1. K ILLING 2 B IRDS WITH 1 T RIANGLE R T I & PBIS Dean Richards, OrRtI Sarah Crane-Simpson, UMESD

2. W HICH C AME F IRST ?

3. T OO M ANY A CRONYMS... RtI = Response to Intervention/Response to Instruction PBIS = Positive Behavior Intervention and Support ODRs = Office Discipline Referals

4. Academic SystemsBehavioral 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 Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive D ESIGNING S CHOOL -W IDE S YSTEMS FOR S TUDENT S UCCESS

5. P ARALLEL P LAY RTIPBIS

6. S OME STATEMENTS THAT ARE CONFUSING Can’t do PBIS, have to do RtI now. RtI and PBIS have to be separate. Can’t address behavior because we HAVE to address academics We are looking at behavioral engagement and not PBIS. We know how to do PBIS, but we don’t know how to do RtI.

7. I F TRIANGLES DON ’ T WORK, TRY CIRCLES ! Academic supports Behavior support RTIPBIS Multi-tiered levels of support Data based decision making Well researched Requires district action planning Team decision making State supports implementation Requires training expertise Intervention at the school level System change Leadership Improves student outcomes

8. S UMMATIVE E FFECTS OF AN I NTEGRATED R EADING /B EHAVIOR M ODEL Reading Instruction RBRBRB Reading & Behavior Instruction Behavior Instruction Significance BL Terrance M. Scott, Ph.D. University of Oregon

10. S CHOOL - WIDE B EHAVIOR & R EADING S UPPORT The integration/combination of the two: are critical for school success utilize the three tiered prevention model incorporate a team approach at school level, grade level, and individual level share the critical feature of data-based decision making produce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella, & Marchand-Martella, 2007)

12.  Principal  Classroom Teachers  Specialists  School Counselor  School Psychologist o Data o Screening and Progress monitoring o ODRs RTIPBIS

13. Types of meetings  Tier 1 (grade level)  Examine the overall health of the core program for ALL students  Tier 2 (intervention group level)  Examine students in interventions to determine, “Is what we are doing working?”  Exit, intensify, or continue intervention  Tier 3 (student level)  Problem solve around individual student need and design individual plan

14. PBIS/RTI  Teacher leaders  Job delegation  Top down and bottom up

15.  Ongoing  Based on student and staff need and performance.  Time to collaborate and plan  Fidelity checks  Data used to drive professional development needs. o 101 o Tier 2 interventions o Team updates RtIPBIS

16.  ALL students at least three times per year  Good screening measures:  Efficient, brief, valid, reliable, unbiased and over-identifies  Screening is used as a key measure to determine:  The health of the core  Which students might need additional intervention. o Office Discipline Referrals o Screener o Teacher nomination with data RtIPBIS

17.  Phonemic Awareness  Phonics  Fluency  Vocabulary  Comprehension  State standards  Scope and sequence  Engaging and motivating instructional strategies o School-wide expectations o Lesson Plans RtIPBIS

18.  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 and grades RtIPBIS

19.  Data answers the question: “Is what we are doing working?”  Frequency:  Every 2 weeks (minimum)  Every week (ideal) RtIPBIS

20.  Designed to match instructional need  Is in addition to district core curriculum  Uses more explicit instruction  Provides more intensity  Additional modeling and guided feedback  Immediacy of feedback  Does NOT replace core o CICO o TKO o Social skills groups o Community involvement RtIPBIS

21. B ENEFITS OF A RTI S YSTEM RTI will help you to:  Know immediately, “Is what we are doing working?”  Know which students need more/different  Know what each student needs  Provide structures to deliver what students need  Reduce rates of identification of student learning disabilities  Prevent reading problems before they occur  Raise student achievement