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

Different “Relationship” StylesDifferent Relationship StylesTherese Sandomierski, Stephanie Martinez and Karen Childs, Laura McGill & Charles Eccleston

Agenda

• Response to Intervention Video, Therese pSandomierski

• Piloting RtI with the PBS Schools, Stephanie Martinez

• PBS and RtI in Indian River, Laura McGill & Charles Eccleston

• RtI in Pasco County, Karen Childs

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Piloting Combined PBS & RtI-B

• Medium school district• First trained 3 schools on SW-PBS 2003• Currently have 16 schools trained on Tier 1Currently have 16 schools trained on Tier 1

• 10 ready for piloting • All 10 jumped on boardAll 10 jumped on board

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The District’s Vision• Merging of the two teams to become one

Intervention Assistance TeamIntervention Assistance Team• One core team with subcommittees and sub-

subcommittees• Not all subcommittees members will be on the core

team• More effective use and less overlap of resources• More effective use and less overlap of resources• Less duplication of services/resources• Help with decision making regarding movement

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Help with decision making regarding movement through the Tiers

Example: Staff for School-based Intervention Team

*PrincipalA i t t P i i l

Intervention Team

Assistant Principal*RTI Coach*PBS Team LeaderPsychologistCounselorsSocial WorkersOther Staff MembersOther Staff Members

Tier 1*RTI CoachCounselorP h l i

Tier 1*PBS Team LeaderSocial Worker

Psychologist*Academic CoachesECS, LRS, or

CRT, Social Worker, Teacher, other Members

Behavior Specialist

DeanRTI CoachPsychologistCounselor

4 T hTi 3

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other Members 4 TeachersTier 3*RTI CoachAcademic Coach(es)Parents*Teachers

Tier 2Interventionist(s)Staff Members(Targeted Groups)

Tier 3*RTI CoachPsychologistBehavior SpecialistParent*Teachers

Tier 2Behavior Specialist/DeansInterventionists Staff Members (Targeted Groups) TeachersGroups)

5Developed by The School District of Osceola County 2008

Agenda for Discussion

I t d ti t RtI d PBS•Introduction to RtI and PBS•Why RtI?•What are the roles and responsibilities of RtI and PBS teams? •Using a problem solving process•Using a problem-solving process•Practical approaches to identifying students in need of RtI/PBS supports •Approaches to monitoring student progressApproaches to monitoring student progress•How do you make decisions at each tier regarding student performance? •How can teams/committees communicate?

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•Problem Solving Process: Case Studies

Follow Up: Survey Staff & StudentsStudents

• Using Survey Monkey survey schools to find out needs • IAT Team (n=31)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• 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 ofdevelopment and progress monitoring easier in the area of behavior: 66.6% agree-strongly agree

• Teachers (n=81)

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• Good understanding of implementing Tier 1 supports for behavior • Struggle as move up triangle with Tiers 2 & 3

Laura McGill, ESE Program Specialist, M.S. BCBALaura McGill, ESE Program Specialist, M.S. BCBACharles Eccleston, School Psychologist, Ed.S., BCaBA

17, 554 students

27 schools10 elementary 4 elementary magnet10 elementary 4 elementary magnet 4 middle schools 2 high schools1 alternative 5 charter schools1 exceptional ed. site

d h f l d bLocated on the east coast of Florida between Orlando and West Palm Beach

2002-3 schools went through school wide PBS training with University of South Florida2002-District pilot site for PBS with University of South Floridaof South FloridaCurrently 13 schools are implementing SWPBS programmingprogramming.5 PBS model schools 1 part time District Coordinator1 part time District Coordinator7 PBS Coaches

District Based Personnel to meet behavioral needs of schools:◦ 1 person per school◦ BCBA or BCaBA◦ 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 trainingsb ty to pu o coac es eet gs a d t a gs

2006 ◦ Established District PS/RtI team◦ Piloted in 1 elementary school in two grade levels20072007◦ 1 elementary school SW PS/RtI◦ 2 elementary piloted in one or two grade levels2008◦ Established PS/RtI at all elementary at 3rd grade2009 ◦ Expanded to other grades at all elementary schools

Grade 3 Reading Scores Percentage of Students by AchievementDistrict resultsDistrict resultsLevel 1 2 3 4 5 Level 3 & above2007 19 13 33 28 8 69 2008 16 12 34 31 7 722008 16 12 34 31 7 72

Grade 3 Mathematics Scores Percentage of Students by Achievement

Level 1 2 3 4 5 Level 3 & above2007 12 14 33 28 13 74 2008 10 13 33 29 14 762008 10 13 33 29 14 76

Percent Scoring Three and Above(year 3 of PS/RtI at pilot school)

Grade 4 Reading Mathematics WritingGrade 4 Reading Mathematics Writing2007 69 66 862008 76 70 87

Grade 5200 8 22007 81 52 N/A2008 52 61 N/A

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 effortscombine separate PBS and RtI efforts

Development of a two day agenda to modelDevelopment of a two day agenda to model from the district level what PS/RtI is.

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 for data based

Follow up with 6 remaining non-PBS schools develop school wide expectations for their site.

Help schools establish funding sources for reinforcement to maintain program.

Everyone @ the elementary level uses Tier Level names

Fidelity with Tier Fidelity with Tier 1 implementation

Tier 2 and Tier 3 interventions developed and trained across subject areas, including b h i

p pprogramming and progress monitoring

5 Schools have moved to a school wide PS/RtI model (C, D, G, H, P)

PS/RTI Core Teams in each elementary school meeting on a regular basis. Members will include Reading coach, Student Support Specialist, Psychologist,

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

behavior

All elementary schools directly teaching behavior expectations

Initial awareness training for secondary school leadership teams

Teachers are becoming more competent in using data to make decisions

All Student Support Specialist received Tier 2 behavior

Speech/Language Pathologist, Assistant Principal, and Principal.

Training and cross/training completed for Tier Teams that

programs for middle and high schools.

Develop training modules for participating teachers on classroom management techniques and specific

teams. 1 implementation

Tier 2 and Tier 3 interventions developed and trained across subject areas, including behavior

training.

Behavior data being collected via SWIS at all elementary schools

completed for Tier Teams that includes: Curriculum-academics & social skills, basic behavior training and group management strategies, Behavior Education Plan, RTI, 3-D, Good Mtg/Bad Mtg

q pacademic interventions.

Develop and deliver 1 day Core Team training for June 4, 2009

All elementary schools directly teaching behavior expectationsInitial awareness training for secondary school leadership teams.

5 schools have possibility of PBS model school statusTeachers are using data to drive academic and behavior instruction and interventions

3 D, Good Mtg/Bad Mtgtraining.

Develop a training schedule that will have activities scheduled throughout the 2008-2009 school year.

1 team from each of the 14 elementary h l i d f th f ll i bschool comprised of the following members:

Principal, Psychologist, Speech/Language Pathologist, Resource Specialist, Student g , p ,Support Specialist, Assistant Principal, and Reading Coach2 day training to include: PBS Overview RtI2 day training to include: PBS Overview, RtIoverview, Data review, Action Planning and Team Building activities.District’s attempt to get everyone on the same page with vocabulary and expectations

Goal for training:Elementary school based teams will demonstrate effective implementation of RtI /Problem Solving across all domains.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 presentationDistrict wide data presentation Behavioral (Discipline & Attendance) and Academic data examples

H AYP d S h l d d l dHow AYP and School grades are developed◦ (FCAT data from 2007 and 2008) CELEBRATE

Behavior: Discipline attendance SESIR SERTBehavior: Discipline, attendance SESIR, SERT

Show areas that need to improve and lay out a plan for getting theregetting there. ◦ Disaggregated data; How can we close the gap for all these

subgroups?◦ School reform/effective schools (including Torgeson’s data)

NASDE RtI i i l◦ NASDE RtI core principles

Set up group ground rules; establish goals for training [how to be a good team][how to be a good team]

Show areas that need to improve and lay out a plan for getting there.

d d l h f ll h◦ Disaggregated data; 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]

Overview of Behavior (PBS)◦ Critical elements

E t ti◦ Expectations◦ Functions of Behavior◦ Action Plan that includes Expectations, Rules for 1 Common

Area

DAY 2Problem-solving Model: IdentificationgProcessCone activity (data for at least 2 years)Specifics for Behavior and academics (goals)Spec cs o e a o a d acade cs (goa s)District problem-identification (modeling)Do it at your school: Give out school data for team to analyzeto a a y e

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?

Possibilities for school-wide interventions

Evaluating dataWhat do you look at? PM2 disaggregated datay gg g

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 practiceRubric for interpreting data? Activity for practiceWhat do you do with outliers? (moving to Tier 2) Continue all of the above and add additional support/problem solving at Tier 2support/problem-solving at Tier 2

Tier 1 & 2 Behavior

Improvement Committee (PBS)

Responsibilities of Core Team include:•Overview of Academics & behavioral Programming for Tier 1

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) andPrincipal/AP

Student Support Specialist

School Psychologist

•Overview of Tier 2 academic and behavioral intervention design and implementation•Design and monitoring of Tier 3 diagnostic academic and behavioral interventions

monitoring and intervention development) andTier 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)

Core Team Tier 2 Intervention Committee

ESE Eligibility C i

Principal/Assistant PrincipalReading Coach

Resource SpecialistSchool Psychologist

Speech Language Pathologist

CommitteeAssistant Principal

Reading CoachSchool Psychologist

Speech Language PathologistStudent Support Specialist

CommitteesResource SpecialistSchool PsychologistSpeech Language

PathologistStudent Support Speech Language Pathologist

Student Support SpecialistStudent Support SpecialistStudent Support

Specialist

Responsibilities of Tier 1 & 2 Academic Improvement Committee

Tier 1 & 2 Academic

Improvement Committee

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

Responsibilities of Tier 2 Intervention CommitteeSelection and monitoring of individual interventionsSupport of those requesting and/or implementing Tier 2 interventionsCommittee

Assistant PrincipalReading Coach

Teachers

•Referral of STP poor responders to Core Team

Provides information about student involvement and response as Tier 2 to Core TeamReferral of poor responders to Core Team

Schools will identify members of their:◦ Core Team

Ti 1 d 2 A d i I t C itt◦ Tier 1 and 2 Academic Improvement Committee◦ Tier 1 and 2 Behavior Improvement Committee◦ ESE Eligibility Committee

Calendar of Monthly Meetings set throughout the yeary g g y◦ School based teams should align Benchmark assessment meetings with PS/RtI meetings.

Schools will utilize the Problem Solving process in all three tiers.

S h l ill i i d d i hi h h h Schools will continue to monitor student academic achievement through the 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 the use of SWIS Data gmonitoring system. This data will be reviewed on a monthly basis.

Behavior Expectations

Academic Expectations

Documentation of activities that Promoted faculty acceptance of School wide Expectations

Schools will fully implement Harcourt StoryTown as the core reading curriculum with students.

Expectations Expectations

SWIS training completed and utilization of SWIS

3-5 School wide Expectations set by teamDevelopedPosted

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.

Taught

Rules for 1 School wide Common AreaDeveloped PostedT ht

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 (b h k di i lTaught

Simple School wide reinforcement SystemQuarterly 2-4 times per school year

Completed Action Plan using School Based team Self

(benchmark assessments, diagnostic assessments, results of Tier 2 interventions).

Schools will use intensive targeted skill instruction (small group or individual) for students in Tier 3 with research-based curricula (PALS, Rewards, Stars, Extensions, and B id f V b l )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)

Bridge of Vocabulary).

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 informedUsing the team approach, schools will make informed decisions regarding ESE eligibility based on student performance data.

May Event Meetings

Week 1 PS/RtI Core Team (Tier 3)

Week 2 Benchmark Assessment

Week 3 Benchmark Results

PS/RtI Core Team (Tier 1)

Week 4 Tier 2/3 AcademicIntervention Team

Tier 2/3 Behavior Intervention Team

Tier 3 students will have additional progress monitoring with a graph.

The process to determine ESE eligibility is part of our general education routine

Those students not making progress in tier 2 will receive a tier 3 intervention

education routine.Progress monitoring CycleSmall group reading

Tier 2 students will have additional progress monitoring with a graph.

instruction RtI

ESE eligibility can be

Those students not making ill i i

ESE eligibility can be determined anywhere within the lava lamp. After evaluating the intervention plans the

All d

progress will receive a tier 2 intervention

the intervention plans, the team may decide the student needs ESE support while

All students are monitored through progress monitoring cycle

continuing problem solving.

Pasco County RtI = One ProcessProcess

“EVERY ED”

ProactiveIntegrated and efficientUsed to match resources to needsFocused on outcomes

fi i i i f i i i

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Benefit: Eliminates the “wait to fail” situation

RtI Schools in Pasco CountyPilot 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 Districty– 7 schools trained by PBS Project

• 2 schools trained in RtI

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Year 3 Goal– Integrate RtI and PBS training for new schoolsg g

Pasco CountyPasco CountyOrganizational Chart for Communication, Reporting & Training

PS/RtI District Taskforce Team

FL DOE/USF Project Coordinator

District Project Liaison

Assistant Superintendents

PS/RtI CoachesPS/RtI Technical Assistance Team

Principal

School-Based PS/RtI TeamLiteracy Team &

Di i li C itt

Subcommittees

Teachers

School Based PS/RtI Team Discipline Committee

Pasco CountyPasco CountyOrganizational Chart for Communication, Reporting & Training

RtI: Beha ior S bcommitteesRtI: Behavior Subcommittees(RtI: Behavior Task Force)

Technical Assistance(Star, Forms, Documents)

Tier 3Tier 1 and Tier 2

RtI CoordinatorAssistant Sup.

St d t S i Di

Documents)

RTI CoordinatorESE EH/SED Dir.

K Child (USF)

Student Services Dir.ESE EH/SED Dir.

K Child (USF) PBSStudent Services Dir.ESE Coordinator

Karen Childs (USF)RtI:B CoordinatorDi f JJ Di t

Karen Childs (USF)Kathy Christiansen (USF)

Rose Iovannone (USF)RtI:B Coordinator

RtI B C h

Karen Childs (USF) -PBSBrain Gaunt (USF) - RTI

RtI:B CoordinatorMIS Director

MIS d lDiv of JJ DirectorGuidance Supervisor

School Psych SupervisorBeh Specialists Supervisor

RtI:B CoachesDistrict CORE team

MIS developerSafe/Drug Free Dir.

Integrating RtI and PBS in PascoPasco

District leadership structurepSystem infrastructure

– CoordinatorsCoordinators– Coaches

TrainingTrainingDistrict RtI blueprint

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Florida’sPositive Behavior Support ProjectPositive Behavior Support Project

( )• Phone: (813) 974-6440

• Fax: (813) 974-6115

• Email: flpbs@fmhi.usf.edu

St t W b it htt //fl b f hi f d• State Website: http://flpbs.fmhi.usf.edu• National Website: www.pbis.org

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