collecting and using data: to improve rti implementation: rti and behavior process improvement
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Collecting and Using Data: to Improve RtI Implementation: RTI and Behavior Process Improvement. Bill Trant , NHCS Executive Director of Special Education and Related Services [email protected] Susan Cole , NHCS School Psychologist, Behavioral Support Specialist, EC Liaison - PowerPoint PPT PresentationTRANSCRIPT
Collecting and Using Data:to Improve RtI Implementation:
RTI and Behavior Process Improvement
Bill Trant, NHCS Executive Director of Special Education and Related [email protected]
Susan Cole, NHCS School Psychologist, Behavioral Support Specialist, EC [email protected]
Leigh Gates, NHCS RtI [email protected]
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Agenda Set the Stage:
Brief History & RtI Criteria for Behavior
Collecting Data: Data Sources & Methods
Using Data: Work Group & Results
Rollout
Wrap-up
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History of RtI in NHCS
NHCS was 1 of the original 5 pilot sites for PSM in NC
NHCS pilot consisted of 2 school teams; 60 training hrs.
5 schools added in 1st year; 6 schools added annually
By 09-10, 32 K-8 schools use RtI in academics & behavior
We use RtI data to support eligibility decisions
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RtI in the Area of Behavior: Adverse Effect,
Specially Designed Instruction, & Conditions to Rule Out
Adverse Effect: Performance Well Below Peers
Replacement behavior goal set at 100% for behavior that is harmful to self / others assault and battery causes significant disruption of the learning environment
Replacement behavior goal set at 75% for behavior that is not harmful Involves noncompliance w/o aggressive behaviors, work completion,
off task Growth Rate Below Peers
The trend line of the data must be compared to the aimline If trendline doesn’t intersect aimline w/in18 wks. of Tier 3, then criteria is met
If trendline does intersect aimline w/in18 wks. of Tier 3, then criteria is NOT met
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RtI in the Area of Behavior: Adverse Effect,
Specially Designed Instruction, & Conditions to Rule Out
Specially Designed Instruction: Intensity and Nature of Instruction
In the last part of Tier 3, instruction must resemble specially designed instruction & records documenting appropriateness, fidelity and integrity of interventions (including motivational)
Conditions to Rule Out: Lack of appropriate instruction in reading and math Cultural Linguistic factors Environmental factors Economic factors Additional SLD)exclusion criteria
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Triangulated Data Sources:
Anecdotal Evidence: General grumblings of discontent
Questionnaire: NHCS School Personnel PSM/RtI Satisfaction
Survey NHCS Parent/Guardian PSM/RtI Satisfaction Survey
Focus Group: Administrators w/ concerns & others w/ behavioral
expertise
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Collecting Data: SurveySchool personnel were satisfied (or very satisfied)
with the degree to which the interventions used helped students to progress towards meeting benchmarks in the following:
Reading (72%),Math (68%), &Behavior (55%).
Overall, Personnel were slightly less satisfied with: Identifying struggling students in behavior (44%
satisfied (or v s) Providing interventions in behavior (51% satisfied or v
s)
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Collecting Data: Focus Group
RtI & Behavior Process Improvement Group (Part 1 of 2) Was a representative group of school and district
personnel Brainstormed what works and what needs to work better Identified 3 target areas for improvement:1. Develop a Protocol for Behavioral Interventions2. Write a Procedure for High Intensity Behaviors that Pose Safety
Concerns3. Write a Revision to the Current Process
Throughout the 5 Month Process, the Group… Met regularly Solicited feedback from stakeholders
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Using Data: Work Group
RtI & Behavior Process Improvement Group (Part 2 of 2)
Consisted of some Part 1 members and additional nominees
Included more instructional services/support staff and
teachers
Developed 7 products to support the 3 target areas
Throughout the 5 Month Process, the Group…
Met regularly
Solicited feedback from stakeholders
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Using Data: Results
Target Area 1: 1. Sortable Protocol for Behavior Interventions
Target Area 2: 2. Expedited Process for High Intensity Behaviors
that Pose Safety Concerns3. Student Transition Information Checklist
Target Area 3: 4. RtI and Behavior Flow Chart5. RtI and Behavior Checklist6. Classroom Management Checklist7. Social Developmental History
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Sortable Protocol for Behavior Interventions Where to find it:
In the manual at the end of the RtI section
How to use it: Browse interventions in alphabetical order See recommendations for increasing intervention
intensity Sort to identify interventions by tier Identify materials to use for particular interventions Identify tools to use to collect data/assess progress Identify instructional resources available online or in
schools
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For Example…
A teacher has a student needing interventions in T1 Sort the protocol to identify T1 interventions
A Team wants to increase reflection log intensity See that T1=per incident; T2=daily; T3=2 or more x/day
A teacher would like instructional resources to support students. See Instructional Resources link and Polk Elementary website
What are other suggestions for use?
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Expedited Process for High Intensity Behaviors that Pose Safety Concerns
Where to find it: In the manual at the end of the RtI section
How to use it: Identify process for students at-risk of losing school
placement Determine how to employ suggested strategies
simultaneously Find a tool for facilitating meetings to support students
transitioning from a high level of care to a school setting
Note for use: This expedited process is intended to provide students
with a high level of intervention, not necessarily an IEP
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For Example…
A student who was in a hospital setting due to mental illness transitions back into her neighborhood school.
A student who was maintaining at Tier 2 demonstrates erratic, high intensity behaviors as the winter holiday season approaches.
What are other suggestions for use?
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The Revised RtI & Behavior Process Where to find the following products:
In the manual at the end of the RtI section
• RtI & Behavior Flow Chart
• RtI & Behavior Checklist
• Classroom Management Checklist
• Social Developmental History Questionnaire
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Let’s Take a Closer Look at the…
Classroom Management Checklist
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You may want to refer to the “Implementing the 2012-13 RtI and Behavior Revised Process”document in the handouts when
navigating through these tools on your own.
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Rollout: Schedule for PD2011-2012: Information shared with Liaisons, Psychologists, OTs, PTs,
SLPs Part 1 and Part 2 group members started sharing with
colleagues at their schools when intervening with behavior cases
2012-2013: Beginning of year meetings for:
Principals and APs, Special Ed. Staff Counselors and Social Workers 504 Coordinators
Scheduled professional development sessions for: RtI Team Members (2 school-based sessions for each region= 8
sessions) See Handout: PD Schedule
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Defining the
Problem
Develop Hypothese
s
Discuss and Select Solutions
Develop and
Implement Action Plan
Evaluate and Revise
Action Plan
We Are Here
What are your suggestions for our next steps?How do we Evaluate & Revise the Action Plan?
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Wrap-upThe RtI and Behavior process is NOT about
“What’s wrong with kids.”
It IS about
“What works for kids.”
The focus is on teaching replacement behaviors.
We can’t forget the original purpose of public schools, to teach students to become productive citizens.
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We’d like to hear from you…
What have you been doing in the area of behavior?
What have been your challenges?
What have been your strategies for addressing the
challenges?
Collecting and Using Data:to Improve RtI Implementation:
RTI and Behavior Process Improvement
Bill Trant, NHCS Executive Director of Special Education and Related [email protected]
Susan Cole, NHCS School Psychologist, Behavioral Support Specialist, EC [email protected]
Leigh Gates, NHCS RtI [email protected]