Introduction to WV’s RTI for Behavior

1. Introduction to WV’s RTI for Behavior Social/Emotional Development for All

2. My Bias • In our current contexts, we ALL need to talk about ALL kids • Part of why we’re here is that despite our best efforts, there are still MANY students not making it academically as a result of core instruction alone • These kids historically have fallen into lots of different adult-created and instructionally irrelevant “categories” (Title 1, SPED, Gifted, etc.) • The key to ALL is EVERY and we’ve got to look at these kids uniquely

3. The significant problems we have cannot be solved at the same level of thinking with which we created them. • Albert Einstein (1879 – 1955)

4. The Major Objective for the Morning….. …..think “Outside of the Box”

5. Vocabulary – Convergence of Thinking • Problem Solving Model (PS): Proposed, implemented and refined since the early ’80s in special education as an alternative system to the traditional Refer-Test-Place system. It encompasses both general education and special education systems. Initially was individual student focused. • Response To Intervention (RTI) – Also called a Standard Treatment Approach (STA): Being proposed by researchers across the country as an alternative method for identifying individuals with Learning Disabilities. An opportunity to link IDEA thinking with NCLB thinking. • School-Wide Model (SWM): An integrative way of thinking logically and rationally about meeting All childrens’ needs in a school. It represents a promising way for schools to comprehensively draw together and allocate their resources to meet childrens’ educational needs. • Instructional Decision Making (IDM): A descriptive term used in a small number of states to identify their initiatives that employ PS, RtI and SWM concepts.

6. It Can No Longer Be Business As Usual So Where Do We Start?

7. We Need A Different Instruction, Assessment and Intervention System • We need a system: • for identifying problems more specifically and earlier; • that allows for a broader range of explanations of why problems are occurring; • that emphasizes assessment for Problem ID, Problem Analysis, Treatment Planning; and • to evaluate whether the interventions are effective.

8. In Short: We Need A Problem Solving/ Response To Intervention System for Behavior and Social Emotional Development

9. RtI for Behavior Critical Components 1. Research-based, Scientifically Validated Interventions • Growing body of SW-PBS research, evidence-based targeted group interventions, Individual-level PBS based on over 50 years of behavioral research

10. RtI for Behavior Critical Components 2. Multi-tier Models of Support • School-Wide, Classroom, Targeted Group, Individual-level PBS systems • Systematic procedures for addressing different levels of support • Addresses fidelity prior to expansion

11. RtI for Behavior Critical Components • 3. Effective, Informative, Responsive Assessments • Universal Data collection – ODRs • Fidelity Assessments- Benchmarks of Quality, SET • Universal screenings – SSBD, • Diagnostic evaluations that identify specific skill deficits- BASC-2 • On-going, informative progress monitoring – !Observe, data systems

12. RtI for Behavior Critical Components • 4. Effective Use of Problem-solving Process • DATA BASED DECISION MAKING DRIVES ALL DECISIONS

13. RtI for Behavior Critical Components 5. On-going Progress Monitoring • Most assessments can be administered multiple times each school year, allowing for progress monitoring • Student-level assessments can be administered quickly, reducing the demand on support personnel

14. RtI for Behavior Critical Components 6. An Integrated Data System • Directly assess specific skills • Sensitive to small increments of growth over time • Can be administered efficiently (quickly and easily) • Can be administered repeatedly • Can be readily summarized in teacher/parent-friendly formats • Can be used to make comparisons across students • Has direct relevance to intervention development for specific skills

17. Activity: Universal Intervention? What is a universal intervention?

19. Major Activities/Supports: Tier 1 • School-wide & Classroom PBS systems fully implemented and going strong • Good outcome data • Ongoing teaching • Ongoing recognition activities, positive acknowledgement • Consistent consequences across campus • Regular data analysis (DBDM) • Screening & Identification for at-risk students and classroom-level needs

20. Major Elements of Tier 1 • Establish a team/faculty buy-in • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

21. Benchmarks of Quality (BoQ) School-wide Evaluation Tool (SET) Office Discipline Referrals (ODRs) Per Day/Per Month Location Time Grade level Student, Staff Problem Behavior Attendance ESE referrals OSS/ISS Classroom walk-through assessments (formal, informal) Systematic Screening for Behavior Disorders (SSBD) Achenbach System of Empirically Based Assessment (ASEBA) Possible Sources of Data: Tier 1

22. Decision PointsTier 1 School-wide or Universal/Core • If score on Benchmarks of Quality (BOQ) is <70, then revisit SWPBS or look at Classroom • If discipline date indicate an increase in ODR/ISS/OSS, then revisit SWPBS • If score on Benchmarks of Quality (BOQ) is >70, and data also show a increasing trend in ODR/ISS/OSS, then revisit SWPBS or look at Classroom • If score on Benchmarks of Quality (BOQ) is >70 and data also show a decreasing trend in ODR/ISS/OSS, then look at data to determine if need training at Targeted Group and/or Individual level PBS

24. Problem­ Solving Process Step 1: Identify and Analyze the Problem What’s the problem and why is it happening? Step 4: Evaluate the Plan (Response to Intervention) Step 2: Develop the Plan What do we do about it? Is it working? Step 3: Implement the Plan How do we do it?

25. Behavior Systems Positive Behavior Support: Classroom Systems Classroom PBS Curriculum and Instruction Ecological Factors Teaching Behaviors Consequence System Reward System

26. Classroom Consultation Guide Used by School PBS Team to provide consultation support to identified classrooms in the following: • Topic 1: Assessment (includes Classroom Assessment Tool)* • Topic 2: Ecological Adaptations • Topic 3: Teaching Behavior • Topic 4: Reward System • Topic 5: Consequence System • Topic 6: Curriculum & Instruction • Topic 7: Intervention Planning (includes Intervention Plan Tool)*

27. Decision PointsTier 1/2 Classroom Support • If most of ODRs (over 50%) are coming from many classrooms, then revisit SWPBS application in all classrooms • If a few classrooms are responsible for the majority of ODRs, then look at Classroom PBS using the Classroom Consultation Guide • If score on Benchmarks of Quality (BOQ) is less than 70, then revisit SWPBS or look at Classroom PBS using the Classroom Consultation Guide • If our discipline data indicate an increase in ODR/ISS/OSS and most of the referrals are coming from many classrooms, then revisit SWPBS application in all classrooms • If a classroom has received support, the interventions were done with fidelity and the behavior of the student has not improved, then consider Tier 2 supports for the student

28. Examples of Interventions Across the Tiers

29. Classroom Management Self-Assessment How do you rate?

30. Classroom Management PracticeRating • I maximized structure and predictability in my classroom. • I explicitly taught and followed predictable routines Yes No • I arranged my room to minimize crowding and distraction. Yes No • I posted, taught, reviewed, monitored, and reinforced a small number of positively stated expectations. • I operationally defined and posted a small number of expectations (i.e., school wide rules) for all routines and settings in my classroom. Yes No • I explicitly taught and reviewed these expectations in the context of routines. Yes No • I prompted or pre-corrected students to increase the likelihood that they will follow the expectations. Yes No • I actively supervised my students. Yes No • I actively engaged students in observable ways. • I provided a high rate of opportunities to respond during my instruction. Yes No • I engaged my students in observable ways during teacher directed instruction (i.e., I use response cards, choral responding, and other methods). Yes No • I used evidence based methods to deliver my instruction (e.g., Direct Instruction). Yes No

31. Classroom Management PracticeRating • I used a continuum of strategies to acknowledge appropriate behavior. • I provided specific and contingent praise for academic and social behaviors (e.g., following expectations). Yes No • I also used other systems to acknowledge appropriate behavior (group contingencies, behavior contracts, or token economies). Yes No • I used a continuum of strategies to respond to inappropriate behavior • I provided specific, contingent, and brief error corrections for academic and social errors. Yes No • In addition, I used the least restrictive procedure to discourage inappropriate behavior (differential reinforcement, planned ignoring, response cost, time out) Yes No Overall classroom management score: 10-13 “yes” = “Super” 7-10 “yes” = “So-So” <7 “yes” = “Improvement Needed”# Yes _______

32. Preventing “CRIME” in the Classroom Curriculum Routines Instruction Materials Environment

34. Tier 1 Resources Classroom Consultation GuideClassroom Management Self-AssessmentCRIME in the CLASSROOM blank formPositive Environment ChecklistProven Effective Classroom Practicessatisfaction survey

37. To intervene or Not to Intervene http://serc.gws.uky.edu/pbis/home.html

39. Examples of Interventions Across the Tiers

40. CICO • Students establish 3-5 goals with the CICO adult • Goals are based on the school wide expectations • Typical goal is to achieve at least 80% of daily available points • Students on CICO have a point card they pick up at the beginning of each day from the CICO adult • Students take the point card to each class throughout the day • Adults in each setting award the student 1-3 (or 0-2, etc.) points for appropriate behavior during the period • Students return the CICO card to the CICO check-out adult at the end of the school day

41. Class by Class Check-In • Students give CICO card to teacher at the beginning of class • Location in room that does not draw peer attention • Depending on time, teacher may or may not use this opportunity to greet the student and or give a brief prompt about class. EX: • “Hey there Joe. Today we’re talking about photosynthesis. We’re going to take notes and then complete a worksheet together.” • “Great job being on time!”

42. Examples of Interventions Across the Tiers

43. E.R.A.S.E.Scott, T.M. (2006) E – Explain the problem • What is the problem? R – Reason why it’s occurring • What is s/he getting out of it or avoiding? A – Appropriate replacement behavior identified • What do you want him/her to do instead? S – Support the replacement behavior • How can you help this happen more often? E – Evaluate if the support is working • How will you know if it works?

44. Interfering Behaviors ! Video Clip Courtesy of Discipline with Dignity A B C Data info and forms

45. Site Specific Behaviors ! Video Clip Courtesy of Discipline with Dignity

46. Decision PointsTier 2 Targeted Group Support/Supplemental • If a student is identified as needing Tier 2 supports but has not had contact with SWPBS (i.e. teaching, rewarding), then either revisit SWPBS and/or receive Classroom PBS • If a student is identified as needing Tier 2 supports and has had contact with SWPBS (i.e. teaching, rewarding), then identify appropriate Tier 2 supports • If a student receiving Tier 2 supports is consistently reaching his/her goals, then decide to either maintain/begin to fade Tier 2 or move back to Tier 1 supports • If a student in Tier 2 supports is consistently not reaching their goals, then need to first make sure the student was receiving the support with fidelity or adapt the Tier 2 supports to be more effective • If a student in Tier 2 supports is consistently not reaching their goals and Tier 2 support was delivered with fidelity, then need to either decide to try another Tier 2 support, have a teacher consultation or move to Tier 3. You may also want to initiate the FBA/BIP process.

48. Tier 2 Resources Check in & out self-assessmentCheck In Check OutERASE FormProblem Behaviors ChecklistTier 2 Student Tracking