1. RTI: Linking Academic and Behavior Support Wesley Temple Dawn Davis

2. Shared Features of Academic and Behavior Support Systems Commitment to scientifically-based practices Approach based on principles of effective instruction Data-based decision making Regular screening Universal core curriculum Continuum of support beyond universal systems

3. RtI: Good “IDEA” Policy Approach to increase efficiency, accountability, & impact of effective practices NOT program, curriculum, strategy, intervention NOT limited to special education NOT new – Problem solving process – Diagnostic-prescriptive teaching – Curriculum based assessment – Precision teaching – Applied behavior analysis Demonstrations – Systemic early literacy – School-wide positive behavior support

4. 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 Designing School-Wide Systems for Student Success

5. Team Composition Administrator Grade/Department Representation Specialized Support – Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff – Office, Supervisory, Custodial, Bus, Security, etc. Parent Community – Mental Health, Business Student Start with Team that “Works.”

6. Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems

7. 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Primary Prevention What are the critical features?

8.  Maximize structure in your classroom.  Post, teach, review, monitor, and reinforce a small number of positively stated expectations.  Actively engage students in observable ways.  Establish a continuum of strategies to acknowledge appropriate behavior.  Establish a continuum of strategies to respond to inappropriate behavior. Classroom Setting Systems What are the critical features?

9. Positive expectations & routines taught & encouraged Active supervision by all staff – Scan, move, interact Pre-corrections & reminders Positive reinforcement Nonclassroom Setting Systems What are the critical features?

10. Behavioral competence at school & district levels Team- & data-based decision making Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Function-based behavior support planning Comprehensive person-centered planning & wraparound processes Individual Student Systems What are the critical features?

11. Prevention Logic for All (Walker et al., 1996) Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior

12. Lessons Learned: 2006 White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student- teacher-family relationships are important High rates of academic & social success are important Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterrents

13. 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 Designing School-Wide Systems for Student Success

14. Remedial/Intensive Instruction & Intervention Accelerated/Targeted Instruction & Intervention Preventive Instruction & Intervention RTI: Levels of Intensity of Intervention and Instruction Best Practice/Evidence–Based Programs & Instructions

15. Federal Regulations Define Scientifically-Based Means research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and Research that includes: * systematic, empirical methods * rigorous data analyses to test the stated hypotheses and justify the general conclusions

16. RTI: Different Academic Interventions Academic Core/Basal Reading and Math Programs Differentiated Instruction Cross-Age Peer Tutoring Learning Centers

17. Student in red seems to indicate a problem Now does she look like a problem? How Do you KNOW if Core Instruction is Working? Grade Level Standard

18. After School Wide Intervention--No Systemic Problem Fourth Grade

19. RtI is about different data measures for decisions. Diagnostic Assessment & Progress Monitoring Universal Screening (Early Literacy and Numeracy, Oral Reading, Comprehension, Math Computation, Spelling and Writing Fluency Measures.)

20. RTI is about…. having a system of instruction and intervention. varying the intensity of instruction and intervention. using different academic and behavior Interventions. using different data measures. a different system for determining eligibility.

21. RTI Applying child response data to important educational decisions Creating a well-integrated system of instruction and intervention

22. Thank You To learn more about training availability, commitment expectations and support services for campus-based implementation please contact Wes Temple or Dawn Davis. Much of the information provided today is based on the works from www.pbs.orgwww.pbs.org