensus must be gained prior to implementation

Teaching Matrix

SETTING

All Settings Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot.Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Expect

ati

ons

Don’t Be Miss Mutner

Characteristics of Good Proactive Rules

No more than 5 Keep it simple Positively stated Be specific Observable, Measurable Publicly Post in a prominent place Tie rules to consequences

If you do….. If you don’t…. Include a compliance rule

Ex: Follow directions first time given

From: The Tough Kid Book, Rhode, Jenson, Reavis (1992)

Treat Social Behavior As Skills---That Can Be Taught

Step 2: Explicitly Teach Expectations

Why Teach Expectations? Why Not Just Tell Them the Rules?

Cannot assume students know how to apply rules in each setting. Need to teach behaviors in context!

What does “Be respectful” look like in the lunchroom? What does “Be There, Be Ready” look like for assemblies?

Teaching allows students to practice appropriate behavior and builds fluency

Allows students to see non-examples of expectation Know when consequences will be applied

Decreases student response “I didn’t know……”

Tips for Explicit Instruction Teach in the environment where

behavior is required Plan for booster sessions

At least each term, natural breaks Ensure consistency between

instructors Write down the plan for future

reference and adjustment

You get what you pay attention to….

STEP 3:Systematic Reinforcement for

Demonstration of Expectations

Systematic Reinforcement Make doing things the right way more efficient to

getting needs met than doing thing the wrong way

Everyone in the school system (staff, students, families) need positive reinforcement

School based team needs reinforcement to maintain positive approach

Components of School-wide Reinforcement

Components often overlooked Positive parent contact Random reinforcement

strategies Positive public posting Continuous behavioral

feedback for students and staff

Data on positive reinforcement

Other enhancements

Principal’s 200 Club

Error Correction

STEP 4:Systematic Correction of

Behavioral Errors

Error Correction System Approach

Getting everyone on the same page

Data Sources What do we need to track and how are we going to track

it?

Anticipate and Prevent Disciplinary Problems. Problem areas, supervision, transitions, etc.

Decide on major and minor infractions

Tier 2

Phase 2:

Focuses on supplemental supports

Common Interventions Check-In / Check

Out Behavior Education

Program (BEP) Structured Recess Level Recess Secondary Skill

Building/Life Skills Classes

Tier 3

Phase 3:

Focuses on intensive, individual interventions

Examples of Intervention

Crisis Planning

Managing Escalation Cycle

Functional Behavior Assessment and Behavior Plan

COMPETING BEHAVIOR PATHWAY

Antecedent Strategies (what teacher/staff do)

Behavior Teaching Strategies (what student does)

Consequence Strategies (what teacher/staff do)

Consequence

Antecedent

Alternative Behavior

Problem Behavior

Desired Behavior

Consequence

Function Setting

Event

Setting Event Strategies


Where to begin?

Chronological model for scaling up: 1. Consensus Building2. Infrastructure Development3. Implementation


How Does It Fit Together?

Step 2 Step 3 Step 2 Step 3 Step 4Step 4

Step 1Step 1Additional Diagnostic Additional Diagnostic

Assessment Assessment

InstructionInstruction Results/Results/MonitoringMonitoring

IntensivIntensivee

1-5 %1-5 %

SupplemenSupplementaltal

5-10%5-10%

CoreCore80-90%80-90%

All students All students at a grade at a grade

levellevel

FallFallFallFall WinterWinterWinterWinter SpringSpringSpringSpring

Universal Universal ScreeningScreeningUniversal Universal ScreeningScreening

Group Group DiagnosticDiagnostic

Small Group Small Group DifferentiateDifferentiated by Skilld by Skill

2x month2x month

Individual Individual DiagnosticDiagnostic

Individual Individual InstructioInstructionn

WeeklyWeekly

NoneNone Continue Continue with Core with Core InstructioInstructionn

GradesGradesClassroom Classroom AssessmentsAssessmentsUtah CRTUtah CRT

CBM FOCUS & PM FOCUS

A Tool for Student Identification, Intervention Development, and Progress Monitoring

Questions?


1. Consensus Building

Process of developing buy-in from staff and understanding of the what and why of RTI.


2. Infrastructure Development

Putting together the framework and support structures to allow for implementation Building a RTI Team Designing an action plan Core program and assessment system Scheduling of interventions and team

meetings (PLC and RTI Team)


3. Implementation

Ongoing evaluation of how things are working “Building the car while you’re driving it.”



Tier 2 Group Diagnostics with Reading CBM

Can calculate accuracy and examine rate to help with designing Tier 2

Words read correct/Total words X 100 = accuracyQuadrant 1 = accurate, fluentQuadrant 2 = accurate, slowQuadrant 3 = inaccurate, slowQuadrant 4 = inaccurate, fluent



15.4

62.8

51.3

60.4

65.968.5

0.0

7.7

19.716.7

7.1

21.3

37.4

23.1

17.120.8

16.5

6.7

47.3

6.4

11.8

2.1

10.6

3.4

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

1 2 3 4 5 6

Perc

enta

ge o

f St

uden

ts a

t Ea

ch Q

uad

Grade

Accurate, Fluent

Accurate, Slow

Inaccurate, Slow

Inaccurate, Fluent


Tier ITier I:2nd grade90 minute block Focus on essential

skills in reading Uses learning centers,

paired instruction, indep practice to increase opportunities to respond & to practice skills

Provide immediate corrective feedback in small groups


Whole-group Instruction

-Instruction in fluency, vocabulary, and comprehension strategies-Story is introduced on Monday, vocab discussions (vocab), before-during-after reading discussions (compreh)-Begin week with teacher reading & word teaching, decrease support & time as choral, echo, & paired readings increase (fluency)

Small-group Instruction

Learning Centers

Independent Practice

Low (low on CBM, low on phonics inventory)

-Word recog & fluency

-letter patterns, high frequency words

-Choose 1 of 3 activities, based on group-Vocabulary focus

e.g., find word families and write in notepad/planner

Med (at grade-level on CBM, slow, but accurate, good on phonics invtry)

-Fluency & Comprehen.

-Repeated readings-Question & answer relationships

e.g., Reread and complete Q&A worksheet

High (high on CBM, on grade-level)

-Compreh & Vocab

-Repeated reading-Story mapping

e.g., Reread and complete story map

Paired Instruction -Partner reading with decodable texts and leveled readers

Partner reading with leveled readers

Partner reading and summary generation


Tier II

2nd grade Group of 7:1 with a focus on more opportunities to

respond & practice Using core program’s additional support

manual/program

Tier IITime Skill Activity

2 minutes Phonemic Awareness Song or rhymes

10 minutes Phonics/Word Analysis

Word attack, Model/Lead/Test, Immediate feedback, program manual

10 minutes Fluency/Guided Reading

Leveled book, Classroom story, program manual

8 minutes Comprehension Q&A, story maps, program manual


…Tier III Additional 30 minutes (90 + 30 + 30) Title I, SPED personnel, 1:3, 2 skills (15

mins each) Programs: Range of programs (Horizons, Read

Well, Reading Mastery) Strategies: Ample opportunities to practice and

review, very explicit instructional strategies Coordinated with Tier I

Tier I = vocab, comprehension, spelling, oral comp

Tier II & III = alphabetic understanding, word reading, reading connected text


Tier III: closer look

1st grade: Phonemic awareness, Phonics 15 minutes:

first & last sound isolation, sound blending, sound segmentation

Letter sound & name identification, letter-sound with CVC, irregular word reading, sentence reading

15 minutes: Extend phonological & alphabetical skills through

handwriting and spelling


Visit us on the web…www.updc.org/abc

Resources

www.schools.utah.gov/sars/manualsguide.htm

www.cbmfocus.com www.updc.org/abc www.pbis.org

Websites Florida Center for Reading Research

www.fcrr.org What Works Clearinghouse

www.whatworks.ed.gov Reading First

www.ed.gov/programs/readingfirst/index.html Open Court, Treasures, Horizons, Connecting Math Concepts,

Reading Mastery, Read Well, Read Naturally, Phonics for Readers…


Documents

RTI and PBS: The Basics and a Blueprint for Implementation Jason E. Harlacher, PhD, NCSP Washoe County School District; Reno, NV Heidi Mathie Mucha, PhD