Virginia Tiered System of Supports Integrating Academics (RtI) and Behavior (PBIS) Virginia Department of Education Office of Student Services Dr. Cynthia A. Cave September 2013

The Virginia Tiered System of Supports (VTSS) is a multi-tiered framework for working with students that uses evidence-based practices and progress monitoring to improve academic and behavioral outcomes. An educational reform and systems change initiative designed and implemented to improve instruction for all students VTSS represents an integration of Response to Intervention and Positive Behavioral Interventions and Supports.

Indistar Indicators for School Improvement - Required Indicators: TA01 REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931) TA02REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932) TA03 REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.(2933)

Indistar Indicators for School Improvement - Required Indicators: TA01 - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931) TA02 - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students TA03 - The school uses a monitoring process and identifies “triggers” and next steps for unsuccessful interventions) intervention students to ensure fidelity and effectiveness. (2933) VTSS - Identify, understand and clearly define needs VTSS - Careful matching of needs to a continuum of effective evidence-based interventions VTSS Progress Monitoring - informed decisions for increasing/fading supports to ensure that students respond to interventions in a timely manner

Some few Decision Rules for Access to Supports CONTINUUM OF INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL 3-tiered framework Match interventions to needs of identified students and hypothesized causes Division and school multidisciplinary team Data-driven decisions Monitor outcome (effectiveness) and process (fidelity)

VTSS Elementary Schools Outperform “Matched Grade Level Schools” and by “All Schools” on SOL Tests (P = Advantage for Cohort VTSS/RtI Schools ) ELAMathScience “Matched”“All”“Matched”“All”“Matched”“All” Elementary 

VTSS Middle and Secondary Schools Outperform “Matched Grade Level Schools” and “All Schools” In Some SOL Test Areas (P = Advantage for VTSS/RtI Schools) ELAMathScience “Matched”“All”“Matched”“All”“Matched”“All” Middle  (not)  Secondary  (not) 

Figure 1: Cohorts 1-4 Combined Outcome Data Comparisons – General Education % - 25% - 11% GE – General Education Students; ODR– Office Discipline Referral; ISS-In School Suspension; OSS—Out of School Suspension

Figure 2: Cohorts 1-4 Combined Outcome Data Comparisons – Special Education

Remember … PBIS is a data-driven decision making framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Increase Effectiveness and Efficiency (OSEP Center on PBIS, 2010) Process for Continuous Improvement

Remember … RTI is a data-driven decision making framework for establishing the academic supports needed for a school to be an effective learning environment for all students. Increase Effectiveness and Efficiency (SE P Cen ter on PBI S, 201 0) Process for Continuous Improvement

VTSS is a data-driven decision making approach for establishing the academic and behavioral supports needed for a school to be an effective learning environment (academic and behavior) for all students. Increase Effectiveness and Efficiency, Process for Continuous Improvement

Integration of Academic Instruction and Student Behavior What are the evidence-based instructional strategies that will attain the academic skill set? What academic engagement behaviors will be necessary to translate the academic skill into academic performance? What social/emotional behaviors are resources and obstacles to the skill and performance goals? How will we match the instructional strategies with engagement factors? Source: Dr. George Batsche, University of South Florida, VTSS presentation