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WCASS

WCASS. RtI Definition. Response to Intervention In Wisconsin a n organizational framework for achieving higher levels of academic and behavioral success for all students . STUDENT ACHIEVEMENT. Good Teaching. Social Behavior Support. Increasing District & State Competency and Capacity.

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WCASS

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  1. WCASS Wisconsin RtI Center

  2. RtI Definition Response to Intervention In Wisconsin an organizational framework forachieving higher levels of academic and behavioral success for all students Wisconsin RtI Center

  3. Wisconsin RtI Center

  4. STUDENT ACHIEVEMENT Good Teaching Social Behavior Support Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Wisconsin RtI Center

  5. Without Multi-Level System of Support Special Education?? Title I? ELL?? Amount of Resources Needed to Solve Problem Sea of Ineligibility G/T?? Struggling learners?? General Education Wisconsin RtI Center Intensity of Problem

  6. Bridging the Gap General + Intensive Resources General + Supplemental Resources Amount of Resources Needed to Solve Problem General Resources Wisconsin RtI Center Intensity of Problem

  7. Academic Systems Behavioral Systems • Tier 3/Tertiary/Intensive 1-5% • Few students • 1-5% Tier 3/Targeted/Intensive • Few students • 5-15% Tier 2/Secondary/Selected • Some students • Tier 2/Secondary/Selected 5-15% • Some students • Tier 1/Universal/Core 80-90% • All students • 80-90% Tier 1/Universal/Core • All settings, all students Wisconsin RtI Center

  8. You all know this, now how do we get schools to do this Wisconsin RtI Center

  9. Academics & Behavior: A Symbiotic Relationship • High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009; Sanford, 2006) • Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006) Wisconsin RtI Center

  10. Potential benefits of combined data sets At the school level… • Combined data sets can reveal system gaps At the student level • Combined data sets can help you better understand locus of concern Wisconsin RtI Center

  11. Potential Benefits for… …integrating data …integrating delivery of supports For students with needs in both academic and behavioral areas, can capitalize on small group academic setting for re-teaching and reinforcing of pro-social behaviors For students flagged for BOTH academic and behavior, could signal more significant underlying needs (e.g. anxiety, depression) With very young students: Poor academic progress is often a predictor of later behavior issues With older students: Poor academic and behavioral issues combined could signal drop-out risk Wisconsin RtI Center

  12. Coherent Implementation Infrastructure “We cannot continue to see initiatives as discrete and insular programs. Rather, we must see them as a system of interconnected strategies for improvement.” “Rethinking the Scale-Up Challenge,” West Wind, 2009 Wisconsin RtI Center

  13. Avoiding False Over/Under Identifying Wisconsin RtI Center

  14. SUSTAINABLE IMPLEMENTATION & DURABLE RESULTS THROUGH CONTINUOUS REGENERATION Continuous Self-Assessment Relevance Priority Efficacy Fidelity Valued Outcomes Effective Practices Practice Implementation Wisconsin RtI Center Local Implementation Capacity

  15. Wisconsin School-wide Implementation Review Wisconsin RtI Center

  16. Purpose #1 Translate the Wisconsin RtI vision into actions Wisconsin RtI Center

  17. Purpose #2 Wisconsin RtI Center

  18. Leadership and Organizational Structures + Wisconsin RtI Center

  19. Universal • Selected & Intensive Support Wisconsin RtI Center

  20. Wisconsin RtI Center

  21. Wisconsin RtI Center

  22. Dean Fixsen Doug Reeves Wisconsin RtI Center

  23. Levels of Implementation  3 – 5 years  • Purpose Building • Infrastructure Not in Place Sustainability • InitialImplementation • Full Implementation Wisconsin RtI Center

  24. www.wisconsinRtIcenter.org Wisconsin RtI Center

  25. SIRs Completed Wisconsin RtI Center

  26. SIR Results Math-Overall Reading-Overall Not in place Infrastructure Full implementation Key: Wisconsin RtI Center Purpose-building Initial implementation

  27. SIR Results: Essential Elements Leadership & Organizational Structure High Quality Instruction Balanced Assessment Collaboration Math Reading Wisconsin RtI Center

  28. SIR Results: Further Analysis Selected & Intensive Universal Level Math Reading Wisconsin RtI Center

  29. SIR Results: Further Analysis Family Engagement Culturally Responsive Math Reading Wisconsin RtI Center

  30. Benchmarks of Quality Wisconsin RtI Center

  31. What is the BoQ? • Reliable, valid, useful, and efficient (~10 minutes for team members and 60-90 minutes for coaches) • Measures degree (fidelity) of implementation of the universal level of PBIS in a school • Allows teams to review their progress toward implementing the critical elements of PBIS • Provides clear information regarding areas of strength and weakness in implementation efforts to be used for developing action plans • Completed at least annually in March/April/May Wisconsin RtI Center

  32. Subscales on the BoQ • PBIS Team • Faculty Commitment • Effective Procedures for Dealing with Discipline • Data Entry & Analysis Plan Established • Expectations & Rules Developed • Reward/Recognition Program Established • Lesson Plans for Teaching Expectations/Rules • Implementation Plans • Classroom Systems • Evaluation Wisconsin RtI Center

  33. BoQs Completed Wisconsin RtI Center

  34. Wisconsin RtI Center

  35. BoQ and SIR Parallels • Annual • Leadership Team • Overall score and Subscale scores • Action Planning • Thorough measure fidelity of implementation of systems Wisconsin RtI Center

  36. Wisconsin RtI Center

  37. Wisconsin RtI Center

  38. Team schedule and structure • Collaborative Team processes and protocols • Student Data collected • Student Data analysis Wisconsin RtI Center

  39. Crandon Elementary • Total District Enrollment- 917 • Total Elementary Enrollment- 470 Wisconsin RtI Center

  40. Crandon Elementary Wisconsin RtI Center

  41. Crandon Elementary • Team Structures • Grade Level Common Planning Time • Once a week • Scheduled during a special • One week, grade level meets with Literacy Coach • To improve instruction in reading • Other week, grade level meets with Interventionist • To discuss student’s of concern • Review behavior and academic data • Meet in book room to review Data Wall Wisconsin RtI Center

  42. Crandon Elementary • Team Structures • Leadership Team- PBIS team (trained at Universal) • Two fourth grade teachers • Principal • Internal PBIS coach (school councilor) • 5th grade teacher • Interventionist (systems coach) • School psychologist • Meets every other Wednesday- After school • Planning stage • Discuss what is happening at Tier I • Discuss Tier 2 options or plan • Review intervention plans • Review behavioral and academic data Wisconsin RtI Center

  43. Crandon Elementary • Team Structures • Leadership Team- REACh Team (academics) • Second grade teacher • Title I teacher • Principal • Internal PBIS coach (school councilor) • 5th grade teacher • Interventionist (systems coach) • School psychologist • Meets every other Wednesday • Discuss students who are not making gains • Discuss Tier 2 options or plans • Review intervention plans • Review academic and behavioral data Wisconsin RtI Center

  44. Crandon Elementary • Team Structures • Building Leadership Team- team of 8 • Principal • Grade level teachers • Title Teachers • Special Education teachers • School Counselor • Meets once a week • Review academic and behavioral data • Discuss how school is doing as a whole • Discuss progress on building levels goals that are tied to data retreat Wisconsin RtI Center

  45. Crandon Elementary • Team schedules • PBIS and REACh share four members • Duty of the shared members to inform both teams • Bring whole picture together • Ensure whole child data review • PBIS and REACh- Elementary teams meet with MS/HS team • Goal is to meet quarterly • Currently meeting weekly to help MS/HS teams set up • All Day Common Planning time • 5 times a year • Half day at grade level • Half day cross grade level Wisconsin RtI Center

  46. Crandon Elementary • Collaborative Processes/procedures • Use data wall with all student data • Update data wall once a quarter, after benchmarking is done • Use green folder with common documentation papers • Same documentation paper, different colors for academic or behavioral concerns • Currently working on same form to document each personnel actions • Progress monitor once a month • Tier 3 interventions progress monitor every two weeks • Review data at all meetings Wisconsin RtI Center

  47. Crandon Student Data Card Crandon Elementary Data Wall- Quarter One Crandon Elementary Data Wall- Quarter Two Crandon Elementary Data Wall Crandon Elementary Student Data Cards Wisconsin RtI Center

  48. Crandon Elementary • Student Data Collected and Analyzed • DIBELS data • SWIS data • COMPASS data • Reading Levels • On the Mark data • Scholastic Reading Inventory data • Scholastic Math Inventory data • Behavior Intervention Plan data • Attendance data • Set up data wall to identify students at • Basic • Minimal • Proficient • Advanced • All data sets are analyzed to determine where to place student (i.e. if students scores low on one measure and higher on others. Team discusses where to place student) Wisconsin RtI Center

  49. School Handbook of Practices Culturally Responsive Practices PBIS RtI • Data-based decision-making processes • Teaming calendar • Family Communication • Access to data “Whole Child” Response Process Wisconsin RtI Center

  50. Suggestions for Explaining Multi-Level System of Support to staff • Start with Shared Vision and Goals • Review shared features of PBIS and RtI with teachers • At Universal AND • Selected and Targeted Levels • Review student level “look” at the triangle • Reiterate that all integrated support must be guided by multiple data sets • Define Multi-Level System of Support within your local context Wisconsin RtI Center

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