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Integrated Implementation of Initiatives: SEL, PBIS, RTI. Marla Dewhirst, Technical Assistance Director, PBIS Network Outcomes. Understand the core components of Social Emotional Standards (SEL) as they relate to Behavioral and Academic goals

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integrated implementation of initiatives sel pbis rti

Integrated Implementation of Initiatives: SEL, PBIS, RTI

Marla Dewhirst, Technical Assistance Director, PBIS Network

  • Understand the core components of Social Emotional Standards (SEL) as they relate to Behavioral and Academic goals
  • Review Tiered Supports for Behavior
  • Realize common ground of related initiatives: RtI, PBIS, and SEL
activity qualities of graduates
Activity: Qualities of Graduates
  • Reflection:
    • What qualities or characteristics do we want our students to possess by the time they graduate from high school?


sel standards in illinois a brief history
SEL Standards in Illinois –A Brief History
  • 2001: Children’s Mental Health Task Force Convened
    • Purpose: To address, systemically, Illinois’ fractured children’s mental health system.
  • 2003: IL Children’s Mental Health Act Passed
    • Created IL Children’s Mental Health Partnership (ICMHP).
    • Required all school districts to develop policies that incorporate social and emotional development in their educational programs.
    • Required IL State Board of Education (ISBE) to develop and implement social and emotional learning standards as part of the IL learning standards.
  • 2005: SEL standards are developed and approved by ISBE
    • Illinois becomes the first state to mandate that SEL standards be implemented in schools.


illinois learning standards social emotional learning
Illinois Learning StandardsSocial/Emotional Learning

Three Goals of SEL:

31.) Develop self-awareness and self-management skills to achieve school and life success

32.) Use social-awareness and interpersonal skills to establish and maintain positive relationships

33.) Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts


school wide systems for student success a response to intervention rti model
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems

Behavioral Systems

  • Tier 3/Tertiary Interventions 1-5%
  • Individual students
  • Assessment-based
  • High intensity
  • 1-5% Tier 3/Tertiary Interventions
          • Individual students
          • Assessment-based
          • Intense, durable procedures
  • 5-15% Tier 2/Secondary Interventions
          • Some students (at-risk)
          • High efficiency
          • Rapid response
          • Small group interventions
          • Some individualizing
  • Tier 2/Secondary Interventions 5-15%
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Small group interventions
  • Some individualizing
  • Tier 1/Universal Interventions 80-90%
  • All students
  • Preventive, proactive
  • 80-90% Tier 1/Universal Interventions
          • All settings, all students
          • Preventive, proactive

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at


Supporting Social Competence &

Academic Achievement






Staff Behavior






Student Behavior

what matters
What Matters!

Contexts for teaching & learning environments

Interaction between academic & social behavior instruction

Data for informed decision making

Effective, efficient, durable, & relevant practices & systems

common training build on what schools know and do
Common Training: Build on What Schools Know and Do

Systems, Data and Practices


Data based Decision Making

Universal Screening

Progress Monitoring

Standards Aligned Curriculum

Evidenced Based Practice

3-Tiered Model of Interventions

Differentiation for Academics and Behavior

Team Based Implementation


universal supports core instruction
Consistent “core” reading instruction of validated efficacy implemented school-wide

Core instruction focuses on “big ideas” in beginning reading (i.e., phonemic awareness, phonics, fluency, vocabulary, comprehension)

Core instruction implemented with fidelity

Consistent, prioritized, and protected time allocated to core reading instruction

Universal Supports:Core Instruction
targeted supports intervention
Targeted Supports:Intervention

Examples of ways to intensify instruction

Increase instructional time

Provide instruction in smaller groups or one-on-one

Preteach important concepts

Modify program to make more explicit and supportive

Monitor progress more frequently

Provide program specific training or coaching to instructor

Meet frequently to monitor instruction, coordinate and plan

Give students more opportunities to practice skills

positive behavior interventions supports a response to intervention rti model
Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Tier 2/Secondary

Tier 3/


Tier 1/Universal

School-Wide Assessment

School-Wide Prevention Systems



Small Group Interventions(CICO, SSI, etc)

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Group Interventions with

Individualized Focus(CnC, etc)

Daily Progress Report (DPR) (Behavior and Academic Goals)

Simple Individual Interventions

(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Multiple-Domain FBA/BIP



Illinois PBIS Network, Revised May 15, 2008

Adapted from T. Scott, 2004

continuum of support for tier 2 secondary tier 3 tertiary level systems
Continuum of Support for Tier 2/Secondary-Tier 3/Tertiary Level Systems

Group interventions: CICO, social or academic skills groups, tutor/homework clubs, etc.

Group intervention with aunique feature for an individual student, (e.g. CICO individualized into a Check & Connect; mentoring/tutoring, etc.)

Simple individualized function-based behavior support plan for a student focused on one specific behavior (e.g. simple FBA/BIP-one behavior; curriculum adjustment; schedule or other environmental adjustments, etc)

Complex function-based behavior support plan across settings (e.g. FBA/BIP home and school and/or community)

Wraparound: More complex and comprehensive plan that addresses multiple life domain issues across home, school and community (e.g. basic needs, MH treatment, behavior/academic interventions) as well as multiple behaviors

Illinois PBIS Network, Revised May 15, 2008

matrix of secondary tertiary interventions key actual referred receiving 1 st responding 2 nd
Matrix of Secondary/Tertiary InterventionsKey: Actual referred/receiving: 1st # Responding: 2nd #
activity review examples of tiered supports for behavior
Activity: Review Examples of Tiered Supports for Behavior
  • Check-in Check-out (CICO)
  • Social/Academic Instructional Groups
  • Simple Tier 2 Interventions with individualized features (Check in Check out)
  • Simple Function-based Interventions
  • Complex Multiple-life-domain FBA/BIP
  • Wrap-around Support
underlying principles of 3 tiered prevention models 4 components
Underlying Principles of 3-Tiered Prevention Models4 Components





What are thepredictable failures?

What can we do to prevent failure?

How will we maintain consistency?

Same at



How will we know if it’s working?


PBIS Resources:

National Center - pbis.orgIllinois Network -

School-Wide Information Systems – swis.orgPositive Behavior Support assessment site -