Presentation on theme: "Tiers and Tears: Lessons Learned"— Presentation transcript:
1Tiers and Tears: Lessons Learned Braiding RtI/PBISin Burke County Public SchoolsVivian Haithcock, Staff PsychologistJohn Gann, School Psychologist
2About Burke County Western NC 17,000 students 17 Elementary Schools (one K-2, one 3-5)5 Middle Schools4 High SchoolsHigh percentage of free & reduced lunchPrimarily working class families
3Braiding InitiativesCurrently Burke County Public Schools has braided the training and implementation for Responsiveness to Instruction and Positive Behavior Intervention & Support into one training.Additionally, a school-based mental health initiative had been added as a Tier 2-4 support for students needing mental health services.
4Where we startedOne of the Five Pilot Sites for RtI beginning in Spring 2004Mull ElementaryWA Young ElementaryAdditional six schools trained in the School YearPBIS sitesWA Young Elementary inThree additional elementary schools (Drexel, Hildebran, Oak Hill Elementary) inBegan Blending the Initiatives in Training in the Summer of All Elementary Schools have been trained on the blended initiative as of Summer 2008.
5Building Capacity/Enhancing Services School Based Mental Health ServicesSpring 2005 – Burke County Public Schools partnered with local mental health authority (Foothills LME) to acquire grants to launch Integration of Mental Health Services in Schools initiative:Department of Education (18 months)Kate B. Reynolds Charitable Trust (3 years)
6Building Capacity/Enhancing Services School Based Mental Health ServicesHighlighted Goals:Build awareness of concept of behavioral health services in schools including stigma reduction (General Awareness PP)Conduct comprehensive training (school-wide & team trainings)Establish behavioral screening & referral process in schools (Student Success Teams)Build behavioral treatment capacity within schoolsBuild infrastructure necessary to successfully deliver behavioral health services in schools
7Building Capacity/Enhancing Services School Based Mental Health Services07/08 School YearSchool-based Therapy Services: contracted therapists from community agencies provide individual and group therapy during and/or after school hours.17 schools with therapists delivering services on site362 students referred for services340 students served80% Medicaid or state funded
8Building Capacity/Enhancing Services School Based Mental Health Services07/08 School YearCommunity Support Services: school employees with mental health credentials deliver Medicaid reimbursable service in school, community and home of students with mental health diagnosis and proven medical necessity – case management and skill building components.Available system-wide56 students referred for services (non EC)19 students served100% Medicaid or state funded
9Why integration? Doing what’s good for students Working in response to student needsGives overall picture of student (problems are often multi-faceted)Recognizes academic performance may be influenced by behavioral/mental health needs and addresses those needs as a part of the problem-solving processReduces splintering of services
10If This is the Philosophy of RtI Proactive instruction should be provided within general education settingPrevention is more cost effective than remediationTeachers and parents deserve the resources necessary to meet the educational needs of all childrenIs it not applicable for social skills development/behavior? What about emotional needs?
11Intensive Intervention 5% School-Wide system of support for student achievement should look like this: (Key is to develop a system. Achievement success is based on more than just academics.)Intensive Intervention 5%Strategic Interventions 15%80% of students should have their needs met within the regular classroom through general or, when necessary, supplemental instructionCore Curriculum 80%
12John Herner, Counterpoint (1998, p.2) WHY DEVELOP A BEHAVIOR CURRICULUM?“If a child doesn’t know how to read, we teach.”“If a child doesn’t know how to swim, we teach.”“If a child doesn’t know how to multiply, we teach.”“If a child doesn’t know how to drive, we teach.”“If a child doesn’t know how to behave, we…… ……….teach? ………punish?”“Why can’t we finish the last sentence as automatically as we do the others?”John Herner, Counterpoint (1998, p.2)
13Behavior-Instruction Connection Infrequent Errors Procedures for Behavior ProblemsAssume student is not tryingAssume the error was deliberateProvide a negative consequencePractice not requiredAssume student will make the right choice and behave in the future as a result of the consequenceProcedures for Academic BehaviorsAssume student is trying to make the correct responseAssume the error was accidentalProvide assistance (model-lead-test)Provide practiceAssume student has learned the skill and will perform it correctly
14Behavior-Instruction Connection Frequent Errors Procedures for Academic BehaviorsAssume student has learned the wrong wayAssume the student has been taught the wrong way (inadvertently)Diagnose the problemAdjust presentation, use effective instructional strategies, provide feedback, practice & review practiceAssume student has learned the skillProcedures for Behavior ProblemsAssume student is refusing to cooperateAssume the student has been taught right from wrong and has been told often enoughProvide negative consequences & remove student from settingProvide more negative consequences & continue to remove from the normal contextAssume student has learned a lesson
15RTI/BehaviorIt is important for each child to know and understand what behaviors are expected from him/her in each setting of the school, the rewards in place and the consequences for inappropriate behavior.Furthermore, it is important that we, as teaching staff, actively teach expectations in each setting and that we do not assume (by a student’s age, etc.) that he/she knows what is expected in each setting.
16Problem-Solving Umbrella Total Integration of RtI and PBIS AcademicBehavioralIntensive, Individual InterventionsTutoringAcademic Remediation PlansIntensive, Individual InterventionsIndividual Positive BehaviorSupport Plans (could include SBMH)Data Driven Decisions5%5%Targeted Group InterventionsSmall group instructionFocused academic helpsessionsTargeted Group InterventionsSocial Skills instructionReinforcement of specific skillsData Driven DecisionsSchool-based Mental Health Services15%15%Universal InterventionsSchool-wide rules andproceduresSystematic reinforcementRecognition ofaccomplishmentsUniversal InterventionsEffective instructionalpracticesRecognition of academicachievement80%80%
17Behavior Academic Systems (How things are done) Team-based problem solvingData-based decision makingLong term sustainabilityData (How decisions are made)Continuous data collection & use based on Tier (e.g., Benchmark, Strategic, Frequent Progress Monitoring)CBM (or members of the CBM “family” like DIBELS) as the critical outcomes for basic skillsPerformance discrepancy (Educational Need) and Benefit (Rate of Improvement)Practices (How staff interact with students)Scientifically based curriculum (good tools)Scientifically based instruction (good training)Consultation when students aren’t benefiting (support)Systems (How things are done)Team based problem solvingData-based decision makingLong term sustainabilityData (How decisions are made)Behavior ScreeningOn going data collection & use based on TierODR’s (# per day per month, location, behavior, student)Suspension/expulsion, attendance, tardiesPractices (How staff interact with students)Direct teaching of behavioral expectationsOn-going reinforcement of expected behaviorsFunctional behavioral assessment
18Tiers I-II: Academic & Behavior Universal level, all studentsScientifically-based, right content and direct instructionGreater intensity and increased measurement precision for students below benchmark trajectoriesCriterion for success? 80% to 85% are at or above benchmarksAssess classrooms, schools, districtsIdentify students needing additional assistance“PBIS is an example of how the RtI model is applied to behavior.” George Sugai, NC 58th Annual EC Conference. November 18th, 2008
19Tier I & Tier IIBehavior Data- Take from classroom behavior plans. Can compare how student looks compared to other classroom peers or other students across the grade level.
20Behavior ScreeningScreening for Preschool and Kindergarten students using the ABLEScreening for first grade students using the Systematic Screening for Behavior Disorders
21And Yet, We Still Progress Monitor Behavior & Academics Basic Principle #8 of PSMProgress monitoring an essential aspect of the intervention phaseBasic Principle #9 of PSMDecision making in regards to the effectiveness of an intervention is based on analysis of progress monitoring data in relation of goal
22Progress MonitoringThere is no guarantee that interventions will be successful, thus the intervention must be “tested” to evaluate effectivenessIncreased emphasis of specific outcomes for students, data base must be generated to guide intervention decision makingPre/post testing has be shown to be unreliable (small amount of data) and provides too little data to allow for Essential for four reasonsInstructional decision making – progress monitoring allows for evaluation of level of performance and rate of learningResearch has shown that progress monitoring is associated with improved educational outcomesIt is needed for academic and behavior. So why train as different initiatives?
23Progress Monitoring A well-defined target behavior Essential components that must be in place for successful progress monitoringA well-defined target behaviorA measurement strategyIdentification of student’s current level of performance (baseline)InterventionGoalGraphDecision-making plan
24Progress MonitoringHow do you progress monitor academics? What types of tools do you use?How does progress monitoring look different?
25Sounds Great, Huh?But it didn’t come without bumps, bruises and lots of tears…………. And they continue as we realign to do what is best to serve all students.
26But Our Past Shows…..Initially introduced as two separate initiatives.One pilot school included both RtI and PBIS.Therefore trained as two separate teams (with common members on both teams).Did not work to create “buy-in” (wished we had know that one earlier) as extensively as we should have.Approached initial training aiming at individual students, not targeting core curriculum.
27But Our Past Shows…..Some building administrators still see it as a “hoop-jumping” process to get to special education.Did not bring in enough general education folks from central office at the beginning.Did not establish district-level team to guide training.Attempted to train schools in the afternoons.
28Lessons Learned…… Definitely take time for staff “buy-in”. Have central office key players at the table.General Education involvement.Work differently to change mind-set.Assess the core curriculum, then instruction, then specialized assessments (CBM’s, etc.)Establish district-level team.Please be kind, we were an initial pilot site in ’04-’05.
29Lesson Learned….Trained separately but speaking the same language and running together in the same circles.Teachers thought a behavior student could not be brought to the SST committee because they thought only academic concerns go to SST. Created confusionLearned that we needed improved communication and emphasis it is a problem-solving process and has application for both areas.
30Lessons Learned….. Never train after school. Never train everything at once. Pace training on data (implementation rubrics).Be purposeful about the data you want to collect along the way and how you will use it to drive your decisions. Make sure you have baseline!Use a coaching model/not train the trainer. Once trained, actively work through Tiers within classrooms, grade levels and support teams
31In Other Words……focus on overall curriculum needs before looking at specific/targeted interventions.…focus on interventions rather than on what is wrong with the student…focus on the solution rather than the problem…focus on addressing the needs of ALL students having difficulty, not just those with labels…focus on ALL educators being responsible for ALL students
32More Lessons Learned…. Summer 2007….. Trained RtI and Module 1 of PBIS in same week.5 days total training. (County offers staff development in reading academy, etc.)Days 1-3, introduction of RtI, progress monitoring, and one day of interventions.Days 4-5, PBIS Module 1 training begins.
33Results…..Were not truly integrated. Still separated PBIS and RtI though both use the same problem-solving process.Over-focused on Tier III when implementing at the schoolsStill had communication breakdown in having staff understand that the same approach is used for academics and behavior.What to do? Work on training module for better integration.
34Summer 2008…..Created new training series that truly looked at side-by-side how academics and behavior relate.Have 5 days of training with RtI and PBIS working together with presentation (with heavy concentration on curriculum)Addition of personnel who have been trained in PBIS, RtI, Reading and Math Foundations. (Thank you Susan Griffin).
35Results……Still coming in but we know we need to tweak training module.Presentation as one initiative for training gave way to better understanding that behavior and academics are tied together.You can have a copy for $10,000,000 (or a tank of gas, whichever is more).
36Where we think we would go if we could start over…….. Train an overview of the problem-solving process and then work on buy-in. Use that time (at least a year) to look at curriculum (Reading Foundations and Math Foundations), collect baseline data and determine what continuum of services are available at the school and what may be needed.
37If we started over……Next blend Tier I and II Module training of RtI with Module I training of PBIS.Train Tier III of RtI with Modules Two and Three of PBISSet up coaching model at each school participating.