Response to Intervention & Positive Behavior Intervention and Support

1. Response to Intervention & Positive Behavior Intervention and Support Making Connections for Student Achievement Laurie Maheen Huntwork April 5, 2001

2. Thank you ASCA!

3. Questions? Goal: To be conversational and interactive as possible given the constraints of the webinar format

4. Goals and objectives • Basic components of Positive Behavior Interventions and Support • Basic components of Response to Intervention • Systems & environment • Data • Role of school counselor

5. RTI • Multi-tiered • Universal screening • Struggling learners=interventions • Progress monitored • Data for decisions • Research based instructional practices

7. Important components for success: RTI • District • Administrative • System for data teaming • Data collection • Constant assessment

8. Challenge… • Schools are facing an increasingly diverse and challenging population of students with fewer financial resources • How to enhance schools’ capacity to respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools

9. Positive Behavior Intervention and Support • PBIS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students

10. PBIS goals and values: • Improving learning environments • Predictable, consistent and positive • School wide system • Constant assessment • Data • Problem solving

11. School-wide Positive Behavior Support Systems Classroom Setting Systems Non-classroom Setting Systems Individual Student Systems School-wide Systems

12. Positive Behavior Intervention & Support Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

15. Our school community: AHP

16. Establishing need for systems change: PBIS

18. What we did about it: PBIS & other system changes • Team training • Staff training • Administrative support • School wide implementation of PBIS • Implementation to fidelity of Reading First Grant • Initial evaluation of our teaming processes

19. PBIS Success! • Referrals down by 53% in first year • Consistent language/expectations • Consistent discipline • Administrative support for teaming

20. 2% 2% 3-5% 5-10% 7% 9% 85-90% 91% 89% Comparison of Target Percentages to Current AHPS Office Discipline Data Target for Healthy School Environment Aloha-Huber Park December 2006 Aloha-Huber Park December 2009 5% 85-90% 85%

21. 2% 2% 7% 9% 91% 89% Comparison by student numbers Aloha-Huber Park December 2006 Aloha-Huber Park December 2009 21 Students 21 Students 70 Students 93 Students 884 Students 900 Students 975 Total Students 1014 Total Students

22. The RTI component: what we needed • Increase number of students served • Make meetings more efficient • Live, real time data • People in the meeting who had the “authority and expertise” • Knowledgeable of best practices

23. Student Equity Response Team • Common grade level meeting times • Quick, efficient meetings • Live data • Administrators, counselors, Special Ed, ESL, reading coaches, instructional specialists • Behavior and academic

24. AHP circa 2010-11 • Grades 6-8 and preschool added- 970-1040 students • PBIS implemented for 8 years • RTI/ Student Equity Response Team • Closing the Achievement Gap- 2 awards 2004 & 2005 • Comprehensive school counseling program pre-K-8 • ECO NW report 2009: Hispanic students exceeding Whites 1-29 Oregon schools, 1-23 for both reading & math • Collaboration/data teams- common plan time

25. Beaverton School District Goal District Goal (2010-2015): All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success.

26. AHP Reading over time

27. AHP Math over time

28. What PBIS & RTI mean for us: • “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we . . . teach? . . . punish?” • John Herner, Counterpoint (1998, p.2)

29. Ultimate goal: student success!