Transcript PBIS in Roseburg Public Schools:

An Introduction to PBIS in Roseburg Public
Schools:
RTI, Professional Learning
Communities and How to
Respond When Kids Don’t Learn
Critical Components of PBIS
in Roseburg Public Schools
Positive Behavior and Instructional Support (PBIS)
in Roseburg Public Schools is intended to be a
structured, systematic, sustainable process
involving the following features and activities:



Response to Intervention (RTI)
Professional Learning Communities (PLCs) and
Shared Instructional Leadership
Responding When Kids Don’t Learn (MTI)
Response to Intervention What is RTI?
RTI is the practice of:
 providing high-quality instruction and intervention
matched to student need,
 monitoring progress frequently to make decisions
about change in instruction or goals, and
 applying child response data to important
educational decisions.
(NASDSE, 2005)
Response to Intervention What is RTI? (cont.)
RTI, by design, is a shared responsibility of general
and special education to implement prevention and
intervention-focused practices, which will require
unprecedented collaboration and coordination.
“If student learning is the most important function
of schools, then instruction is where we focus our
time and attention.”
(Fielding, Kerr and Rosier, 2007)
Response to Intervention Why RTI?


It is good practice based on research and
evidence
NCLB and changes in IDEIA 2004 allowed
states to use RTI as a decision making
framework for determining whether or not
to refer a student for consideration for
LD eligibility.
Professional Learning Communities
and Shared Instructional
Leadership
“I don’t know of any school anymore that can
be “led” by a single individual. It is too
complex, far too demanding, and far too
intractable for any one person to lead
alone. Building a community of leaders…is a
powerful concept whose time has come.”
(Barth, 2006)
Professional Learning Communities
and Shared Instructional
Leadership (cont.)
PLCs and shared instructional leadership require:
 Collaboration – a systematic way in which we work
together interdependently, to analyze and impact
professional practice in order to improve our
individual and collective results. (Dufour,
Dufour, and Baker, 2002)
“Student learning and achievement increase
substantially when teachers work in learning
communities supported by school leaders who
focus on improvement.” (Fullan, 2008)
Professional Learning Communities
and Shared Instructional
Leadership (cont.)
PLC’s and shared instructional leadership require:
 Teaming - School teams have three important
purposes:
-To review school-wide academic and behavior
data in order to evaluate the effectiveness of
core programs
-To screen and identify students needing
additional academic and/or behavior support
-To plan, implement and modify interventions for
these students
How Do We Respond When Kids
Don’t Learn? (cont.)
Data-Based Decision Making:
”The role of assessment for learning is essential in
order to link data on learning to instructional
practices that achieve student results.” (Fullan,
2008)


Use screening measures (e.g. DIBELS, OAKS, MAP) to
identify students who need additional support:
- Which children are at risk for long-term difficulties?
Use diagnostic and placement measures (e.g. In-program
assessments, Phonics Screener) to identify the specific skill
need and to determine the appropriate intervention
How Do We Respond When Kids
Don’t Learn? (cont.)
Data-Based Decision Making:


Use progress monitoring (DIBELS, In-program progress
monitoring tools), to evaluate response to intervention:
- Is the instruction effective? Are the at-risk students
growing enough?
Use grade level reports, benchmark assessment reports
(DIBELS, OAKS, MAP) to evaluate grade or school level
performance:
-How are all the students progressing and how does this
student compare to his peers? Are all students growing?
How Do We Respond When Kids
Don’t Learn? (cont.)
Multi-Tiered Instruction:


Multi-tiered instruction (MTI) is a model for boosting
the achievement of all students.
You can do MTI without doing RTI, but you can’t do
RTI without MTI.
MTI = any student who needs extra help,
gets help.
How Do We Respond When Kids
Don’t Learn? (cont.)
Multi-Tiered Instruction (using reading as the example):

Tier I – universal instruction –
Focus:
Program:
Grouping:
For all students
Evidence-based core program
Multiple grouping formats to meet
student needs, including differentiated, wholeclass instruction
Time:
90-minutes of core instruction
Assessment: Benchmark assessment at beginning, middle and
end of academic year.
Delivered by: General education teacher
Setting:
General education classroom
How Do We Respond When Kids
Don’t Learn? (cont.)

Tier II – targeted, short-term instruction -
Focus:
For students identified with difficulties who have
not responded to Tier I efforts
Program:
Evidence-based intervention programs
Grouping:
Homogeneous small-group instruction
Time:
Minimum of 30-minutes per day in small group in
addition to 90-minutes of core instruction
Assessment: Progress monitoring (at least 2 times per month)
on target skill to ensure adequate progress and
learning with good data collection
Delivered by: Personnel determined by school
Setting:
Appropriate setting designated by the school;
may be within or outside of the classroom
How Do We Respond When Kids
Don’t Learn? (cont.)

Tier III – intensive, targeted support –
Focus:
For students with marked difficulties in reading
who have not responded to Tier I or Tier II
efforts
Program:
Evidence-based, sustained, intensive intervention
programs
Grouping:
Homogeneous small group instruction
Time:
Minimum of two 30-minute sessions per day in
addition to 90 minutes of core reading instruction
Assessment: Progress monitoring at least once per week with
good data collection
Delivered by: Personnel determined by the school
Setting:
Appropriate setting designated by the school
How Do We Respond When Kids
Don’t Learn? (cont.)
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
5-10%
10-15%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Instruction
•All students
•Preventive, proactive
75-85%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
10-15%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
75-85%
Universal Instruction
•All settings, all students
•Preventive, proactive
How Do We Respond When Kids
Don’t Learn? (cont.)

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Assess the fidelity and integrity with which instruction and
interventions are implemented: A core program is effective
if it meets the needs of 80% of all students in the school.
Ask yourself – What small changes can we make in
instructional practice that will leverage big impact?
We have 100% of the technology to bring 95% of all
children to benchmark in reading. We don’t need to
work harder, we need to work differently. We need
to make changes in how we deliver programs - core
and intervention. (Jo Robinson, 2009)
How Do We Respond When Kids
Don’t Learn? (cont.)
“I am struck by the power of
action. It is not enough to
dream; we must plan. And it is
not enough to plan; we must
act.”
(Leonardo da Vinci)
Where can I learn more about
PBIS in Roseburg Public Schools?
Go to our district website:
www.roseburg.k12.or.us
You will find many resources, including:
PBIS Manual
PBIS Professional Development Modules
Links to other RTI resources
Link to SOrRTI Resource Center
Coming attraction – PBIS Professional Development Module #3 – “PLCs and
RTI”