MTSS: The Perfect Marriage PBIS & RtI Pat Bruinsma, Pat Hubert & Stephanie Weideman

Universal Interventions Multi-tier Model Tier 3 Intensive, Individual Interventions 1-5% Tier 2 Targeted Group Interventions 5-10% Tier 1 Universal Interventions Although three tiers are the ones most often seen, an RtI model can have any number of tiers. One misinterpretation to guard against is that tier 1 is general education, tier 2 is Title I and tier 3 is Special Education. This is a common misunderstanding and could lead to simply keeping the historical system and calling it RtI. General ed., title I and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who need intensive intervention who do not qualify for special education ( ELL, gifted and talented, students who have missed a lot of school). The focus of this model is primarily on the Nature and Intensity of instruction that students need. 80-90% Academic Behavioral (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 2

School-wide, Culturally Responsive Tier I: Evidence based interventions for all students and staff that are implemented across all school settings Universal (All Students) School-wide, Culturally Responsive Systems of Support (75-85% of students) All settings, all students Preventive, proactive Defining/Teaching Expectations & Social skills Acknowledging Expectations Engaging in Systematic Supervision Organizing Routines/ Procedures Correcting Behavior

Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) Increased academic support and practice Increased social skills teaching Self-management training and support School based adult mentors (CI/CO) Parent training and collaboration Alternatives to out-of-school suspension Community and service learning Tier II: Specialized interventions typically provided in a standardized manner for small student groupings

Intensive academic support Intensive social skills teaching Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around) services Alternatives to suspension and expulsion Community and service learning Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Tier III: Intensive interventions that are highly individualized to meet the particular student’s strengths and needs

Selected (At-risk Students) Classroom & Small Group Strategies Intensive academic support Intensive social skills teaching Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around) services Alternatives to suspension and expulsion Community and service learning Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Increased academic support and practice Increased social skills teaching Self-management training and support School based adult mentors (check in, check out) Parent training and collaboration Alternatives to out-of-school suspension Community and service learning Selected (At-risk Students) Classroom & Small Group Strategies (10-20% of students) Universal (All Students) School-wide, Culturally Responsive Systems of Support (75-85% of students) All settings, all students Preventive, proactive Defining Expectations Teaching Expectations & Social skills Acknowledging Expectations Engaging in Systematic Supervision Organizing Routines/ Procedures Correcting Behavior Reviewing Data- SWIS, Surveys

Continuum of Support for ALL Universal Targeted Intensive George Sugai Continuum of Support for ALL Math Science Spanish Art Reading NOTICE GREEN GOES IS FOR “ALL” Soc skills Soc Studies Sports Label behavior…not people

Continuum of Support for ALL Universal Targeted Intensive George Sugai Continuum of Support for ALL Anger management Persistence Prob Solving Adult relationships NOTICE GREEN GOES IS FOR “ALL” Baker, 2005 JPBI Attendance Teamwork Peer interac Label behavior…not people

Traditional Responses to Problematic Behaviors Reactive/Consequence Strategies Office referral, detention, suspensions, etc. Used to try to teach the “right way” May actually reinforce the behavior of concern Individual counseling and therapy Restrictive and segregated settings Implement packaged programs

Traditional Discipline versus Positive Behavior Interventions and Supports Goal is to stop undesirable behavior through the use of punishment Focuses on the student’s problem behavior Positive Behavior Support: Goal is to stop undesirable behavior by: Replacing with a new behavior or skill Altering environments Teaching appropriate skills Rewarding appropriate behavior

5 Research Based Practices Maximize structure in your classroom Routines! - environment Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations Direct instruction – supervise - reinforce Actively engage students in observable ways Opportunities to respond – vary instructional strategies - differentiate Establish a continuum of strategies to acknowledge appropriate behavior Use specific praise – group contingencies – reinforcement systems Establish a continuum of strategies to respond to inappropriate behavior Good error correction LOOK at Your Handout

Maximize structure in your classroom Develop Predictable Routines Teacher routines Student routines Design environment to: elicit appropriate behavior and minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, engagement, etc.)

Maximize learning in your classroom Develop Engaging Activities Student-Centered not teacher-centered Embed opportunities for student choice and appropriate work for all students. i.e.-Differentiated Instruction Design instruction to: Explicitly teach skills Include the foundational literacy skills Instruction should be at a brisk pace and include opportunities for cooperative learning when able. Ensure instruction and work assigned is appropriate for your students. Target interventions to your students lowest skill on the continuum.

Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations. A small number (i.e., 3‐5) of positively stated rules. Tell students what we want them to do, rather than telling them what we do not want them to do. Publicly post the rules. Operationally define what the rules look like across all the routines and settings in your room Matrix Teach expectations directly (I do, we do, you do) Define rule in operational terms—tell students what the rule/skill looks like within routine/context. Examples/non‐examples of rule‐following/skill understanding within routine check for their understanding Provide opportunities to practice rule following behavior/skill in the natural setting/context. Provide students with visual prompts (e.g., posters, illustrations, etc).

Eagles Dare To SOAR S O A R

Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations Use pre­-corrections verbal reminders, behavioral rehearsals, or demonstrations of rule‐following or socially appropriate behaviors that are presented in or before settings were problem behavior is likely” (Colvin, Sugai, Good, Lee, 1997). Active Supervision (Colvin, Sugai, Good, Lee, 1997): Move around Look around (Scan) Interact with students Reinforce correct behaviors

Strengthen Core Instruction to impact all students Facilitate deep conversations about the standards and how those would look in specific lesson plans in the classroom, differentiation, and explicit instruction are part of this conversation. Focus on foundational literacy skills in the core instruction (Tier I = all students): Phonemic Awareness, Phonics, Fluency, Vocabulary, & Comprehension

Post, Teach, Review, Monitor, and reinforce a small number of positively stated skills/expectations Collect data Are rules being followed? What skills need strengthening? If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions

Universal Interventions Multi-tier Model Tier 3 Intensive, Individual Interventions 1-5% Tier 2 Targeted Group Interventions 5-10% Tier 1 Universal Interventions 80-90% Although three tiers are the ones most often seen, an RtI model can have any number of tiers. One misinterpretation to guard against is that tier 1 is general education, tier 2 is Title I and tier 3 is Special Education. This is a common misunderstanding and could lead to simply keeping the historical system and calling it RtI. General ed., title I and special education are resources for providing Universal interventions, supplemental interventions and intensive interventions. There are students, for example, who need intensive intervention who do not qualify for special education ( ELL, gifted and talented, students who have missed a lot of school). The focus of this model is primarily on the Nature and Intensity of instruction that students need. Academic Behavioral (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 23

Actively engage students in observable ways Provide high rates of opportunities to respond Link engagement with outcome objectives Range of evidence based practices that promote active engagement Direct Instruction Computer Assisted Instruction Class‐wide Peer Tutoring Guided notes Response Cards 80/20 Rule

Specific and Contingent Praise Establish a continuum of strategies to acknowledge appropriate behavior Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies

Establish a continuum of strategies to respond to inappropriate behavior. Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement

“Well Timmy, it looks like you’ve just earned yourself 10 minutes with Mr. Whiskers.”

Use the continuum of skills to target where intervention/instruction should begin:

Tier 1(Universal) Am I specifically, directly teaching kids a consistent process for appropriate behavior? Do I use this routine consistently? Do I actively monitor kids to see if they ARE following the routine? Have I reinforced the behavior I want to see LOTS!? Am I consistent with my classroom management expectations during instruction? Can I get my students more actively involved in the learning activities? Do I use positive reinforcement when students are engaged? Am I strengthening my instruction with foundational literacy skills?

Researched-Based Interventions http://www.promisingpractices.net/ http://www.colorado.edu/cspv/blueprints/index.html http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-network-homepage.cfm http://www.findyouthinfo.gov/ http://evidencebasedprograms.org/wordpress/ http://www.challengingbehavior.org/ http://ies.ed.gov/ncee/wwc/ http://nrepp.samhsa.gov/ http://www.interventioncentral.org/

Discussion Questions/Want more information? Contact Pat Bruinsma or Kari Oyen Pat.Bruinsma@k12.sd.us & Kari.Oyen@k12.sd.us