A2: Marrying PBS and Response to Intervention (RtI): Three

Transcription

1 A2: Marrying PBS and Response to Intervention (RtI): Three Different Relationship Styles Therese Sandomierski, Stephanie Martinez and Karen Childs, Laura McGill & Charles Eccleston

2 Agenda Response to Intervention Video, Therese Sandomierski Piloting RtI with the PBS Schools, Stephanie Martinez PBS and RtI in Indian River, Laura McGill & Charles Eccleston RtI in Pasco County, Karen Childs 2

3 Piloting Combined PBS & RtI-B Medium school district First trained 3 schools on SW-PBS 2003 Currently have 16 schools trained on Tier 1 10 ready for piloting All 10 jumped on board 3

4 The District s Vision Merging of the two teams to become one Intervention Assistance Team One core team with subcommittees and subsubcommittees Not all subcommittees members will be on the core team More effective use and less overlap of resources Less duplication of services/resources Help with decision making regarding movement through the Tiers 4

5 Example: Staff for School-based Intervention Team *Principal Assistant tprincipal i *RTI Coach *PBS Team Leader Psychologist Counselors Social Workers Other Staff Members Tier 2 Interventionist(s) Staff Members (Targeted Groups) Tier 1 *RTI Coach Counselor Psychologist *Academic Coaches ECS, LRS, or CRT, Social Worker, Teacher, other Members Tier 3 *RTI Coach Academic Coach(es) Parents *Teachers Tier 2 Behavior Specialist/Deans Interventionists Staff Members (Targeted Groups) Tier 1 *PBS Team Leader Social Worker Behavior Specialist Dean RTI Coach Psychologist Counselor 4T Teachers Tier 3 *RTI Coach Psychologist Behavior Specialist Parent *Teachers 5 Developed by The School District of Osceola County

6 Agenda for Discussion Introduction ti to RtI and PBS Why RtI? What are the roles and responsibilities of RtI and PBS teams? Using a problem-solving process Practical approaches to identifying students in need of RtI/PBS supports Approaches to monitoring student progress How do you make decisions at each tier regarding student performance? How can teams/committees communicate? Problem Solving Process: Case Studies 6

7 Follow Up: Survey Staff & Students Using Survey Monkey survey schools to find out needs IAT Team (n=31) My school has a Core Team, an Academic Team and a Behavior Team: 81.2% agree-strongly agree My school has Tier 2 Academic and Behavior Teams/Subcommittes: 67.8% agree-strongly agree Unification of the PBS team and the IAT has made intervention development and progress monitoring easier in the area of behavior: 66.6% agree-strongly agree Teachers (n=81) Good understanding of implementing Tier 1 supports for behavior Struggle as move up triangle with Tiers 2 & 3 7

8 Laura McGill, ESE Program Specialist, M.S. BCBA Charles Eccleston, School Psychologist, Ed.S., BCaBA

9 ` ` ` ` ` ` ` 17, 554 students 27 schools 10 elementary 4 elementary magnet 4 middle schools 2 high schools 1 alternative 5 charter schools 1 exceptional ed. site Located d on the h east coast off Florida l d b between Orlando and West Palm Beach

10 schools went through school wide PBS training with University of South Florida 2002-District pilot site for PBS with University of South Florida Currently 13 schools are implementing SWPBS programming. 5 PBS model schools 1 part time District Coordinator 7 PBS Coaches

11 District Based Personnel to meet behavioral needs of schools: 1 person per school BCBA or BCaBA Monthly training regarding team facilitation, data collection and interpretation Assists as team leaders and coaches even if school is not an official PBS school Ability to pull for coaches meetings and trainings

12 2006 Established District PS/RtI team Piloted in 1 elementary school in two grade levels elementary school SW PS/RtI 2 elementary piloted in one or two grade levels 2008 Established PS/RtI at all elementary at 3 rd grade 2009 Expanded to other grades at all elementary schools

13 Grade 3 Reading Scores Percentage of Students by Achievement District results Level Level 3 & above Grade 3 Mathematics Scores Percentage of Students by Achievement Level Level 3 & above

14 Percent Scoring Three and Above (year 3 of PS/RtI at pilot school) Grade 4 Reading Mathematics Writing Grade N/A N/A

15 Determination by ESE and Student Services that General Education personnel needed to be the lead in this effort Facilitation of PATH development by USF to combine separate PBS and RtI efforts Development of a two day agenda to model Development of a two day agenda to model from the district level what PS/RtI is.

16 Strengths 1-4 Months 6-8 months November 2008 All disciplines committed to data based decision making Support from District level administration and from principals p for data based programming and progress monitoring 5 Schools have moved to a school wide PS/RtI model (C, D, G, H, P) Teachers are becoming more competent in using data to make decisions All Student Support Specialist received Tier 2 behavior training. Behavior data being collected via SWIS at all elementary schools 5 schools have possibility of PBS model school status Teachers are using data to drive academic and behavior instruction and interventions Follow up with 6 remaining non-pbs schools develop school wide expectations for their site. PS/RTI Core Teams in each elementary school meeting on a regular basis. Members will include Reading coach, Student Support Specialist, Psychologist, Speech/Language Pathologist, Assistant Principal, and Principal. Training and cross/training completed for Tier Teams that includes: Curriculumacademics & social skills, basic behavior training and group management strategies, Behavior Education Plan, RTI, 3-D, Good Mtg/Bad Mtg training. Develop a training schedule that will have activities scheduled throughout the school year. Help schools establish funding sources for reinforcement to maintain program. the elementary level uses Tier Level names instead of RTI or 3-D. District level funds allocated to continue PBS/RTI support and training. Begin to look at pilot programs for middle and high schools. Develop training modules for participating teachers on classroom management techniques and specific academic interventions. Develop and deliver 1 day Core Team training for June 4, 2009 Fidelity with Tier Fidelity with Tier 1 implementation Tier 2 and Tier 3 interventions developed and trained across subject areas, including behavior All elementary schools directly teaching behavior expectations Initial awareness training for secondary school leadership teams. 1 implementation Tier 2 and Tier 3 interventions developed and trained across subject areas, including behavior All elementary schools directly teaching behavior expectations Initial awareness training for secondary school leadership teams.

17 1 team from each of the 14 elementary school comprised of the following members: Principal, Psychologist, Speech/Language Pathologist, Resource Specialist, Student Support Specialist, Assistant Principal, and Reading Coach 2 day training to include: PBS Overview, RtI overview, Data review, Action Planning and Team Building activities. District s attempt to get everyone on the same page with vocabulary and expectations

18 Goal for training: Elementary school based teams will demonstrate effective implementation of RtI /Problem Solving across all domains. Successful implementation of an RtI/PS model requires leadership, collaborative planning and implementation across the educational system to achieve AYP. Day 1 Team Building District-wide data presentation Behavioral (Discipline & Attendance) and Academic data examples How AYP and School grades are developed d (FCAT data from 2007 and 2008) CELEBRATE Behavior: Discipline, attendance SESIR, SERT

19 Show areas that need to improve and lay out a plan for getting there. Disaggregated data; How can we close the gap for all these subgroups? School reform/effective schools (including Torgeson s data) NASDE RtI core principles i Set up group ground rules; establish goals for training [how to be a good team] Show areas that need to improve and lay out a plan for getting there. Disaggregated ddata; How can we close the gap for all these subgroups School reform/effective schools (including Torgeson s data) NASDE RtI core principles Set up group ground rules; establish goals for training [how to be a good team]

20 Overview of Behavior (PBS) Critical elements Expectations ti Functions of Behavior Action Plan that includes Expectations, Rules for 1 Common Area DAY 2 Problem-solving Model: Identification Process Cone activity (data for at least 2 years) Specifics cs for Behavior and academics cs (goals) District problem-identification (modeling) Do it at your school: Give out school data for team to analyze a What are you currently doing (Tier I) Which things seem to be working? How do you know? What else do you need? How can you find out?

21 Possibilities for school-wide interventions Evaluating data What do you look at? PM2 disaggregated g data When did you decide success (80% benchmark) (cost/benefit ratio?) How often do you meet to review data/make decisions? Rubric for interpreting data? Activity for practice What do you do with outliers? (moving to Tier 2) Continue all of the above and add additional support/problem-solving solving at Tier 2

22 Responsibilities of Core Team include: Overview of Academics & behavioral Programming for Tier 1 Overview of Tier 2 academic and behavioral intervention design and implementation Design and monitoring of Tier 3 diagnostic academic and behavioral interventions Tier 1 & 2 Behavior Improvement Committee (PBS) Principal/AP Student Support Specialist School Psychologist 2 hour weekly Core Team meeting involves: 1 hour Tier 3 problem solving 1 hour Tier 1 academic & behavioral issues (data monitoring and intervention development) and Tier 2 academic & behavioral issues (individual interventions that are needed before transition to Tier 3; determination of information needed before moving a student to Tier 3) ESE Eligibility Committees Resource Specialist School Psychologist Speech Language Pathologist Student Support Specialist Core Team Principal/Assistant Principal Reading Coach Resource Specialist School Psychologist Speech Language Pathologist Student Support Specialist Tier 2 Intervention Committee Assistant Principal Reading Coach School Psychologist Speech Language Pathologist Student Support Specialist Responsibilities of Tier 1 & 2 Academic Improvement Committee Development and monitoring of standard treatment protocol (STP) groups Assignment of students to groups Provides information about student involvement and response as Tier 2 to Core Team Referral of STP poor responders to Core Team Tier 1 & 2 Academic Improvement Committee Assistant Principal Reading Coach Teachers Responsibilities of Tier 2 Intervention Committee Selection and monitoring of individual interventions Support of those requesting and/or implementing Tier 2 interventions Provides information about student involvement and response as Tier 2 to Core Team Referral of poor responders to Core Team

23 ` Schools will identify members of their: ` Core Team Tier Ti 1 and d 2 Academic A d i Improvement I t Committee C itt Tier 1 and 2 Behavior Improvement Committee ESE Eligibility Committee Calendar of Monthly y Meetings g set throughout g the y year School based teams should align Benchmark assessment meetings with PS/RtI meetings. ` Schools will utilize the Problem Solving process in all three tiers. ` Schools S h l will ill continue i to monitor i student d academic d i achievement hi through h h the h Progress Monitoring Cycle after each reading benchmark assessment and use the data to set goals and make necessary changes in instruction. ` Schools will continue to monitor students Behavior through g the use of SWIS Data monitoring system. This data will be reviewed on a monthly basis.

24 Behavior Expectations Academic Expectations Documentation of activities that Promoted faculty acceptance of School wide Expectations SWIS training completed and utilization of SWIS 3-5 School wide Expectations set by team Developed Posted Taught Rules for 1 School wide Common Area Developed Posted Taught Simple School wide reinforcement System Quarterly 2-4 times per school year Completed Action Plan using School Based team Self Assessment Tool and/or Benchmarks of Quality (PBS schools will have BOQ scores available from May 08) Schools will fully implement Harcourt StoryTown as the core reading curriculum with students. Schools will use the Harcourt Strategic Intervention Resource Kit as the Tier 2 supplemental reading curriculum to meet the needs of students reading significantly below grade level. The supplemental small group instruction will serve as the first intervention for struggling students in reading. Schools will graph Tier 2 students progress weekly using components of the StoryTown Weekly Lesson Tests and make instructional changes based on the data. Schools will identify students in Tier 3 using data sources (benchmark assessments, diagnostic i assessments, results of Tier 2 interventions). Schools will use intensive targeted skill instruction (small group or individual) for students in Tier 3 with researchbased curricula (PALS, Rewards, Stars, Extensions, and Bid Bridge of fvocabulary). Schools will progress monitor Tier 3 students using weekly/biweekly ORF/Maze assessments and other assessments used at Tiers 1 and 2. Using the team approach schools will make informed Using the team approach, schools will make informed decisions regarding ESE eligibility based on student performance data.

25 May Event Meetings Week 1 PS/RtI Core Team (Tier 3) Week 2 Week 3 Benchmark Assessment Benchmark Results PS/RtI Core Team (Tier 1) Week 4 Tier 2/3 Academic Intervention Team Tier 2/3 Behavior Intervention Team

26 Tier 3 students will have additional progress monitoring with a graph. Those students not making progress in tier 2 will receive a tier 3 intervention Tier 2 students will have additional progress monitoring with a graph. Those students not making progress will ill receive i a tier i 2 intervention All students d are monitored through progress monitoring cycle The process to determine ESE eligibility is part of our general education routine routine. Progress monitoring Cycle Small group reading instruction RtI ESE eligibility can be determined anywhere within the lava lamp. After evaluating the intervention plans plans, the team may decide the student needs ESE support while continuing problem solving.

27 Pasco County RtI = One EVERY ED Process Proactive Integrated and efficient Used to match resources to needs Focused on outcomes Benefit: Eliminates i the wait to fail situation i 27

28 RtI Schools in Pasco County Pilot District for Florida s RtI Project 7 schools trained by RtI Project 7 additional schools trained by District PBS/RtIB integrated in year 2 1 school trained by District 7 schools trained by PBS Project 2 schools trained in RtI Year 3 Goal Integrate RtI and PBS training for new schools 28

29 Pasco County Organizational Chart for Communication, Reporting & Training PS/RtI District Taskforce Team Assistant Superintendents District Project Liaison FL DOE/USF Project Coordinator PS/RtI Technical Assistance Team PS/RtI Coaches Subcommittees School-Based PS/RtI Team Principal Literacy Team & Discipline i Committee Teachers

30 Pasco County Organizational Chart for Communication, Reporting & Training RtI: Behavior Subcommittees (RtI: Behavior Task Force) Tier 1 and Tier 2 Tier 3 Technical Assistance (Star, Forms, Documents) RtI Coordinator Assistant Sup. Student t Services Dir. ESE Coordinator Karen Childs (USF) RtI:B Coordinator Div of JJ Director Guidance Supervisor School Psych Supervisor Beh Specialists Supervisor RTI Coordinator ESE EH/SED Dir. Karen Childs (USF) Kathy Christiansen (USF) Rose Iovannone (USF) RtI:B Coordinator RtI:B Coaches District CORE team Student Services Dir. ESE EH/SED Dir. Karen Childs (USF) -PBS Brain Gaunt (USF) - RTI RtI:B Coordinator MIS Director MIS developer Safe/Drug Free Dir.

31 Integrating RtI and PBS in Pasco District leadership structure System infrastructure Coordinators Coaches Training District RtI blueprint 31

32 Florida s Positive Behavior Support Project Phone: (813) Fax: (813) flpbs@fmhi.usf.edu State t Website: f hi f National Website: 32