www.tomschimmer.com [email protected]
A Primer on RTI: The Connection between RTI & PBIS
Tom Schimmer
Schimmer Education Consulting @TomSchimmer
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “A Primer on RTI: The connection between RTI & PBIS @TomSchimmer [email protected]
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A Primer on RTI “Failure and success are not episodes, they are trajectories. They are tendencies, directions, pathways. Each decision, each time at bat, each tennis serve, each business quarter, each school year seems like a new event, but the next performance is shaped by what happened last time out, unless something breaks the streak.”
-Rosabeth Moss Kanter Confidence, p. 9
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Overview
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“RTI challenges the basic premise of some educators by assuming that all students can learn, that all educators will take responsibility for all
learners, and that schools will adjust their current environments and practices so that this can occur.”
-Buffum, Mattos, & Weber, 2009 Pyramid Response to Intervention
On a scale of 1-10, our school is a ________ when it comes to “the assumption that all students can learn, that all educators will take responsibility for all learners, and…adjusting our environments and practices so this can occur.” What would it take to move your school three (3) numbers higher? (i.e. to move from a 4 to a 7?)
Working Smarter!•Is$it$efficient?$
–Will$we$maximize$the$use$of$our$minutes?$
•Is$it$effective?$
–Will$we$maximize$our$outcomes?$
•Is$it$relevant?$
–Does$have$meaning$in$our$context?
What is RTI?(Sometimes referred to as MTSS)
• RTI is a multi-tiered system approach to providing students with both the academic and behavioural interventions and supports that are needed.
• The focus is on creating an integrated, data-informed system of instruction and intervention.
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “A Primer on RTI: The connection between RTI & PBIS @TomSchimmer [email protected]
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“For decades, researchers have demonstrated that a relationship exists between low academic achievement and problem behaviour.” “…strong evidence suggests that academic underachievement and problem behaviour engage in a reciprocal relationship that has a short- and long-term impact on students’ future outcomes.”
-Alexandra Trout, et al, 2004
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What prevents so many schools from investing (time, money, personnel) in prevention and early intervention? Why do many schools still follow a discrepancy model (i.e. the diagnosis of specific learning needs follows student failure)? Legitimate reasons? Excuses?
RTI - PBIS Alignment
• A three-tiered approach.
• Systemic way of organizing; not a program.
• Anchored on high quality instruction.
• Utilize data-based decisions.
• Invest in prevention.
• Interventions match the intensity of the challenge.
Why Integrate Academic & Behaviour Support (Hank Bohanon, Ph D., Steve Goodman, Ph. D., & Kent McIntosh, Ph.D.)
1. There'is'a'documented)connection'between'low'academic'skills'and'problem'behaviours.'
2. There'is'evidence'that'problems'in'one'area'(reading'and'behaviour)'can)predict)future)problems'in'other'areas.
Proactive*Prevention:"School(Wide"or"Class(Wide"Routines"&"Supports"for""
ALL"students
More Intensive Support:Smaller group who require more
intensive practice, feedback, encouragement, & instruction
Individual Support:Individualized programs for
students for whom “more of the same” is NOT the solution.
Three*Tiered*Continuum*of*Student*Support*
“Fair&is&NOT&Equal”FEW
SOME
MOST
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Tier 1
SYSTEMS
PRACTICES
DATASupporting andInfluencing
Staff Behaviour
Ongoing monitoring
&Decision Making
SupportingStudent Achievement & Growth
Elements of an Integrated Model
OUTCOMES
Social Competence &Academic Achievement
Elements of an Integrated Approach
Academic Behaviour
Systems
Practices
Data
Universal*screening*to*identify*any*skill*deficiencies.*Research7validated*tools*&*criteria.
Assessment*of*the*school*climate*(existing*data)*and*the*implementation*of*proactive,*school7wide*supports*(foundation)
Focus&on&evidence,based&practices&that&have&proven&to&be&effective
Identify*goals,*specific*curriculum,*instructional*practices,*and*routines*to*enhance*instruction.
Identify*the*expected*behaviours,*develop*routines*for*teaching,*and*determine*how*to*consistently*acknowledge.
Focus&on&ongoing&monitoring&and&rapid&adjustments&(if&necessary)
Specific*academic*goals*and*targets*are*identified;*improvement*monitored*at*predictable*intervals.
Determine*which*SW*data*(referrals,*attendance)*will*be*monitored*and*presented*at*regular*intervals.
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MACRO: Which side of the table represents an aspect of greater strength for your school? MICRO: Select the three (3) strongest and the three (3) weakest specific aspects in your school. Are there other aspects not listed that serve the prevention role at tier 1?
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Academic Behaviour•Identifying clear learning
intentions and success criteria.
•Balanced assessment systems (formative & summative).
•Effective feedback practices that lead to further engagement.
•Differentiated opportunities that provide choice & flexibility.
•Instructional agility to make real-time maneuvers.
•Student investment through self-assessment process.
•Small number (3-5) behavioural expectations defined.
•Expectations are taught, acknowledged, & reinforced.
•SW Discipline Plan that distinguishes office v classroom
•Pre-correction built;t into daily routines.
•Data collection routines; ongoing monitoring, & reporting
•Team based action planning, but ALL involved w/ implementation
Tier 1: Prevention
Duration of Learning
Summative Assessment Verify that lear
ning
has occurred
Formative Assessment
Keep learning on tr
ack;
continual improvement
Five%Questions%about%Feedback
1.%%%Does%it%elicit%a%productive+response?%
2.%%%Does%it%identify%what’s+next?%
3.%%%Is%it%targeted%to%the%learner?%
4.%%%Is%it%strength4based?%
5.%%%Does%it%cause+thinking?
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Rank the five (5) big ideas for effective tier 1 instruction in your school from 1-5, with 1 being the aspect most effectively unitized and 5 being the one that’s least utilized. Explain your rankings. Are your #4 and #5 serving to (figuratively) push students up the triangle? Describe how.
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Content
Environment
ProcessPractices
Product
Using&tiered&lesson&plans/activities&to&match&for&level&of&readiness.
Allow&students&to&demonstrate&their&learning&by&utilizing&their&strengths&and&talents.
Utilize&flexible&groupings&to&maximize&the&learning&experience.
Allowing&students&to&choose&the&content&since&the&process&or&product&is&likely&non?negotiable.
Potential flaws of self-assessment
(Dunning, Heath, & Suls, 2004)
A"tendency"for"humans"to"be"overly"optimistic"about"their"own"abilities.
A"tendency"for"humans"to"believe"they"are""above"average.
A"tendency"for"humans"to""neglect"crucial"information.
A"tendency"for"humans"to"have""deficits"in"their"information.
Double Whammy!
Grading with a Standards-Based Mindset
Give%students%%full%credit
Redefine%Accountability
Repurpose(Homework
Don’t&combine&old
&evidence&
with&new&evide
nce
Punishing&irresponsibility&doesn’t&
teach&students&how&to&be&responsible.
Practice,&Formative&Assessment,&&&&Descriptive&feedback&
Two views of Reinforcement
THINGS that are done to students. • Reinforcement is “good” • Punishment is “bad”
Naturally occurring EFFECTS. • Reinforcement increases the likelihood... • “Punishment” decreases the likelihood...
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “A Primer on RTI: The connection between RTI & PBIS @TomSchimmer [email protected]
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SCHOOL (G. Roy Mayer, Journal of Applied Behaviour Analysis
•Puni%ve(school(discipline(approach.(
•Lack(of(clarity(of(both(rules(&(policies.(
•Weak(or(inconsistent(staff(support(and(administra%ve(follow?through.(
•Few(or(no(allowances(made(for(individual(differences(
•Academic(failure.
PBIS is all about…
• Re#designing)&)improving)of)teaching)&)learning)environments.)
–Not$the$re(design$of$individuals$
• Focusing)on)adult)behaviour)– Building$fluency$with$content$&$capacity$with$implementation.$
•Utilizing)empirically)sound)practices)that)match)the)intensity)of)the)presenting)behavioural)(learning))challenge.)
• Creating)an)organizational)framework)for)creating)a)positive,)preventive,)and)proactive)culture.
What does PBIS look like? SCHOOL
•Team%led"school"climate"effort."– Data$%&%Team$based!action!planning!&!implementation.!
– Administrator(s)!are!active!participants.!
•All)students"are"directly"taught"&"acknowledged"for"displays"of"desired"school;wide"expectations."
•>80%)of)students"can"tell"you"what"is"expected"of"them"&"give"a"behavioural"example."
•Positive"adult;to;student"interactions"exceed"negative"
•Full)continuum)of"behaviour"support"is"available"for"non;responders
Additional!High!School!Challenges(Not!all!in!one!school!)
• Skill!fluency,!independence,!and!responsible!behaviour!are!assumed!and!expected.!– “They.SHOULD'already.know.how.to.behave.”.
• Content!mastery!is!the!only!goal.!– “We.don’t.DO.behaviour.”.
• Competition!is!encouraged!and!valued.!– “Student.of.the.Year”.
• Discipline!is!reactive.!– “If.they.can’t.cope.they.need.to.go.elsewhere!”.
• Success!is!for!the!few.!– Scholarships.vs..DropCouts/Expulsion
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “A Primer on RTI: The connection between RTI & PBIS @TomSchimmer [email protected]
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Tier 2
(1) To what extent does your school already implement tier 2 interventions? (2) Is there balance in availability between academic and behavioural interventions? Favour one over the other? (3) Is there a balance between Programs and programs? Favour one over the other?
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Tier 2 Question
How do we provide efficient, individualized behaviour support for
a number of students whose behaviours are unresponsive to our
school- or class-wide approach?
Standardized intervention “programs” that are applied to relatively small number of students.
Tier 2 Answer
Tier 2(Can’t Do vs Won’t Do)
• Can’t Do: Students who “failed” to learn academically or behaviourally.
• Won’t Do: Students who “failed” to try academically or behaviourally.
Prevent
Program
Personalize
Three)Tiered)Continuum)of)Student)Support)
“Fair&is&NOT&Equal”
Universal&screening,&assessment,&monitoring,&and&interventions&for&ALL&students
Students(are(placed(into(pre0existing(programs(and(routines(designed(to(increase(the(intensity(of(the(instruction,(practice,(and(feedback.
The&program&is&designed&for&the&individual
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “A Primer on RTI: The connection between RTI & PBIS @TomSchimmer [email protected]
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Tier 3
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Tier 3(Can’t Do vs Won’t Do)
• Can’t Do: Specific academic remediation OR the teaching of specific prosocial replacement behaviours
• Won’t Do: Qualified personnel must investigate the reason (function) for the lack of motivation. This could include FBA and/or FAA.
Tier 2 Interventions
!Universal+screening+!Student+Assessment+
!Progress+&+Process+Monitoring
Academic Behaviour
Can’t Do
Won’t Do
Additional)learning)support)provided)by)small$group)instruction)[i.e.)3x30])or)targeted$accommodations$[i.e.Time,)regular)review)cycle,)differentiation
Additional)social$skill$training)related)to)the)SW)expectations)and/or)specific)social)norms,)as)well)as)increased$monitoring)of)student)demonstrations)of)prosocial)behaviours.
Learning)is)made)mandatory)rather)than)invitational)via)structural)systems)&)routines.)(i.e.)work)completion,)study)skills)group,)more)regular)checkIins)and/or)reports)
Increased$monitoring)and)more$frequent$interaction$cycles.)Develop)codes$of$conduct)and)discipline$procedures)that)focus)on)support,)inclusion,)and)recovery.
__________________________________________________________________________________________________________________________________________________________________________________________________ © Tom Schimmer (2015) -‐ “A Primer on RTI: The connection between RTI & PBIS @TomSchimmer [email protected]
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What kind of Tier 3 expertise already exists in your school? To what degree are you already providing Tier 3 interventions to your students? What aspects of your Tier 3 interventions need to be enhanced? “Expectations about the likelihood of eventual success determine the amount of effort people are willing to put in. Those who are convinced that they can be successful in carrying out the actions required for a successful outcome - who have the self-efficacy - are likely to try harder and persist longer when they face obstacles.”
-Rosabeth Moss Kanter Confidence, p. 39
“We could easily take control of the machinery of achievement...but we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.”
-Malcolm Gladwell Outliers, p. 33
Student'Response'Sequence'Investigating'the'Won’t&Do
Setting'Event *Antecedent Response *Consequence
Also known as triggers. Occurs right before the response and signals the onset of the response.
Follows the response and either maintains or increases the likelihood of the response occurring again; reinforcement contingent upon the response
*The focus of the FBA
The antisocial response toward academic or behavioural skill adaptations.
Those aspects that increase the intensity of the won’t do response. They are not triggers, but make responding to triggers more likely.
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
ResponseManipulations
Neutralize*or*
Eliminate*setting*events*
Neutralize
Add*relevant*&*remove*
irrelevant*triggers*
Irrelevant
Add effective &
remove ineffective reinforcers
Ineffective
Teach*alternative*response*that*is*more*
efficient*
Inefficient
Arrange for peer interaction before math class.
Do the first math problem together.
Ask for a break or for help; turn in assignment as is.
Allowed to sit with friends when task is complete.