1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. RTI and PBIS: Brothers from different mothers? OrRTI Spring Conference May 21, 2014

2. Oregon Response to Intervention www.oregonrti.org Targets…….. Discuss the components of RtI and PBIS at each level of a multi-tiered system of support Explain how they are intertwined in student achievement Show how to use multiple data sources during meetings to improve student success

3. Oregon Response to Intervention www.oregonrti.org RTI “The practice of providing high-qualify instruction and intervention matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” PBIS Guess the definition….. “ A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.”

4. Oregon Response to Intervention www.oregonrti.org http://www.youtube. com/watch?v=OUHI SifeWFIhttp://www.youtube. com/watch?v=OUHI SifeWFI

5. Oregon Response to Intervention www.oregonrti.org Brothers?????? Problem Solving Model Provide strong core instruction Universal Screeners/ Progress Monitoring Range of Interventions that are systematically applied based on data Data based decision making Differentiated instruction

6. Oregon Response to Intervention www.oregonrti.org Essential Components of RTI

7. Oregon Response to Intervention Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

8. Research-Based Core Curriculum w/ Strong Instruction Tier 2/3 Supplemental Intervention ASSESSMENT Formal Diagnostic As needed Formal Diagnostic As needed Progress Monitoring Weekly-Monthly Progress Monitoring Weekly-Monthly Universal Screening 3 times/year Universal Screening 3 times/year DATA-BASED DECISION MAKING Individual Problem Solving Team Schoolwide Screening reviewed 3 times/year Schoolwide Screening reviewed 3 times/year INSTRUCTION Tier 2/3 Supplemental Intervention Intervention Review Team 6-8 weeks Intervention Review Team 6-8 weeks Tier 3 Individualized Intervention Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team 6-8 weeks SPED referral?

9. Oregon Response to Intervention www.oregonrti.org Essential Elements of PBIS

10. Oregon Response to Intervention www.oregonrti.org Key Features of PBIS These four elements are guided by six important principles: Develop a continuum of scientifically based behavior and academic interventions and supports Use data to make decisions and solve problems Arrange the environment to prevent the development and occurrence of problem behavior Teach and encourage pro-social skills and behaviors Implement evidence-based behavioral practices with fidelity and accountability Screen universally and monitor student performance & progress continuously

11. Research-Based Core Curriculum w/ Strong Instruction Tier 2/3 Supplemental Intervention ASSESSMENT Formal Diagnostic As needed Formal Diagnostic As needed Progress Monitoring Weekly-Monthly Progress Monitoring Weekly-Monthly Universal Screening 3 times/year Universal Screening 3 times/year DATA-BASED DECISION MAKING Individual Problem Solving Team Schoolwide Screening reviewed 3 times/year Schoolwide Screening reviewed 3 times/year INSTRUCTION Tier 2/3 Supplemental Intervention Intervention Review Team 6-8 weeks Intervention Review Team 6-8 weeks Tier 3 Individualized Intervention Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team 6-8 weeks SPED referral?

12. Oregon Response to Intervention www.oregonrti.org Academic Systems Behavioral 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

13. Oregon Response to Intervention www.oregonrti.org Decision Rules Provide the “now what” after teams have analyzed student data Guide Decisions for all tiers Take the guesswork out of “what to do next” Ensure equity across schools I think… I feel… I believe What data do you have that makes you think/feel/believe that? -Dr. Ed Shapiro

14. Oregon Response to Intervention www.oregonrti.org

15. Oregon Response to Intervention www.oregonrti.org

16. Oregon Response to Intervention www.oregonrti.org Tier 1 (Universal) For all students Focus on qualify curriculum and instruction Preventative approach Fidelity Using data for decision making Only after high quality academic and behavioral instruction is established at both school-wide and classroom levels can school teams conclude that students are in need of additional interventions.

17. Oregon Response to Intervention www.oregonrti.org

18. Oregon Response to Intervention www.oregonrti.org Strong core instruction

19. Oregon Response to Intervention www.oregonrti.org Group Intervention meetings help decide if the cows are fed the right food

20. Oregon Response to Intervention www.oregonrti.org Tier I Reading Programs for ALL students Wonders Journeys Reading Street National Geographic Benchmark Literacy

21. Oregon Response to Intervention www.oregonrti.org

22. Oregon Response to Intervention www.oregonrti.org

23. Oregon Response to Intervention www.oregonrti.org Academic DIBELS EasyCBM AimsWEB Behavior Office Discipline Referrals Nomination Processes- Systematic Screening for Behavior Disorders (SSBD) system Attendance reports Suspension/expulsion reports Number of visits to the health room Grades (secondary) Universal Screening Tools

24. Oregon Response to Intervention www.oregonrti.org FIDELITY!!!!

25. Help with Academic Learning Time?: Typical School 1170 Hours in a typical school year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc.) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Education Resources Inc., 2005 Efficiency Rating = 32% How can Good Classroom Management & Instruction

26. Academic Learning Time: Effective School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125 (15% of allocated time for administration, transition, discipline) = 710 Instructional time (actually hours teaching: 710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Education Resources Inc., 2005 Efficiency Rating = 49%

27. Unallocated Non-Instructional Time – 75% vs. 85% = 84 more hours Difference in 15 minutes vs. 9 minutes/hour Employing PBS strategies in your school: Teaching expectations, teaching transitions and routines, managing appropriate and inappropriate behavior efficiently Engagement Rate – 75% vs. 90% = 86 more hours Management of groups, positive acknowledgement systems, group contingencies Success Rate (Rate and Level!) – 80% vs. 90% = 30 more hours Appropriate placement, leveled instruction, effective teaching So what? – 200 hours more academic learning time (575 vs. 375) – Equivalent of over 43 more days in school!! The Difference: Typical vs. Effective Schools Education Resources Inc., 2005

28. Oregon Response to Intervention www.oregonrti.org Despite our strong efforts...

29. Oregon Response to Intervention www.oregonrti.org Talk Time What do you currently have in place at Tier 1 to help support all students?

30. Oregon Response to Intervention www.oregonrti.org Tier 2 Evidence Based Interventions Along with Progress monitoring

31. Oregon Response to Intervention www.oregonrti.org

32. Oregon Response to Intervention www.oregonrti.org Interventions Must be designed to match identified needs Is in addition to the district core curriculum Uses more explicit instruction Provides more intensity –Additional modeling and guided feedback –Immediacy of feedback Does NOT replace the core

33. Oregon Response to Intervention www.oregonrti.org Tier 2 Interventions SFA Tutoring Phonics For Reading STARS Reading Success REWARDS Six-Minute Solution Ladders to Literacy PA in Young Children Road to the Code Horizons Preteach/Reteach using Templates Read Naturally

34. Oregon Response to Intervention www.oregonrti.org Tier 2 Interventions

35. Oregon Response to Intervention www.oregonrti.org Academic DIBELS EasyCBM AimsWEB Behavior Office Discipline Referrals Nomination Processes- Systematic Screening for Behavior Disorders (SSBD) system Attendance reports Suspension/expulsion reports Rating Scales from Teachers Grades (secondary) CICO charts Progress monitoring Tools

36. Oregon Response to Intervention www.oregonrti.org Chart and review progress at least weekly using Excel or CICO

37. Oregon Response to Intervention www.oregonrti.org SWIS CICO Report CICO charts

38. Oregon Response to Intervention www.oregonrti.org FIDELITY!!!!

39. Oregon Response to Intervention www.oregonrti.org Talk Time What do you currently have in place at Tier 2 to help support students?

40. Oregon Response to Intervention www.oregonrti.org Tier 3 Effective team decision making based on a problem solving model and Multiple data points necessary

41. Oregon Response to Intervention www.oregonrti.org

42. Oregon Response to Intervention www.oregonrti.org Interventions

43. Oregon Response to Intervention www.oregonrti.org

44. Oregon Response to Intervention www.oregonrti.org Talk Time What do you currently have in place at Tier 3 to help support students?

45. Oregon Response to Intervention www.oregonrti.org Benefits of an MTSS It will help you to: –Know immediately, “Is what we are doing working?” –Know which students need more/different –Know what each student needs –Provide structures to deliver what students need –Reduce rates of identification of student with disabilities –Prevent academic and behavioral problems before they occur –Raise student achievement

46. Oregon Response to Intervention www.oregonrti.org

47. Oregon Response to Intervention www.oregonrti.org Sometimes…….

48. 100% meetings20% meetingsIndividual Purpose Improve in the instruction for the grade level  Identify students who need additional support  Create program for students in need of additional support Problem solve individual student need Who is discussed? Grade levelIntervention groupsIndividual students Who attends?  Principal  Instructional Coach/ Title 1  Counselor  Grade level team  Others as determined by team  Principal  Instructional Coach/ Title 1  Counselor  Grade level team  ELL  Learning Specialist  Principal  Instructional Coach/ Title 1  Counselor  Grade level team  ELL  Learning Specialist/ Speech and language  Parents Frequency 2 to 3 times a year Each grade level meets every 4 to 8 weeks As needed

52. Oregon Response to Intervention www.oregonrti.org Changing the lives of students “RTI and PBIS offer opportunities to address academic and behavior problems effectively with interventions at different levels of intensity and support. If a student is not making adequate progress, decision-making teams consider if the interventions where implemented with fidelity. IF not, additional support is provided or intervention plans are revised to better meet the context of the classroom and the teacher's ability to respond effectively.”

53. Oregon Response to Intervention www.oregonrti.org Thank You! Questions/Comments? Follow us!!!!! Twitter: @oregonrti Sally Helton shelton@ttsd.k12.or.us Shelby DiFonzo sdifonzo@ontario.k12.or.us

54. Oregon Response to Intervention www.oregonrti.org Acknowledgements Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters from Different Misters? »University of South Florida