PARTNERING FOR SUCCESS

1. PARTNERING FOR SUCCESS

2. DENTAL HEALTH

3. Prevalence of tooth decay decreased from 90% to 67% in 20 years.

4. WHAT WERE THE KEYS TO SUCCESS? Education & Intervention: Accessible Effective Scientific problem-solving approach: Baseline data Continuous progress monitoring Follow-up with non-responders

5. ENABLERS FOR SUCCESS Education Early Intervention Problem-Solving Model Each According to Their Need One Size Does Not Fit All

7. School Improve-ment Plan

10. Commonalities All involve collaborative teams All involve problem-solving All include tiered services All utilize needs assessment data All utilize student outcome data

11. Differences Rationale for Approach Scope Data

12. PBIS

13. Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

14. Prevention Logic for All(Walker et al., 1996) • Teach, monitor, & acknowledge prosocial behavior • Decrease development of new problem behaviors • Prevent worsening of existing problem behaviors • Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors

16. Maryland Model

17. Maryland Model (cont’d)

18. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

19. Maryland Model (cont’d)

20. Key Features of Tier 2 PBIS • Readily available • Rapid access • Opportunity to learn competencies • Systematic and structured • Student chooses to participate • Continuous monitoring of behavior • Links school and home support • Student may not need Tier 3

21. Response to Intervention(RtI)

22. “(RtI) is the practice of providing high-quality instruction and interventions 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. RtI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction/intervention guided by child outcome data.” National Association of State Directors of Special Education, 2006

23. Essential Components • Problem-solving method • Multiple tiers of intervention service delivery—matched to student need • An integrated data collection/assessment system assesses key learning objectives and behaviors & informs decisions at each tier of service delivery • Frequent progress monitoring

24. RtI: Defining Features

25. Problem Solving Methods “Maryland Pupil Services Teams and decision-making teams are strongly encouraged to utilize research-supported problem-solving methods”

26. Identify the Problem Analyze Problem & Develop a Plan Evaluate the Plan Implement the Plan & Monitor Progress Problem Solving Method

27. Bridge to Excellence • Examples of Benchmark/Core • Reading Programs: • Rigby Literacy (Harcourt Rigby Education, 2000) • The Nation’s Choice (Houghton Mifflin, 2003) • 3. Macmillan/McGraw-Hill Reading (2003) • 4. Open Court (SRA/McGraw-Hill, 2002) • 5. Reading Mastery Plus (SRA/McGraw-Hill, 2002) • 6. Scott Foresman Reading (2004) • 7. Success For All (1998-2003) • 8. Wright Group Literacy (2002)

28. Bridge to Excellence: Examples of Strategic/Supplemental Reading Programs: Early (Soar to) Success (Houghton Mifflin) Read Well (Sopris West) Reading Mastery (SRA) Early Reading Intervention (Scott Foresman) Read Naturally Peer Assisted Learning Strategies (PALS)

29. BTE: Examples of Intensive Reading Programs Corrective Reading (SRA) Wilson Reading System Reading Mastery Great Leaps/ Read Naturally REWARDS Soar to Success

30. Universal: Examples of School-Wide Behavior, Social, and Emotional Programs: School-Wide Positive Behavior Interventions and Supports School Counseling Program Health Education VSC Second Step Etc.

31. Examples of Strategic/Supplemental Behavior Programs: Anger Control Training Evidence-Based Counseling Check In/Connect Etc.

32. Examples of INTENSIVE Behavior Interventions • • In-school alternative education • • Individual Functional Behavior Assessments and Individual Behavior Intervention Plan • • Intensive school interventions • with community support • Intensive community interventions • with school support • Note: This list of intervention examples may or may not include evidence-based interventions. EBIs need to be identified.

33. Response to Intervention “rti” “RTI” • Systematic, school-wide and multi-tiered approach that when implemented with fidelity fosters prevention of achievement and behavioral difficulties while providing interventions at increasing levels of intensity matched to the academic and behavioral needs of students. • Reauthorization of Individuals with Disabilities Education Act 2004 and accompanying regulations indicates that states must adopt criteria that permits the use of a process based on a child’s response to scientific research-based intervention for determining whether or not child has a SLD.

34. COORDINATED PUPIL SERVICESakaStudent Services Teams

35. COORDINATED PUPIL SERVICES (COMAR) Includes, but not limited to: Guidance • Health Services • Pupil Personnel • School Psychology

36. COORDINATED PUPIL SERVICES (Cont’d.) Each LSS develops a plan to determine the Pupil Services Program needs of students.

37. COORDINATED PUPIL SERVICES (Cont’d.) • May use preventive and remedial approaches to meet needs • May include alternative and supplemental programs for students at risk

38. Similarities & Differences • All include problem-solving processes • All include multiple levels of intervention • All focus on student needs and outcomes • Some are required and others are optional • Varying levels of: 1. Flexibility of design 2. Level of implementation 3. Degree of involvement of general education and families

39. SIMILARITIES • Instruction & prevention • Early intervention—regardless of student’s age • Problem-solving model • “Each according to their need”

40. POINTS TO PONDER “Seek first to understand.” Covey Think about the function of the behavior. What assumptions are we making? Do we truly understand the behavior(s)?

41. Learning to Swim

42. SUSPENSION & EXPULSION • In an average New Jersey public school, African American students are almost 60 times as likely as White students to be expelled for disciplinary infractions. • In 21 states, the percentage of suspensions of Black students is more than double their percentage of the student body. • “Suspension functions as a reinforcer…rather than as a punisher” (Tobin, Sugai & Colvin, 1996). • Use of suspension correlates with school dropout (Skiba, 1997)

43. POINTS TO PONDER • Our understanding of behavior shapes problem identification, problem-solving, and our choice of interventions. • For most of us, suspension would be a punishment. What if suspension works as a reinforcer?

44. “Insanity: Doing the same thing over and over and expecting different results.” “If the facts don’t fit the theory, change the facts.” Albert Einstein

45. “No significant learning occurs without a significant relationship.” Dr. James Comer “A child will always remember how you make them feel, even when they may not remember what you taught.”

46. POINTS TO PONDER • Do all students learn and master the academic, social and emotional competencies necessary for success in school? • For most students, caring means we seek to understand them…beginning with listening.

47. POINTS TO PONDER • Do all student access the same level of problem-solving? • Do all students access high quality intervention(s)? • - Function-based logic • - Data • - Evidence-based intervention • - Fidelity of implementation

48. It is “Rocket Science” • Requires caring & collaboration • Requires listening & problem-solving • Requires willingness to confront basic assumptions and data (that may challenge traditional beliefs & practices) • Requires function-based logic • Requires continuum of interventions based on need(s)