Tennessee Behavior Supports Project RTI2 Behavior Tennessee Behavior Supports Project

INTRODUCTIONS

RTI2-Behavior Projects Vanderbilt University University of Tennessee - Knoxville Each IHE is reponsible for one of three areas of development - University of Memphis – Lambuth Campus

Tennessee Behavior Supports Grant 3.75 million grant from Tennessee Department of Education, Division of Special Population and Student Support (2015-2020) Develop a statewide RTI2-B Framework Support Schools across Tennessee

RTI2 – Behavior Projects Transition from PBIS to RTI2–Behavior Tennessee Taskforce Team Development of State RTI2-Behavior Framework Consistency Sustainability Goal of 750 schools by 2020 I thought we might include the total number and present it as a percentage as well.

Tier I--ALL students receive research based, high quality general education instruction…in a positive behavior environment that incorporates ongoing universal screening … Tier II—In ADDITION to Tier I, interventions are provided to students that fall below the 25th percentile on universal screening and are struggling academically and/ or behaviorally. Review the handout…highlight the expectations of what is expected at each level? What is the focus area? Emphasize instruction and behavior? Each arrow will be added to the presentation when discussed with a click. Tier III—In ADDITION to Tier I, interventions are provided to students who have not made significant progress in Tier II…and are struggling academically and/or behaviorally…

Tier I--ALL students receive research based, high quality general education instruction…in a positive behavior environment that incorporates ongoing universal screening … Tier I--ALL students receive research based, high quality general education instruction…in a positive behavior environment that incorporates ongoing universal screening … Tier II—In ADDITION to Tier I, interventions are provided to students that fall below the 25th percentile on universal screening and are struggling academically and/ or behaviorally. Tier III—In ADDITION to Tier I, interventions are provided to students who have not made significant progress in Tier II…and are struggling academically and/or behaviorally… DDITION to Tier I, interventions are provided to students that fall below the 25th percentile on universal screening and are struggling academically and/ or behaviorally.

WHAT IS RTI2-BEHAVIOR? RTI2-B, previously known as PBIS in Tennessee, is An effective framework for preventing problem behavior and supporting students’ social, emotional, and behavioral needs; A comprehensive plan that includes intervention strategies designed to decrease disruptive behavior and promote positive choices; A model that supports modifying students’ environments, teaching students new skills, and guiding staff responses. Adapted from University of South Florida; MTSS Implementation Components: Ensuring Common Language and Understanding, p.2 http://www.florida-rti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf (Define) Reference source – keep for a resource page at the end the presentation

RTI2-Behavior: A Multi-Tiered System of Supports An evidence based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention Delivered to students in varying intensities (multiple tiers) based on student need “Need driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels Goal to accelerate the performance of ALL students to achieve and/or exceed proficiency.

*Preventive activities *Data-based decision making Key Attributes *Preventive activities *Data-based decision making *Problem-solving orientation Horner, 2000; Lews @ Sugai, 1999; Sugai et.al, 2000; Weigle, 1997)

RTI2-Behavior is NOT just *Rewards *Bribery *Lack of Consequences

Cost Benefit of RTI2 – Behavior http://www.pbis.org/

Benefits and Costs http://www.wisconsinpbisnetwork.org

Getting Started at the District Level Present administrative overview of RTI2-B Establish a district leadership team Identify external coach Complete district leadership agreement (Superintendent) Identify behavior data collection system Identify initial schools to be trained Utilize the district team self-assessment in order to develop an action plan that ensures sustainability

Getting Started at the School Level Conduct RTI2-B overview for faculty and staff Complete School Agreement (Principal) Establish school leadership team Identify internal coach Confirm RTI2-B training dates for schools Participate in Tier I RTI2-B training (School Leadership Team) Train faculty and staff in Tier I RTI2-B (School Leadership Team) Collect and analyze school and student behavior data Use behavior data to determine school action plans Establish student leadership team and responsibilities RTI-Behavior

Then we allow for adequate practice time Then we allow for adequate practice time. Students must have practice time

Implementation Drivers for RTI2-Behavior The following graphic identifies the essential components and their organization in a complete RTI2-B framework, based on the OSEP document, Positive Behavioral Interventions and Supports Implementation Blueprint. The graphic, as well as the descriptors that follow, serve as a guide for teams at various levels—school, district, or state. http://www.pbis.org/

At the center is the Leadership Team, an organization that is consistent with RTI2-B being a team-implemented framework.

With the progression of implementation, the Leadership Team must address several supportive systems that include Funding, Visibility and Dissemination, Political Support, Policy and Systems Alignment, and Personnel Readiness.

Description of Implementation Drivers at the District Level Funding—The RTI2-B Leadership Team develops a plan to ensure ongoing funding at the school and district level. Visibility and Dissemination--The RTI2-B District Leadership Team develops and oversees dissemination strategies (e.g., website, newsletter, meeting presentations, conferences, media, annual progress reports). http://www.pbis.org/

Political Support--The RTI2-B District Leadership Team ensures that one of the district’s top three-to-five goals is social behavior and school climate. Policy and Systems Alignment—This can include multiple levels, from revising local school policies around discipline and behavior to district-wide changes such as the adoption of a district-wide discipline referral form. Personnel Readiness—The district will ensure that all new personnel will receive orientation training that includes RTI2-B.

Description of Implementation Drivers for All Levels, but Especially the School Level Professional Development-- This refers to the system’s ability to self-assess for specific programmatic and staff development needs and objectives, to develop a training action plan, to invest in increased local training capacity, and to implement evidence-based interventions and practices. Coaching and Technical Assistance--Administrators at both the district and school level must make sure that RTI2-B coaches have the time, training, and resources to accomplish this work. Evaluation and Performance Feedback—The District Leadership Team must provide oversight by developing an evaluation process and schedule for assessing the fidelity of implementation and the impact of RTI2-B on student outcomes. http://www.pbis.org/

Content Expertise—District RTI2-B Leadership Teams need at least one team member with behavioral expertise and experience to ensure the implementation integrity of RTI2-B practices at three levels: Training, Coaching, and Evaluation. Local School/District Implementation Demonstrations--When all parts of the RTI2-B system are completely functional and sustainable, a school may become a “model of demonstration” site for the district.

Outcomes of Implementation of RTI2-B Schools that implement RTI2-B with integrity have teaching and learning environments that Are less reactive, dangerous, and exclusionary Are more engaging, responsive, and productive Exhibit decreased classroom management and disciplinary issues (e.g., attendance, tardiness, antisocial behavior) Improve supports for students who require more specialized assistance (e.g., emotional and behavioral disorders, mental health) Maximize academic engagement and achievement for all students

PD / TRAINING Tier 1 - Three day training Tier 2 - One day training for a small group Tier 3 - Individual training Coaches – One half day every other month Refresher training – One day as needed

Moving Upstream A story of Prevention and Intervention

In a small town, a group of fishermen gathered down at the river In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.”

Contact Information Principal Investigator: Dr. William Hunter wchunter@memphis.edu Co-Principal Investigator: Dr. Linda Page lmpage@Memphis.edu Co-Principal Investigator: Dr. Laura Casey lpcasey@Memphis.edu Project Director: Paula Brownyard pgbrwnyr@memphis.edu

tbspmemphis.com VISIT OUR WEBSITE Like us on Facebook: West Tennessee Behavior Supports Project Follow us on Twitter @TBSPMemphis

References http://www.florida- rti.org/educatorResources/MTSS_Book_ImplComp_012612.pdf http://www.pbis.org/ http://www.wisconsinpbisnetwork.org http://www.tn.gov/education

Background Information To address the mounting instructional challenges and concerns confronting general and special educators, multi-tiered systems of support (MTSS) were developed (Harlacher, Sakelaris, & Kattelman, 2013).   Through varied tiers, differentiated instruction is provided to prevent academic and behavioral problems before reactive measures are put in place (Gamm et al., 2012).

Background Information Six core components of an SWPBS (PBIS) program: A brief statement of purpose Clear expectations of student behaviors Procedures for teaching expected behaviors A continuum of procedures for reinforcing expected behaviors using tangible and intangible incentives A continuum of procedures for discouraging inappropriate behavior using appropriate consequences Procedures for using data to assess the effectiveness of the program

Educational Staff Support within a Multi-Tiered System of Support Framework