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The School-wide PBIS& PSM/RtI Link

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Presentation on theme: "The School-wide PBIS& PSM/RtI Link"— 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 BT 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 BT

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

4 BT

5 Domains of Influence in Problem Solving
Instruction Curriculum Environment Learner How we teach what is being taught S E T I N G D E M A N S What is being taught Context where learning is to occur Characteristics intrinsic to the individual in relation to the concern BT

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 BT

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 HG

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 HG

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

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) HG

11 Role of the Teacher Recognize when a student’s 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. NEK the PSM Review Team including organizing coaching efforts including PSM Review Team at newly implementing schools. Documenting process issues and working on the SST Manual. Working with school psychologists, liaisons, and school staff.

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 NEK

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. NEK Assisting with Progress Monitoring and Decision-Making. Assisting with Changes in Hypotheses/Interventions

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 NEK

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 NEK

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 NEK

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 NEK

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 HG

20 Current Status of PBS Schools Participating
10 elementary schools fully implemented 1 middle school fully implemented 1 high school (PLC) fully implemented 1st 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 HG

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 NEK

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 NEK

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 NEK

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. NEK

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. NEK

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 (3rd 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 HG

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 BT

29 BT

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 HG

31 PBIS/RtI Forms Crosswalk NEK

32 At Time of Request for Intervention at Level 2:
► PSM Data from Teacher and Records and PBIS Data Collection Tool for Behavior are completed together. ► Prior to 1st 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) NEK

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

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

35 Level 3 75% or 100% goal based on the type of behavior targeted.
► 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 Assessment Plan is completed by the Team. NEK

36 Level 3 (continued) developed ► Behavioral Intervention Plan (BIP).
► Level 3 Intervention Plan is developed ► Behavioral Intervention Plan (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 student’s improved behavioral performance. NEK

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. NEK

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

40 100% for replacement behaviors for target behaviors that:
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 NEK

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

42 Rate of Growth Below Peers
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. NEK

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? BT

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

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