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The School-wide PBIS& PSM/RtI Link PBIS Lead: Hannah Griesbauer PSM/RtI Coordinator: Nancy Kreykenbohm Executive Director for Special Education and Related.

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Presentation on theme: "The School-wide PBIS& PSM/RtI Link PBIS Lead: Hannah Griesbauer PSM/RtI Coordinator: Nancy Kreykenbohm Executive Director for Special Education and Related."— Presentation transcript:

1 The School-wide PBIS& PSM/RtI Link PBIS Lead: Hannah Griesbauer PSM/RtI Coordinator: Nancy Kreykenbohm Executive Director for Special Education and Related Services: Bill Trant November 19, 2008

2 Session Objectives: Recognize the NHCS PBS-PSM/RtI Unified Plan Identify NHCS current Knowledge Creation Enterprises Critique the NHCS Unified Plan and Knowledge Creation Enterprises

3 Instructional Decision Making for Student Success Behavioral Systems Academic Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Universal Interventions All settings, all students Preventive, proactive Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 1-5% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% 1-5% 5-10% 80-90%

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5 Domains of Influence in Problem Solving Instruction Curriculum Environment Learner How we teach what is being taught What is being taught Context where learning is to occur Characteristics intrinsic to the individual in relation to the concern SETTINGSETTING DEMANDSDEMANDS

6 NC State Board of Education Waiver Approved April 2008 (continued from 3/05) Replaces Special Education Identification and Eligibility Procedures in 4 categories: –LD –OHI –IDM –SED Data collection and analysis Provide state with future policy guidance

7 My Role Within the County Title: Behavior Specialist Work with pre-K, elementary, middle, and high schools to develop and sustain PBS Serve as a coach to schools to make sure they are successfully implementing PBS Work with administrators to collect data, manage budgets, and communicate with staff Assist in developing secondary and tertiary interventions Provide trainings for staff and administrators

8 Role of the School Create a PBIS team composed of teachers, staff, administrators, and parents Collect data using NC Wise Review data to make informed decisions for universal, secondary, and tertiary interventions Create a rewards system for desirable behavior Utilize PBIS funding to successfully support their program (approximately $4/child) Assign a PBIS Chair to communicate with the Behavior Specialist

9 Role of the Administrator Meet monthly with schools PBIS team Share data school-wide Provide PBIS team with budget information Arrange for staff trainings Model effective PBIS for staff and students

10 Role of the Teacher Communicate with grade-level representative on PBIS committee Create an individual classroom management system that is aligned with PBIS (i.e. token economy, student of the week, class C-O-M-P-L-I-M-E-N-T, mystery student)

11 Role of the Teacher Recognize when a students behavior may require secondary or tertiary interventions Communicate with other teachers and/or administrators when assistance is needed for an ongoing classroom management problem

12 Role of PSM/RtI Coordinator Develop and coordinate training for the year prior to implementation as well as ongoing training for new staff. Coordinate norming and other data collection at the District Level. Work with school and district staff to ensure system-wide fidelity.

13 Role of the School Implement the PSM/RtI process including: –Tier I (or Core Instruction) that meets the needs of 80+% of their students. May involve Universal Screening with DIBELS and/or PSM Normed Probes and use of Personal Education Plans (PEPs). –Tier II and III Processes and Interventions –Present cases for possible entitlement to the PSM Review Team

14 Role of Case Colleague/Manager Assist the classroom teacher with the processes at Tiers I and II including PBS/RtI issues. Facilitate grade level meetings at Tier II, as needed. Assist with moving to Tier III, if needed.

15 Role of Student Support Team (SST) Following the Problem Solving Model process including: Defining the Problem, Developing an Assessment Plan. Analyzing the Assessment Plan Results and Developing an Intervention Plan. Managing Data Collection and Review

16 Role of School Psychologist Providing consultation at any level of the process Providing tools and interventions as needed. Summarizing results of the process in the Entitlement Report

17 PSM/RtI Training Components Processes and Documentation for the Four Tiers Curriculum-Based Assessment including Normed Probes in Reading, Written Language, and Math. Data Collection and Graphing for Academics and Assessment Teaching Replacement Behaviors and Best Practices in Reinforcement

18 PSM/RtI Training Components Working with PBIS and PSM processes together Interventions in Reading, Math, Written Language, and Behavior Entitlement Criteria Reevaluation and Exit Criteria IEP Writing: Present Level of Performance, Long-Term Goals, Exit Criteria

19 PBIS Training Elements Module 1, 2, and 3 trainings are offered annually in the county for schools who are interested in becoming a PBIS school. Bi-monthly meetings are held with the chair(s) of each school Parent trainings are offered by many schools to carry over PBIS strategies into the home

20 Current Status of PBS Schools Participating –10 elementary schools fully implemented –1 middle school fully implemented –1 high school (PLC) fully implemented –1 st Pre-K center in the state to adopt PBIS (New Hanover County Pre-K) –1 elementary school attending training –3 middle schools attending training –2 high schools attending training

21 Current Status of PSM/RtI All Elementary Schools have been trained and are implementing as of Elementary Re-Norming is planned for Middle Schools are being trained for implementation Middle School Norming is being done

22 Results of PSM/RtI- Early Identification Students are entitled at earlier grade levels: –2006/07 53% identified in K-2 80% identified in K-3 –2007/08 55% identified in K-2 74% identified in K-3

23 Results of PSM/RtI- Areas of Entitlement (Total 95) 4 identified with one area being behavior and the other academic 30 identified in a Reading Area and a Math Area 4 identified with Written Language as one area

24 Results of PSM/RtI- Areas of Entitlement (Total 95) 54 identified in two areas of Reading –71 identified with Basic Reading Skills as one area –12 identified with Fluency as one area –8 with Reading Comprehension as one area

25 Results of PSM/RtI - Ethnicity In African American Students were 1.70 times more likely than their peers to be referred for a special education evaluation and found eligible for services. In using RtI/PSM African American Students were 1.02 times more likely than their peers to be referred for a special education evaluation and found eligible for services.

26 Results of PSM/RtI - Ethnicity In using RtI/PSM, 15% of students found eligible for IEP services were African American males, which is equivalent to the incidence of AA male students in membership. Results for 2008/09 were not as good. We believe contributing factors include issues with Tier I core Instruction and Fidelity of interventions at Tiers I and II at some schools.

27 Results of PBIS Pine Valley Elementary School –In 2003 (no PBS) there were 944 referrals, resulting in 708 hours that children spent out of the classroom –By 2007 (3 rd year of implementation) there were 321 referrals, resulting in 241 hours that children spent out of the classroom –Result: 66% decrease in ODR, and 66% more time spent LEARNING! –By the school year they met AYP and ABC growth requirements

28 Other Tier 1 & Tier 2 Initiatives Strategic School Improvement Planning School Mental Health (training, prevention, therapy, day treatment) Second Step ClassScape (3-12) System Dibels (K-2) (Title 1 K-5) School Scheduling: Power-up, Excel Preschool Centers

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30 Tier 1 Development: Universal Behavior Screening Committee has been formed to discuss the notion of screening all children when they enter pre- K or kindergarten…think Dibels for behavior. We are exploring how we could go about doing this and how we would use the information

31 PBIS/RtI Forms Crosswalk

32 PSM PBIS PSM Data from Teacher and Records and PBIS Data Collection Tool for Behavior are completed together. PSM PBIS Prior to 1 st PSM Team Level 2 Meeting, the teacher collects behavior data on the PBIS (Frequency Data Sheet) using general behaviors. (Best if collected for 10 days) At Time of Request for Intervention at Level 2:

33 PBIS PBIS Summary of Behavior Data is completed at the first Level 2 meeting. PSM Level 2 Intervention Plan is completed PSM Level 2 Intervention Plan is completed Level 2:

34 Level 2 Intervention Plan Review Level 2 Intervention Plan Review Frequency Data Sheet information collected on Target behavior is used to Review. complete the Review.

35 Level 3 After 1st Level 3 meeting Team determines whether behavior requires use of 75% or 100% goal based on the type of behavior targeted. Functional Behavior Functional Behavior Assessment Plan is Assessment Plan is completed by the Team. completed by the Team.

36 Level 3 Intervention Plan is Level 3 Intervention Plan is developed developed Behavioral Intervention Plan Behavioral Intervention Plan (BIP). (BIP). This plan will be reviewed at each review of the hypothesis. As Progress Monitoring will occur related to the target behavior to measure the impact of the intervention plan and the students improved behavioral performance. Level 3 (continued)

37 Level 3 (Cont.) The BIP and the Level 3 Intervention Plan are reviewed when decision making rules are reached during Progress Monitoring to determine need for changes in interventions and track improved skills.

38 PSM/RtI Behavior Entitlement Criteria Criteria must be met despite intervention at grade level and a minimum of three changes in hypotheses and strategies per skill area. Progress must be monitored in one academic area and one behavior area or in two behavior areas.

39 Entitlement Criteria: Behavior Performance well below peers as compared to performance goal(s):

40 that are or may be harmful to self and/or others for behaviors that are not harmful to self or others but cause significant disruption of the learning environment 100% for replacement behaviors for target behaviors that:

41 Involving noncompliance without overt aggressive behaviors Involving lack of work completion involving time off task 75% for replacement behaviors for target behaviors

42 The trend line of the data must be compared to the aimline based on percentages above. If the trend line is not projected to intersect with the aim line in 18 weeks or less, the rate of growth criteria has been met. Rate of Growth Below Peers

43 Intensity and nature of instruction in the last part of Level III must resemble specially designed instruction.

44 Wrap-up What are some of the features of the NHCS the NHCS PBIS-PSM/RtI Unified Plan? What are some of the areas that were discussed today that may assist development in your system? Do you have any comments, suggestions or ideas to offer us?

45 Contact Information PBIS Lead: Hannah Griesbauer PSM/RtI Lead: Nancy Kreykenbohm


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