Transcript of K ILLING 2 B IRDS WITH 1 T RIANGLE R T I & PBIS Dean Richards, OrRtI Sarah Crane-Simpson, UMESD.
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- K ILLING 2 B IRDS WITH 1 T RIANGLE R T I & PBIS Dean
Richards, OrRtI Sarah Crane-Simpson, UMESD
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- W HICH C AME F IRST ?
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- T OO M ANY A CRONYMS... RtI = Response to Intervention/Response
to Instruction PBIS = Positive Behavior Intervention and Support
ODRs = Office Discipline Referals
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- 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
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- P ARALLEL P LAY RTIPBIS
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- S OME STATEMENTS THAT ARE CONFUSING Cant do PBIS, have to do
RtI now. RtI and PBIS have to be separate. Cant 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 dont know
how to do RtI.
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- 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
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- 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
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- 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)
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- Principal Classroom Teachers Specialists School Counselor
School Psychologist o Data o Screening and Progress monitoring o
ODRs RTIPBIS
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- 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
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- PBIS/RTI Teacher leaders Job delegation Top down and bottom
up
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- 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
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- 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
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- Phonemic Awareness Phonics Fluency Vocabulary Comprehension
State standards Scope and sequence Engaging and motivating
instructional strategies o School-wide expectations o Lesson Plans
RtIPBIS
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- 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
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- Data answers the question: Is what we are doing working?
Frequency: Every 2 weeks (minimum) Every week (ideal) RtIPBIS
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- 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
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- 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