Presentation on theme: "RTI and Behavior: Using BESST Web to Identify SEL Deficits Within an RTI Model Dan Ebbert Paul Cicciarelli."— Presentation transcript:
RTI and Behavior: Using BESST Web to Identify SEL Deficits Within an RTI Model Dan Ebbert Paul Cicciarelli
Presentation Objectives Present history behind SEL in Illinois and the need for universal screening of behavior Describe essential components of universal screening within an RTI framework Discuss the features of BESST Web and how to use BESST Web within an RTI framework Answer your questions about BESST Web and universal screening with BESST Web
What is SEL? Definition: A process for helping children and even adults develop the fundamental skills for life effectiveness (CASEL, 2009). SEL focuses on five core areas: 1.) Self-awareness 2.) Self-management 3.) Social awareness 4.) Interpersonal skills 5.) Responsible decision-making
Research on SEL When SEL improves there is also improvement in: –Attitudes (motivation and commitment) –Behavior (participation and study habits) –Performance (grades and subject mastery) Zins, Weisberg, Wand, & Walberg (2004)
Research on SEL (cont.) There is also a correlation between good mental health and: –High motivation and aspirations –Effort –Reduction in aggression and disruption –Good problem solving and planning –Higher-level reasoning strategies –Communication and social skills –Interpersonal conflict management Zins, Weisberg, Wand, & Walberg (2004)
Research on SEL (cont.) SEL lowers the risk of problems like school violence and youthful drug and alcohol use SEL has also been shown to help facilitate academic learning Weissberg & Zins (2003)
Happiness, optimism, and self-esteem Ability to connect with others and form meaningful, mutually respectful relationships Healthy eating habits and respect for their bodies Learning and achieving at an optimal level Success in school and life What does good mental health look/feel like in children?
What does a lack of mental health look/feel like? SadnessAnxietyPessimism Anti-social behavior FearAggression Lack of effort Non-communicative Lack of self-control
The Need for SEL: Complying with NCLB Under No Child Left Behind, schools must establish plans for: Under No Child Left Behind, schools must establish plans for: Being safe and drug-free Closing the achievement gap between high- and low-performing students & between disadvantaged children and their more advantaged peers Preventing at-risk students from dropping out of school Implementing prevention programs that are grounded in scientific research and provide evidence of effectiveness
Illinois Childrens Mental Health Act (ICMHA) 2003 – Illinois General Assembly adopted the Childrens Mental Health Act Required that ISBE develop social and emotional learning standards (SEL) –Standards were developed and accepted in December 2004
ICMHA (cont.) Every Illinois school district required to develop policy for incorporating SEL into educational program This involves: a.) teaching social and emotional skills AND assessing childrens progress in acquiring these skills b.) including protocols in responding to children with social, emotional, or mental health problems
State of Illinois SEL Goals Social and emotional learning is the underpinning of good mental health Goal 1: Develop self-awareness and self- management skills to achieve school and life success Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school and community contexts
Implications School personnel are responsible for implementing SEL standards (in IL) But, how do we know which students or classrooms need intervention? –Answer: Assessment and comparison to peers So, what do we assess? –Answer: How well a student is able to perform or carry out each SEL skill How do we assess this?
Universal Screening within RTI Definition: The systematic assessment of all children within a given class, grade, school building, or school district, on academic and/or social-emotional indicators that the school personnel and community have agreed are important (Deno, 2003).
Universal Screening Needs to: Identify academic and/or behavior concerns in need of additional assessment Show how each student is responding to core instruction Show how many students are at-risk Show which students are in need of additional assessment Show what levels of resource support might be needed to promote criterion-level performance Ikeda, Nessen, & Witt (2008) Ikeda, Nessen, & Witt (2008)
Universal Screening Needs to: Provide data to teachers so that they can differentiate instruction Be administered to an entire classroom/grade/school/district, using either an individual or group format Have a reliability of.80 Identify which and how many students differ from the standard Ikeda, Nessen, & Witt (2008)
Universal Screening Needs to: Have items that are sufficient to accurately reflect changes in student performance Eliminate sources of bias as much as possible Be administered, scored, and interpreted by people who have been adequately trained Ikeda, Nessen, & Witt (2008)
Universal Screening (cont.) Provides data to: a.) help determine if there are enhancements needed in the core curriculum, instruction, and/or general ed. environment b.) guide decisions about supplemental or intensive instruction for those students who may require additional support beyond what is provided in core programming
Universal Screening (cont.) Data can be used with parents as a more objective indication of: –How their child is doing in relation to grade- level standards –How their childs performance compares with other children in the district –How their childs performance has changed over the course of the school year
Universal Screening Academic Behavioral Tier 1: Universal Interventions All students Preventive, proactive Tier 1: Universal Interventions All students Preventive, proactive Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Tier 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 5-10% 80-90% 1-5% 5-10% 80-90% Universal screening occurs here BESST Web Focuses Here
Development of BESST Web BESST Web was designed specifically for schools BESST Web is the only tool that informs instruction as teachers complete it. BESST Web is also related to goals and objective on IEPs –Assists in the goal writing process for IEPs