RtI and PBIS: How They Work Together - MN PBIS

How Have "We" Changed?Shift Happens Video

GENERALIMPLEMENTATIONPROCESS:“Getting Started”TeamAgreementsData-basedAction PlanEvaluationImplementation

IntegratedElementsSupporting Social Competence &Academic AchievementOUTCOMESSupportingStaff BehaviorDATASupportingDecisionMakingPRACTICESSupportingStudent Behavior

School-wideClassroomSWPBSPracticesNon-classroomFamilyStudent

• Universal Screening• Data-Based Decision Making• Continuous ProgressMonitoring• Student Performance• Evidence BasedInterventionsWhich one is it?• Implementation with FidelityRtIRtIRtIRtIRtIRtIPBISPBISPBISPBISPBISPBIS

RtI Application ExamplesACADEMICSOCIAL BEHAVIORTEAMGeneral educator, special educator,reading specialist, Title I, schoolpsychologist, etc.General educator, special educator,behavior specialist, Title I, schoolpsychologist, etc.UNIVERSALSCREENINGPROGRESSMONITORINGCurriculum based measurementExample: Aimsweb, Dibels, MAPCurriculum based measurementExample: Aimsweb or DibelsSSBD, record review, gatingODR, suspensions, behavior incidents,precision teachingEFFECTIVEINTERVENTIONS5-specific reading skills: phonemicawareness, phonics, fluency, vocabulary,comprehensionMath: facts, specific skillsI Do, We Do, You DoDirect social skills instruction, positivereinforcement, token economy, activesupervision, behavioral contracting, groupcontingency management, function-basedsupport, self-managementDECISION MAKINGRULESTier I,Tier II, TierCore, Strategic, IntensivePrimary, Secondary, TertiaryTier I,Tier II, TierCore, Strategic, IntensivePrimary, Secondary, Tertiary

RtI: Good “IDEiA” PolicyApproach or framework for redesigning &establishing teaching & learning environmentsthat are effective, efficient, relevant, & durablefor all students, families & educators•NOTprogram, curriculum, strategy,intervention•NOTlimited to special education•NOTnew

MajorParadigm ShiftFrom:The problem iswithin the childTo:The problem may be dueto other environmentalelements that we cancontrol; a breakdown in theinstruction, curriculumand/or learning environment.

Public Health & Disease PreventionKutash et al., 2006; Larson, 1994• Tertiary (FEW)o Reduce complications,intensity, severity ofcurrent cases• Secondary (SOME)o Reduce current cases ofproblem behavior• Primary (ALL)o Reduce new cases ofproblem behavior

Support for ALLRTIFewContinuum ofSomeAll

Circa 1994

Triangle Model - Modified*Collaborative Model*Behavior Intervention*Flexible Model*AcademicIntervention*Teach-reteachmodel*SupportiveService(Sp.Ed. is not a place)*Function-Based*Layered not leveledintervention model*TeamDecision-Making*Data-Driven*A “red” studentdoes not ALWAYSrequire a “red”intervention andvisa versa.

90.00%80.00%MCA ReadingDid not make AYPInterventionsStartedMade AYP70.00%60.00%Percent50.00%40.00%30.00%20.00%10.00%0.00%2005-06 2006-07 2007-08 2008-09 2009-10 2010-11Not Proficient 25.12% 27.27% 28.20% 25.06% 23.86% 23.43%Proficient 74.87% 72.72% 71.79% 74.93% 76.13% 76.56%Year

Sustainability Criteria

How to MoveFrom Tier I to Tier II• Use data!• Start an Action Plan• Look at your scheduleo Who can do it?o Where will this happen?o What is the time needed?

Skill Deficits

Intervention•Specific to need•Focus on one goalQuestions to Ask• What do I want them to learn?• What will I do to help them learn?• How will I know if they have/haven’t learned it?• What will I do if they have/haven’t learned it?

EACHRETEACHINTERVENE

• Step 1 - CollectBenchmark Data• Step 2 - Analyze Data• Step 3 - Plan for andimplement interventionsfor identified children• Step 4 - Monitor theProgress of identifiedchildren• Step 5 - Evaluate

Improving Decision MakingFrom:ProblemSolutionTo:ProblemProblem-SolvingUsing DataSolutionMonitorOutcome

Data• Measurable behavioral definition• Data collection system that is efficient and relevantto needs.• Clear steps for processing, storing, summarizing,analyzing, and reporting data• Schedule for monthly review of school-wide data

Writing Centers,Transition & ArtRefused:RecessMathRefused:Home

Get(Obtain)Get Away(Avoid)Don’tKnow

Function-Based Intervention Results:Total calls this year: 13 Not a Special Education student.Once this student had 2 referrals, intervention plan was developed.

Time Cost of a DisciplineReferral (45 min per referral)1000Referrals/yr2000Referrals/yrAdministratorTime500 Hours 1000 HoursTeacher Time 250 Hours 500 HoursStudent Time 750 Hours 1500 HoursTotals 1500 Hours 3000 Hours

What is Different with RtI?• Increase academic time.• Skills taught in context.• High positive to negative feedback ratio.• Is “it” a can’t do or won’t do issue and why?• Levels of intervention and support based onstudent need.• Using data to drive decisions.• Tailored to the individual student.

Summary of Strategies forCombining Initiatives• Combine trainings under RtI umbrella.• Develop targeted interventions for staff.• Provide structured planning activities forschool teams.

www.pbis.orgMany slides taken from pbis.org and created by George Sugai

Resourceswww.pbismn.orgwww.pbis.orgwww.swis.orgwww.rti4success.orgwww.rtinetwork.orgwww.interventioncentral.orgwww.isd477.orgSouth>Tiger Pride>Tiered Triangle (not exact link, just directions on how to get there)

Contact InformationErin Engness, PBIS/RtI Coach(763) 389-6179erin.engness@isd477.orgBarbara Lindell, North PBIS Coordinator(320) 968-7389blindell@midstate.k12.mn.us