Killing 2 Birds with 1 Triangle RtI & PBIS
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Transcript of Killing 2 Birds with 1 Triangle RtI & PBIS
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KILLING 2 BIRDS WITH 1 TRIANGLERTI & PBISDean Richards, OrRtI
Sarah Crane-Simpson, UMESD
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WHICH CAME FIRST?
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TOO MANY ACRONYMS . . .
RtI = Response to Intervention/Response to Instruction
PBIS = Positive Behavior Intervention and Support
ODRs = Office Discipline Referals
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Academic Systems
Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 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
DESIGNING SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS
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PARALLEL PLAYRTI PBIS
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SOME 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.
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IF TRIANGLES DON’T WORK, TRY CIRCLES!
Academic
supports
Behavior support
RTI PBIS
•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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SUMMATIVE EFFECTS OF AN INTEGRATED READING/BEHAVIOR MODEL
Reading Instruction
R BR BR B
Reading & Behavior
Instruction
Behavior Instruction
Significance
BL
Terrance M. Scott, Ph.D.University of Oregon
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SCHOOL-WIDE BEHAVIOR & READING SUPPORT
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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Professional Development
LeadershipData based
teaming
Universal Screener
Decision Rules and Protocol
Progress Monitoring
Core Curriculum with Strong Instruction
Interventions
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DATA BASED TEAMING
Principal Classroom Teachers Specialists School Counselor School Psychologist
o Datao Screening and Progress monitoringo ODRs
RTI PBIS
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DATA BASED TEAMING
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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LEADERSHIP
PBIS/RTI
Teacher leaders
Job delegation
Top down and bottom up
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PROFESSIONAL DEVELOPMENT
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
RtI PBIS
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UNIVERSAL SCREENER
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
RtI PBIS
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CORE CURRICULUM WITH STRONG INSTRUCTION
Phonemic Awareness Phonics Fluency Vocabulary Comprehension
State standards Scope and sequence Engaging and motivating
instructional strategies
o School-wide expectations
o Lesson Plans
RtI PBIS
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DECISION RULES AND PROTOCOL
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
RtI PBIS
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PROGRESS MONITORING
Data answers the question: “Is what we are doing working?”
Frequency: Every 2 weeks (minimum) Every week (ideal)
RtI PBIS
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INTERVENTIONS
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
RtI PBIS
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BENEFITS OF A RTI SYSTEM
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