coral wilkens m.ed director special programs quinlan isd

Coral Wilkens M.EdDirector Special Programs Quinlan ISD

RtI- Making an Equilateral TriangleIntegrating Academics and Behavioral

Interventions- Where do we start?

Setting the Stage• Preparing students for life success requires

a broad, balanced education that both ensures the mastery of basic academic skills and prepares students to become responsible adults (Association for Supervision and Curriculum Development, 2007)

21st Century and Workforce Skills

•On the SCANS Report, half of the 16 skills are social and emotional in nature and are considered essential to life success. Skill categories include:

• Self-esteem• Integrity• Self-management• Sociability• Responsibility• Listening• Decision-making• Problem solving

The RtI Triangle

Behavioral Supports

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in School PBIS 1994- Sugai

Positive Behavioral Support

There is no time

We have too many other things to do

“Social skills are nice, but they don’t pass the test”

I’m not qualified in behavior

Arguments against integration

Teacher Perceptions- Region 10• 16 Region 10 and 11 Administrators were

surveyed. • Identified a correlation between administrator

support of PBS practices and academic success• Also identified was the disconnect between the

implementation of PBS and disciplinary practices such as ISS, OSS, and DAEP

• 75% of administrators believed in PBS support programs, only 53% reported teacher support of the programs

Program Name # of districts Using the program

Champs 1Skill streaming 1ART (Agression Replacement Training)

1

TBSI 2Love and Logic 2Behavior RtI Framework 1Character Education 1Custom Designed Program 1PBS Support strategies 2Dream Keepers 1Campus-wide expectations 3Unknown 1

PBS Programs Identified

Educators’-Comfort Level Teaching Social and Emotional Competencies

Level of Agreement

Familiarity with alternate strategies

Matching strategies to student

District provided training

Comfort level teaching

Strongly Agree 25 0 31.25 31.25

Agree 37.5 43.7 50 50

Somewhat 37.5 37.5 18.75 12.5

Disagree 0 12.5 0 0

Strongly Disagree 0 6.25 0 6

So What does this tell us?• Respondents felt teaching social skills was

necessary• Respondents did not feel competent in

teaching those skills• Very little training was provided.

• WE NEED TO FOCUS ON DEVELOPING THE TEACHERS FIRST!

Where do we start!• Begin with the end in mind• Develop a vision of what your ultimate

outcome will be.• Begin building on what you already have-

You have the academics… now build the behavior

• Integrate your systems• Build Teacher capacity.

Write down the vision and make it plain so that all who reads it will run to it…..Habakuk 2:2

Articulate the Vision

• Determine what this looks like– Examine your data to

determine your goal– What is it you want for your

organization based on the data?

– How will you share the goal?

– With whom will you share the goal?

– Determine the implementation of the goal…..

• This will take your team!

Develop your End Goal

Building Team Capacity• Develop your team• Conduct a School wide needs and resource

assessment. – What is your existing curricula?– What are your existing services and policies for

RtI?– What can be duplicated?– What might be some threats?– What are your current opportunities?

1. Define your academic and behavior continuum

2. Define the practices at each tier.

3. Define the criteria process.

Set your action Plan

Behavior and Academics: One System

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All settings, all students•Preventive, proactive

Intensive, Individual Interventions•Individual Students•Assessment-based•High IntensityTargeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Core Instruction

Acad

emics

Behavior

• How do you determine who is in what TIER?

• Talk with the person next to you

Activity

• Tier 1:– Academic: Students performing within ½ year of grade level or above

the 50th percentile– Behavior: Less that 2 behavior infractions for the year.

• Tier 2:– Academic: Elementary- performing within 2 years of grade level-

Secondary- performing between 4th grade and chronological grade level. – Behavior- student has between 5-10 discipline incidents- minimum of

two office referrals for the year.• Tier 3:

– Academic: Elementary- more that 2 years below grade level. Secondary- students performing below the 4th grade level or below the 30th percentile.

– Behavior- students have frequent office referrals, ISS and OSS placements.

Options for TIER determinations

Comprehensive, Intense, Accelerated instruction-

NOT MORE TIER 2!

Targeted and Instruct: Skills, not more of the

core!

Universal – First defense

TIERED Interventions

Behaviors strategies for the TIERS

Specialized Individual Interventions(Individual StudentSystem)

Continuum of Effective BehaviorSupport

Specialized GroupInterventions(At-Risk System)

Universal Interventions (School-Wide SystemClassroom System)

Studentswithout SeriousProblemBehaviors (80 -90%)

Students At-Risk for Problem Behavior(5-15%)

Students withChronic/IntenseProblem Behavior(1 - 7%)

Primary Prevention

Secondary Prevention

Tertiary Prevention

All Students in School

Integrating the Systems

RtI- Integrated Supports

RtI Examples- Who-What, Why…EARLY

READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral educator, special

educator, reading specialist, Title I, school psychologist,

etc.

General educator, special educator, behavior

specialist, Title I, school psychologist, etc.

UNIVERSAL SCREENING Curriculum based measurement

Behavior, record review, gating

PROGRESS MONITORING Curriculum based measurement

ODR, suspensions, behavior incidents, precision teaching

EFFECTIVE INTERVENTIONS5-specific reading skills: phonemic awareness,

phonics, fluency, vocabulary, comprehension

Direct social skills instruction, positive reinforcement, token

economy, active supervision, behavioral

contracting, group contingency management,

function-based support, self-management

DECISION MAKING RULES Core, strategic, intensive Primary, secondary, tertiary tiers

Collecting the Data• Behavior Data Collection Methods

Intensive AssessmentBehavior Rating ScalesFunctional BehaviorAssesmentCombined Assessments

Direct Assessment /Progress MonitoringDBR (broad category)ObservationsExtant Data?

Extant Data/Screening:ODRAttendanceGradesScreener Rating Scales

Boice-Mallach,

Building it is a Must!Teacher Capacity

Where to StartA primary concept underlying multi-tiered behavioral supports is that behavior occurrence is related to events or situations in the environment that trigger specific behaviors and is maintained by the responses and outcomes that follow the behavior. Thus, Behavior is “learned” and can be changed.

Florida PBS project

Rti- Problem Solving Team• Defined Roles• Team coordinates all activities• School based • Consistent application of a four-step problem-solving

process• Understands the evidence-based programs and

practice• Ensures effectiveness of interventions and fidelity of

implementation• Effective coaching and team facilitation• Establish well written policies

• Make sure teachers know- its not just 1 more thing.

• Application of strategies both behavioral and academic should include application to core instructional materials and content

• Single intervention plan that focuses activities and content contributed by both the behavior academic components

• Agreement on progress monitoring level and content .

Define Instructional Integration

• Begin with the end in mind• Be proactive• Put first things first• Think Win- Win• Synergize

Slow is FastStephen R. Cove

Time is of the Essence

Let’s Have a Great Year!