Transcript RTI and PBIS--Tier I Features (2014.05.18)

Multi-Tiered
Systems of Support
Features of Effective Tier I Systems
Educational and Community Supports
 Educational and Community Supports (ECS) is a research unit
within the College of Education at the University of Oregon.
 ECS focuses on the development and implementation of practices
that result in positive, durable, and scientifically substantiated change
in the lives of individuals.
 Federal and state funded projects support research, teaching,
dissemination, and technical assistance.
 PBIS Applications is a series of educational tools created within
ECS and related to the implementation of multi-tiered systems
of support (MTSS).
 The PBIS Application tools have been utilized in 25,000+ schools both
domestically and internationally.
Session Intentions
What is RTI? The
Essential
Components
Multi-Level Prevention System
Universal Screening
Progress Monitoring
Data-based Decision Making
Response to
Interventions and
School-wide
Positive Behavior
Support
What is SW-PBIS?
Primary
Preventions at the
Universal Level
What is necessary at Tier I in order to have a solid foundation for targeted and intensive
supports?
What are the similarities between the two frameworks?
Essential Components of RTI
Response to intervention (RTI) integrates
assessment and intervention within a multi-level
prevention system to maximize student
achievement and reduce behavior problems.
--National Center on Response to Intervention
The intent of RTI is to improve outcomes for all students
while providing immediate supplemental supports for
students at risk for poor learning outcomes.
Multi-Level Prevention System
Tertiary—intensive, individualized
Secondary—targeted, small group
Universal—primary prevention
Multi-Level Prevention System
 Also known as Multi-Tiered Systems of Support (MTSS)
 The triangle does not represent the overall RTI framework; it
only represents one component, the multi-level prevention
system.
 This component represents three levels of prevention.
 In an effective system, we would expect:
 Primary Level = at least 80%
 If less than 80%, consider focusing school improvement efforts on improving
core instruction and curriculum.
 Secondary Level = 10-15%
 Tertiary Level = 1-5%
Multi-Level Prevention System
Writing
Reading
Social-Emotional
Math
Essential Question:
Is the student successful at this level of
support?
Students themselves do not fit into a
tier of supports; instead, their needs are
addressed at the tiers provided.
Intensity is a two-way street. Improved
student outcomes are the result of
continually monitoring and modifying
(as needed) instructional programs
and methods.
Universal Screening
 The purpose of screening is to identify
those students who are at risk for poor
learning outcomes.
 The focus is on all students, not just
those students that teachers believe
are at risk.
 It is a brief, reliable, valid assessment
used to identify which students may
need additional assessments or
additional instructional support.
Progress Monitoring
 Allows practitioners to answer critical
questions:
 Are students making progress at an acceptable
rate?
 Quantify student rates of improvement or
responsiveness to instruction
 Are students meeting short-term goals necessary
for achieving long-term goals?
 Identify students who are not making adequate
progress
 Does the instruction need to be adjusted or
changed?
 Evaluate instructional effectiveness.
Data-Based Decision Making
 Utility and value:
 Instruction
 Who needs assistance?
 What type of instruction or assistance is needed?
 Is the duration and intensity sufficient?
 Movement within the Multiple Levels
 When are students moved to something more/less
intensive?
 Who is responding and/or not responding?
 Disability Identification
 When do you refer for special education evaluation?
 How does this student compare to his/her peers?
 What appropriate instruction received by the student?
Logic for School-wide PBIS
 Schools face a set of difficult challenges today:
 Multiple expectations (i.e., academic, social-emotional, safety)
 Students arrive at school with widely differing understandings of what is
socially acceptable.
 Traditional “get touch” and “zero tolerance” approaches are
insufficient.
 Individual student interventions
 Effective, but the need cannot be met
 School-wide discipline systems
 Establish a social culture within which both social and academic
success is more likely
School-wide PBIS (SW-PBIS)
 School-wide PBIS is:
 A systems approach for establishing the social culture and behavioral
supports needed for a school to be an effective learning environment
for all students.
 Evidence-based features of SW-PBIS

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
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

Prevention
Define and teach positive social expectations
Acknowledge appropriate behavior
System of consequences for problem behavior
Continuous collection and use of data for decision-making
Continuum of intensive, individual intervention supports
Implementation of the systems that support effective practices
School-wide PBIS (SW-PBIS)
 Positive Behavioral Interventions and Supports (PBIS) is
based on a problem-solving model and aims to prevent
inappropriate behavior through teaching and reinforcing
appropriate behaviors.
 SWPBS refers to a systems change process for an entire
school or district.
 The underlying theme is teaching behavioral expectations
in the same manner as any core curriculum subject.
(OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007).
RTI and SWPBIS
 The RTI framework provides a
system for delivering instructional
interventions of increasing
intensity.
 PBIS provides a similar schoolwide model and the two can be
combined to provide a schoolwide academic and behavioral
framework.
Writing
Reading
Social-Emotional
 RTI:A and RTI:B
 SWPBIS is the model for RTI:B
Math
RTI and SWPBIS
•
Improved
student
outcomes in
social
competence
and academic
achievement.
•
Systems
support staff
behavior.
•
Practices
support student
behavior.
•
Data support
decision
making.
OUTCOMES
SYSTEMS
Response to
Intervention
School-wide
PBIS
RTI and SWPBIS
Response to Intervention
Problem-solving model
Prevention based
•
Multi-Tiered System of Support
Data-based decision making
Use of screening to
proactively identify at-risk
students
Instruction/intervention
matched to the student’s
level of need
Progress monitoring of
instruction/intervention
effectiveness and student
progress
School-wide PBIS
Multi-Tiered Systems of Support
Tertiary—intensive, individualized
Secondary—targeted, small group
Universal:
• primary prevention
• core instruction
• all students
Universal (Tier I) Systems of Prevention
 Primary Prevention Level
 Focus = all students
 Instruction = core curriculum and instructional practices that are
evidence based and incorporate differentiated instruction
 Setting = general environment
 Assessments = screening, continuous progress monitoring, and
outcome measures
Key Features of the Core Program
Clear Goals and Expected Outcomes
Appropriate Instruction
Feedback and Encouragement
Error Correction
Monitoring
Clear Goals and Expected Outcomes
 Core Curriculum
 Course of study deemed critical
 Usually mandatory for all students of a school or a school system
Reading
• Five Components
of Reading
• Phonemic
Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
Behavior
• 3-5 Behavior
Expectations
• Be Safe
• Be Respectful
• Be Responsible
Appropriate Instruction
 Teach Behavioral Expectations
 Transform broad, school-wide expectations into specific, observable
behaviors.
 Students are presented information on behavior expectations,
including examples of appropriate and inappropriate behavior
so that they clearly understand the concept.
 Students are provide opportunities to practice appropriate
behavior and build fluency.
 Lessons take place in the settings where appropriate behavior
should occur and are taught by the adults responsible for
monitoring students.
Transform broad, school-wide
expectations into specific,
observable behaviors.
Expectations
Teaching
Matrix
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Classrooms
Assemblies
Hallways
Restrooms
Feedback and Encouragement
 Successful skill development requires providing students
with feedback on their performance that is timely and
understandable.
 To improve task performance, it is necessary to know how
well the task was completed.
 Feedback and encouragement should follow the desired
response immediately so there is a clear understanding of
what is correct and should be repeated.
 Contingent
 Behaviorally specific
Error Correction
 Errors are identified and corrected so students do not
spend time practicing incorrect responses.
Academics
Behavior
The presence of errors provides staff with
an opportunity to further investigate a
student’s understanding of the subject.
Discipline problems are first assumed to be
behavioral errors. Staff should remind
students of behavioral expectations,
review teaching of the expectations, and
The instructor helps the student correct the reinforce students for engaging in
problem and then provides additional
appropriate behavior before providing
practice to ensure content mastery.
negative consequences for inappropriate
behavior.
—Carnine, Silbert, & Kame’enui, 1997
—Sugai, Horner, & McIntosh, 2008
Error Correction
 Consequences Systems for Behavior involve:
 Clear definitions for problem behaviors
 Delineation of staff-managed vs. office-managed behaviors
 Professional development plan for orientation of all staff to the
discipline system
 Incident referral form with relevant information (e.g., who, what,
when, where, perceived why)
 Data system to collect, organize, and summarize problem
behavior events
Monitoring
 Universal Screening to determine students’ current level of
performance
 Collect information on all students at least twice a year
 After the first 6 weeks of the new school year and 6 weeks after the return
from winter break
 Use data-decision rules for decision making
Green zone = 0-1 ODRs
Yellow zone = 2-5 ODRs
Red zone = 6+ ODRs
Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09
12
Cumulative Mean ODRs
10
8
0-1
6
2-5
6+
4
Jennifer Frank,
Kent McIntosh,
Seth May
2
0
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09
12
Cumulative Mean ODRs
10
8
0-1
6
2-5
6+
4
Jennifer Frank,
Kent McIntosh,
Seth May
2
0
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
Monitoring
 Continuous Progress Monitoring to confirm risk status and
monitor progress of at-risk students
 Collection of data on a monthly, weekly, daily rate
 Use of data for decision making
Monitoring
 Outcome Measures or Summative Assessments
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 outcomes.
 The systems needed to implement effective academic
supports and effective behavior supports are very similar:
 Clear Goals and Expected Outcomes
 Appropriate Instruction
 Feedback and Encouragement
 Error Correction
 Monitoring
Session Intentions
What is RTI? The
Essential
Components
Multi-Level Prevention System
Universal Screening
Progress Monitoring
Data-based Decision Making
Response to
Interventions and
School-wide
Positive Behavior
Support
What is SW-PBIS?
Primary
Preventions at the
Universal Level
What is necessary at Tier I in order to have a solid foundation for targeted and intensive
supports?
What are the similarities between the two frameworks?
Questions, Answers, Discussion