RtI and PBIS

1. RtI and PBIS A general presentation for future educators Presented by: Sara Sandman March 2014

2. What do YOU know? Partner Relay: RtI Facts and PBIS Facts

3. RtI: Response to Intervention

4. Wisconsin Response to Intervention Roadmap The Roadmap is a model for academicandbehavioral success for all students using culturally responsive practices.

5. State-Wide Initiatives • By 2014, DPI has stated that all schools need to have a functioning RtI system to address BOTH student academics and behaviors. • DPI has recommended PBIS as its behavioral model.

6. Lost in Lingo RtI = Response to Intervention PBIS = Positive Behavior Interventions & Supports PBIS is a school-wide systems approach to discipline that is multi-tiered and provides prevention and intervention supports to reduce problem behaviors and increase academic success. RtI is a systematic framework for high quality instruction, balanced assessments, and collaboration. The framework provides multi-tiered interventions to all students to ensure long-term academic success.

7. What is the Ultimate Goal for Students? All students will learn at a high level. The RtI and PBIS frameworks support this goal.

8. School-Wide Systems for Student Success

9. Multi-Tiered Systems of Support: Common Features • Instruction/intervention • Data driven • Layers of support • Increase in intensity • Collaboration

10. Instruction/Intervention • High quality instruction occurs across all layers • Universal (Tier 1), Supplemental (Tier 2), Intensive (Tier 3), and in special education • Interventions cannot make up for poor initial instruction.

11. Think About This… When a child doesn’t know how to read, we ____________. When a child doesn’t know how to add, we ____________. When a child doesn’t know how to behave, we ___________. Instruction is a key feature in RtIand PBIS.

12. Instruction/Intervention RtI: Tier 1 PBIS: Tier 1 Behavioral matrix Cool Tool behavioral lesson plans Acknowledgement system System for managing misbehavior Universal behavioral screening • Quality core academic instruction • Standards-based • Common assessments • Universal academic screening

13. Data Driven Decisions • Data is used to determine and monitor student progress and to make instructional decisions. • Multiple data sources are used. • Data “rules” are established to determine which students need more or less support to be successful.

14. Data Driven Decisions RtI: Data Practices PBIS: Data Practices Universal Screener Office referral data Progress monitoring tools Entrance/exit criteria • Universal Screener • On-going assessments • Progress monitoring tools • Entrance/exit criteria

15. 23 Layers of Support When data determines more support is necessary, the support is layered on top of (not in place of) the current level of intervention.

16. Layers of Support RtI: Layers of Support PBIS: Layers of Support A combination of Tier 1, Tier 2, and/or Tier 3 supports Example: Cool Tool behavioral lesson (T1), Check-In Check-Out (T2), Social Skills Group (T2) • A combination of Tier 1, Tier 2, and/or Tier 3 supports • Example: Quality core instruction with differentiated assignments (T1), guided study hall (T2), reading intervention group with two other students (T3)

17. Increase in Intensity As additional supports are layered on top of existing supports, there is typically an increase in one of the following: • How directive the intervention is • Learning target(s) to be addressed • Frequency of intervention • Size of group • Skill level of instructor • Type and frequency of progress monitoring data

18. Increase in Intensity RtI Tiers PBIS Tiers Tier 1: School-wide matrix, behavioral lessons, school-wide acknowledgements Tier 2: Check-In Check-Out, Social/Academic Instruction groups (6-8), simple functional behavioral assessments, progress monitoring daily/weekly Tier 3: Wraparound supports, individualized plans, variety of progress monitoring done frequently Tier 1: Core instruction, common assessments, differentiation Tier 2: Guided study halls, after school help, small group (6-8), monthly progress monitoring Tier 3: Additional intervention class/group, smaller group (2-3), weekly progress monitoring

19. Collaboration Collaboration is a necessary component of a multi-tiered system of support because: • basis of comparison is needed to make instructional decisions. • support at various levels needs to complement and work together for greatest effect. • best solutions for students come from the collective knowledge of the group.

20. Collaboration RtI Collaboration Strategies PBIS Collaboration Strategies District and building leadership teams Problem-solving teams Wraparound teams • District and building leadership teams • Professional learning communities (PLC) • Standards-based curriculum • Common assessments and grading • Team meetings

21. Resources RtI Resources: http://dpi.wi.gov/rti/index.html www.wisconsinrticenter.org PBIS Resources: http://dpi.wi.gov/rti/pbis/indx/html www.wisconsinpbisnetwork.org www.pbis.org

22. Contact Information Sara Sandman, MS School Counselor in Sheboygan Area School District Adjunct & E-Learning Instructor for Concordia University ssandman@sheboygan.k12.wi.us (920) 889-0799