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Implementing RtI for Behavioral and Social-Emotional Needs in K-12. Diana Joyce Nancy Waldron djoyce@coe.ufl.edu waldron@coe.ufl.edu Christopher Raye Tanya Kort craye@ufl.edu tkort@pky.ufl.edu University of Florida NASP Conference, March 3 rd , 2010.

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Implementing rti for behavioral and social emotional needs in k 12 l.jpg

Implementing RtI for Behavioral and Social-Emotional Needs in K-12

Diana Joyce Nancy Waldron

djoyce@coe.ufl.edu waldron@coe.ufl.edu

Christopher Raye Tanya Kort

craye@ufl.edu tkort@pky.ufl.edu

University of Florida

NASP Conference, March 3rd, 2010

All Presentation Materials Including Sample Reports are Available at http://www.nasponline.org/


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RtI for Behavioral/Social-Emotional in K-12

  • 20% of students will experience some type of emotional or behavioral difficulty

  • 10% of students will have a diagnosable disorder during their school years

  • For many, school is only source of behavioral or mental health services

  • E/BD is 5th largest group under IDEA with largest increase trend in secondary (ages 12-17)

  • Since 1995 students with E/BD have lowest graduation rate of any disability group

(Burns et al., 1995; USDHHS, 1999, USDOE, 2009)


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University Research School in K-12

  • K- 12 Enrollment: 1152 students

    • Stable student population

  • Racial/Ethnic Composition

    • 51% Caucasian

    • 24% African American

    • 16% Hispanic

    • 5% Multiracial

    • 3% Asian

  • Free/reduced lunch: 26%

  • Highly trained faculty (78% graduate degrees)


  • School improvement rti foundations 2001 2006 l.jpg
    School Improvement in K-12RTI Foundations (2001-2006)

    • Reading Initiative (2001-2006)

      • Enhanced core instructional practices, use of evidence-based reading intervention programs

      • Developed standardized progress monitoring assessments & reporting forms

      • Blended funding to provide intensive intervention

    • Established RtI Leadership Team (2006)

      • Assessed school needs; changing roles of instructional support personnel

      • Professional development leadership team and K-2 teachers


    Problem solving l.jpg
    Problem Solving in K-12

    I. Define the Problem

    Defining Problem/Directly Measure (Achievement/Behaviors)

    IV. Evaluate

    Was it Effective?

    II. Problem Analysis

    Identify Contributing Variables

    III. Implement Plan

    Progress Monitor and Modify if Needed


    Rti tiered behavioral interventions l.jpg
    RtI Tiered Behavioral Interventions in K-12

    Tier I

    Universal – All Students

    Positive Behavioral Support: Frequent recognition for appropriate behaviors, proximity control, cueing, build-in appropriate movement opportunities (e.g., Kagan Brain Ex.), predictable structure, positively-phrased and highly visible behavioral expectations.

    Embedded Social Curriculum: Instruction in prosocial behavior/attitudes.

    Data Screening: School-wide climate survey, ISS/OSS data, incidence mapping, rating scales for emotional risk and social skills (BESS)

    Tier II

    Supplemental, Targeted, Short-Term

    Observations, FBAs, Behavior Plans: Classroom observations to determine environmental contributors, antecedents, sustaining factors, frequency, patterns across subjects or time-of-day and task demands, self-monitoring or reinforcement plans, DRCs

    Counseling: Social Skills, Anger Mgmt, Test Anxiety, Friendship Groups

    Data Progress Monitoring: Tier II data

    Behavior Plans & Counseling Therapy: Individualized, greater frequency

    and intensity, often addressing multiple issues simultaneously

    Multi-agency Plans: Coordinate w/out-side agencies on counseling, behavioral

    plans, meds, family therapy, juvenile justice, etc.

    Data Progress Monitoring: Psychological assessment, Tier III data

    Tier III

    Intensive, Individual, Long-Term


    School psychology services tier i primary prevention l.jpg
    School Psychology Services in K-12Tier I –Primary Prevention

    • Screening for children/youth at risk

    • Interpretation of school-wide data for positive behavior supports

    • Providing embedded social skills curriculum and/or PBS programs

    • RtI resource for parents, teachers, administrators, staff


    Tier ii l.jpg
    TIER II in K-12

    • Tier II (Small group, supplemental, short-term)

      • Student Success Team

      • Define the Problem – Problem Analysis

        • Records review, observations, interviews, parent conferences

      • Implement the Plan

        • Small group counseling (6-8 weeks)

        • Individual counseling (12-16 weeks)

        • Social skills, anger management, anxiety, self-regulation

      • Evaluate

        • Pre-observations for baseline, repeated observations

        • Pre- and post-counseling BASC, SSRS

        • SUDS data


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    RtI: SST Behavioral Data Sample in K-12

    SSIS - Social Skills Improvement System

    BESS – Behavioral and Emotional Screening System, T-Scores 10-60 Normal, 61-70 Elevated, 71+ Extremely Elevated

    ISS = In-School Suspension, OSS – Out-of-School Suspension, SST = Student Success Team


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    TIER III in K-12

    • Tier III (Individualized, intensive)

      • Define the Problem – Problem Analysis

        • Formal FBA

        • Updated review of work & interviews

        • Parent conferences with developmental history

      • Implement the Plan

        • Behavior management plans, Behavior contracts, Daily or weekly behavior report cards to home

        • More frequent individual counseling

        • May require multi-agency collaboration

      • Evaluate

        • Pre-observations for baseline, repeated observations

        • Pre- and post-counseling BASC, SSRS

        • SUDS data


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    Tier III Data Sample 1 in K-12

    • Behavior Plan (2nd grade): Classroom Observations

    Intervention

    x = 1.4

    Baseline

    x = 5.67


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    Tier III Data Sample 2 in K-12

    Baseline

    x = 41%

    Intervention

    x = 69%


    Tier iii data sample 3 l.jpg
    Tier III Data Sample in K-123

    • Behavior Report Card (4th grade):Teacher ratings

    Counseling Begins Week 4

    Report Card Changed


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    Tier IV Eligibility for E/BD in K-12State of Florida Eligibility Criteria Aligning with RtI

    • Problem-solving model

      • Assure not lack of appropriate instruction

      • Team decisions

    • Evidence-based interventions have been implemented

    • Evaluation includes:

      • FBA (if not already completed)

      • Social/Dev Hx

      • Observations

      • Interviews

      • Review of interventions

      • Review of academic performance

      • Assessments to identify contributing factors

      • Medical eval if precipitating E/BD

    Full copy of the Florida New Rule Developments for RtI: http://www.fldoe.org/ese/


    Tier iv eligibility for e bd state of florida eligibility criteria aligning with rti17 l.jpg
    Tier IV Eligibility for E/BD in K-12State of Florida Eligibility Criteria Aligning with RtI

    • Internal Factors: sadness, mood swings, erratic behavior or fears, phobias,

    • excessive worrying, thoughts/feelings inconsistent with actual events,

    • withdrawal

    • or

    • External Factors: inability maintain personal relationships, chronic disruptive,

    • physical aggression etc.

    • and

    • Must be present 6 months (not temporary, less than 6 weeks reactions to crisis

    • or life event)

    • Manifest in two or more settings

    • Student needs special education

    Full copy of the Florida New Rule Developments for RtI: http://www.fldoe.org/ese/


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    Lessons Learned in K-12

    • Importance of building capacity for implementation

    • Importance of professional development

    • Generally enough needs to continuously have small groups targeting: self-regulation, anxiety, anger management etc.

    • Behavioral problem-solving team meetings may need to be more readily available than typical quarterly SST

    • Importance of including parents

    • Establish a system for data management

    • Intervention guides the type of data collected

    • Do not get discouraged


    Questions l.jpg
    Questions? in K-12



    Behavioral rti resources screening measures interventions l.jpg
    Behavioral RtI Resources in K-12 Screening Measures, Interventions

    • Tier I

      • Behavioral & Emotional Screening System (BESS) http://ags.pearsonassessments.com/

      • Positive Behavioral Support www.pbis.org

      • Social Learning Curriculum http://www.researchpress.com

      • Bullying Prevention Program, Dan Olweus & Susan Limber, Bullying, Prosocial Behaviors, Conflict, Aggression http://nrepp.samhsa.gov/

      • Duchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies.http://cfs.fmhi.usf.edu

      • ACHIEVE: A Collaborative School-based Reform Process, Howard Knoff, Social Skills, Conflict Resolution, Self-regulation, Positive School Climate, http://www.projectachieve.info/aboutthedirector.html

      • SOS Signs of Suicide Prevention Program http://www.mentalhealthscreening.org

      • Systematic Screening for Behavioral Disorders http://www.ed.gov/pubs


    More behavioral rti resources screening measures interventions l.jpg
    More Behavioral RtI Resources in K-12 Screening Measures, Interventions

    • Tier II - III

      • Aggression Replacement Training, Mark Amendola, Anger Control, Aggression, Moral Reasoning Training www.aggressionreplacementtraining.org

      • I Can Problem Solve, Myrna Shure, Aggression, Emotionality, Withdrawal, Rejected www.researchpress.com

      • Intervention Central, Jim Wright, ADHD, Bullying, Defiance, Peer Tutoring http://www.interventioncentral.org/

      • Life Skills Training, Gilbert Botvin, Self-esteem, Social Skills, Substance Abuse, Social Anxiety, Peer Pressure, www.lifeskillstraining.com

      • Peace Education Foundation, Conflict Resolution Programs, Peer Mediation, Crisis Management, http://www.peaceeducation.com

      • Primary Mental Health Project, Deborah Johnson, Mild Aggression,

        Withdrawal, Shyness, Anxious, Poor Classroom Adjustment, www.childreninstitute.net

      • Second Step, Violence Prevention Curriculum, http://www.cfchildren.org

      • Skill Streaming, A. Goldstein & E. McGinnis, Prosocial Skills, Stress Coping, Friendship Building, Sharing http://www.skillstreaming.com

      • Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.edu


    References l.jpg
    References in K-12

    Burns, B. J., Costello, E. J., Angold, A., Tweed, D., Stangl, D., Farmer, E. M. Z., & Erkanli, A. (1995). Data watch: Children’s mental health service use across service sectors. Health Affairs, 14, 147-159.

    Kendall, P. C. (2006). Child and adolescent therapy. New York: Guilford Press.

    U.S. Department of Education (2009). Twenty-eighth annual

    report to Congress on the implementation of the individuals with disabilities education act. Jessup, MD: U.S. Department of Education.

    U.S. Department of Health and Human Services. (1999).

    Mental Health: A Report of the Surgeon General.

    Rockville, MD: U.S. Department of Health and Human

    Services.