Integrating PBIS and RTI Northwest PBIS Conference March 9, 2010 Sally Helton, Rachell Keys, Jon Potter PBIS RTI

Goals Define core features of School-wide PBIS Define a framework for applying the core features to academics (RTI) Present current descriptive data supporting implementation of academic and behavior supports within an RTI framework.

Main Messages Supporting social behavior is central to achieving academic gains. RTI provides a framework that can be used for implementing behavioral and academic supports Implementation of any evidence-based practice requires a more coordinated focus than typically expected.

The Link Between Reading and Behavior The relationship increases as students progress through school (Fleming et al., 2004; Morrison et al., 2001; Nelson et al., 2004; Roeser& Eccles, 2000) The relationship is strongest for students with externalizing behavior (Kellam et al., 1998; Nelson et al., 2004) Students who experience problems in both areas have the worst outcomes (McKinney, 1989, Reinke, 2007)

On average, students with 5 or more referrals had a 17 point lower RIT score on the OSA Reading test

In The Past General Education Title Reading, Teacher Support Teams Special Education Some “Fell’” Through Some “Fell’” Through

RTI: Full Continuum of Support General Education Title Reading, Teacher Support Teams. Special Education, Gifted Ed. I I I I I I I I all along the continuum! I =

Framework for RTI Leadership at all levels Teaming Use of a research based core curriculum Universal screening Implementation of research based interventions Progress monitoring Decision Rules Professional development including fidelity of implementation.

#1 Leadership District Level Strong administrative support to ensure commitment and resources AND School Level Strong school staff support to share in the common goal of improving behavior and academics

Leadership Behavior – Administrator is on the PBIS team and ensures that: Rules are developed and taught An acknowledgement system is in place Data is collected, analyzed, and shared with staff regularly Rules and consequences are consistent schoolwide Reading – Administrator is on the literacy team and ensures that: Core curriculum is taught with fidelity All students are screened in reading Data is collected, analyzed, and shared with staff regularly

#2 Teaming Collaboration is the key: Membership might include…  Principal  Classroom Teachers  Specialists  School Counselor  School Psychologist  Classified Staff  Any staff that has investment in student success The Team is only as strong as the least invested member

Teaming Reading Tier 3 Individual Problem Solving Team Tier 2 Grade Level Data Teams Tier 1: Schoolwide Data Team Behavior Tier 3 Individual Support Team Tier 2 Grade Level Data Teams Tier 1: Schoolwide DataTeam

#3 Research-Based CORE Program RTI is predicated on effective, research- based programs delivered with fidelity that provide support for all students Designed to address the needs of all students!

Core Curriculum Behavior – 3-5 School rules and behavior expectations are explicitly taught to all students – All students regularly and consistently acknowledged for demonstrating behavior expectations – All students are reliably corrected when behavior expectations aren’t demonstrated Reading – 90 minutes per day for ALL students – Focused on the Big 5 Phoni c s FluencyFluency Phonemic Awareness ComprhensionComprhension Vocabulary

How does it help a struggling student to receive the core? They need the most instruction Need to be exposed to grade level material If they miss grade level material, they will never catch up Just because there is a deficit in one area, does not mean there is a deficit in all areas Interventions are limited in scope

SWIS summary (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs Grade RangeNumber of Schools Mean Enrollment per school Mean ODRs per 100 per school day K-62, (sd =.49) (sd = 1.11) (sd = 2.39) K-(8-12) (sd = 2.60)

Schools N= % 90% 78% 72% 77% 14% 17% 14% 10%22%28%

#4 Universal Screening Universal screening for ALL students at least twice per year Procedures must identify which students are proficient (80%) and which are deficient (20%). Good screening measures: Are not intended to measure everything about a student, but provide an efficient an unbiased way to identify students who will need additional support (Tier 2 or Tier 3) Help you assess the overall health of your Core program (Are 80% of your students at benchmark/proficiency?)

Universal Screening Behavior – Office Discipline referrals – Attendance reports – Report card grades – Schoolwide Evaluation Tool (SET) – Benchmarks of Quality – Systematic Screening for Behavior Disorder (SSBD) Reading –Oral Reading Fluency –MAZE –DIBELS –AIMSWEB

#5 Tiered Interventions – Must be designed to match identified needs – Delivered with fidelity – Should always be based on student data – Given to a smaller number of students – On-going data determines need to continue, discontinue, or change curriculum, instruction, and/or assessment – Is in addition toand aligns with the district core curriculum – Uses more explicit instruction – Provides more intensity Additional modeling and guided feedback Immediacy of feedback – Does NOT replace core

Tiered Interventions Behavior Tier 2 – Designed to remediate students with moderate behavior problems Tier 3 – Designed to provide support for students with intensive, persistent behavioral difficulties Reading Tier 2 – Designed to remediate students with moderate skill deficits in one of the Big 5 Tier 3 – Designed to provide support for students with intensive and/or multiple skill deficits in the Big 5

Interventions Students pulled out for interventions may be “missing” something else… BUT If a student can’t read, how much are they already missing in the classroom? “No one seems to notice that it is only during that single period each day [intervention time] that the struggling readers are provided with texts and lessons that theory and research support. The other 5 hours each day are largely comprised of texts and lessons that are over their heads.” Richard Allington

#6 Progress Monitoring Which students: – All receiving intervention – Borderline scores or performance-as resources allow Tools Must Be: Brief Valid Reliable Repeatable Easy to Administer Frequency: Every 2 weeks (minimum) Every week (ideal) Are the children learning? How can we tell?

Progress Monitoring Behavior – Data from students behavior plan such as CICO data Reading – Oral Reading Fluency – MAZE – DIBELS – AIMSWEB

Aimline Reading Progress Monitoring Example Oral Reading Fluency

Behavior Progress Monitoring Example

#7 Decision Rules Provide the “now what” after teams have analyzed student data Guide decisions for all tiers Take the guesswork out of “what to do next” Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? - Dr. Ed Shapiro

Decision Rules Behavior – Efficient way for the team to decide if the student is making sufficient progress Determines student’s “Response” to Intervention – Typically evaluated frequently (daily or weekly) – Data team uses decision rules to systematically determine if behavior interventions will be continued, modified, or discontinued Reading – Efficient way for the team to decide if the student is making sufficient progress Determines student’s “Response” to Intervention – Typically evaluate data every 4-8 weeks – Data team uses decision rules to systematically determine if reading interventions will be continued, modified, or discontinued

Behavior Decision Rule Example: 2 or more referrals

Aimline Reading Decision Rule Example: 4 Points Below the Goal Line Oral Reading Fluency Add 15 minutes to intervention Reduce group size to 3 students

#8 Professional Development Content: – Core curriculum & instruction – Assessment – Interventions – Teaming – Data-based decision making – SPED procedures Delivery: Ongoing Sufficient time to collaborate and plan Anticipate and be willing to meet the newly emerging needs based on student performance Data ALSO used to drive professional development needs

Professional Development Behavior – Functions of Behavior – Reinforcement – Classroom management – Instructional Delivery Reading – Literacy skill development – Instructional Delivery Pacing Active engagement Corrective feedback – Classroom management

Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Connectedness Designing School-Wide Systems for Student Success

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Parenting support TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of RTI - Reading SECONDARY PREVENTION Phonics for Reading Read Naturally Triumphs REWARDS Additional 30 minutes daily TERTIARY PREVENTION Early Reading Intervention (ERI) Reading Mastery Corrective Reading Language for Learning Additional minutes daily PRIMARY PREVENTION MacMillan Reading Mastery Success for All – Fast Track Phonics (Kindergarten) 90 minutes daily SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

Linking Academic and Behavior Supports Effective school-wide and classroom wide behavior support is linked to increased academic engagement. Improved academic engagement with effective instruction is linked to improved academic skill outcomes. The systems needed to implement effective academic supports and effective behavior supports are very similar.

Importance of Behavior and Academic Systems (Kellan et al., 1998; Ialongo et al, 2001) Classroom Behavior System in Place Classroom Behavior System NOT in place Classroom Reading Program in Place Improved Literacy No Literacy Improvement Classroom Reading Program NOT in Place NO Literacy Improvement NO Literacy Improvement

Basic Structure

Linking PBS and Early Literacy Continuum of Support Practices Emphasis on “Foundation Supports” and investment in prevention. Emphasis on the organizational systems needed to implement practices with fidelity and durability. Collection and use of data for decision-making

Implications for Systems Change District policy Clear statement of values, expectations, outcomes Ability to conduct universal screening and progress monitoring assessments District provides efficient options for universal screening and progress monitoring measures Recruitment and hiring Expectations defined in job announcements Professional development Focused strategies for staff development in core skills

Implications for Systems Change Annual evaluations Expectations assessed as part of annual evaluations Recruitment of individuals with training, coaching, and implementation skills Advanced skills in literacy supports Advanced skills in behavior supports

Questions? Comments….