Features of Effective Tier I Systems

Multi-Tiered Systems of Support

Educational and Community Supports (ECS) is a research unit within the College of Education at the University of Oregon.

ECS focuses on the development and implementation of practices that result in positive, durable, and scientifically substantiated change in the lives of individuals.

Federal and state funded projects support research, teaching, dissemination, and technical assistance.

PBIS Applications is a series of educational tools created within ECS and related to the implementation of multi-tiered systems of support (MTSS).

The PBIS Application tools have been utilized in 25,000+ schools both domestically and internationally.

Educational and Community Supports

Session IntentionsWhat is RTI? The Essential Components

Multi-Level Prevention SystemUniversal ScreeningProgress MonitoringData-based Decision Making

Response to Interventions and School-wide Positive Behavior Support

What is SW-PBIS?

What are the similarities between the two frameworks?

Primary Preventions at the Universal Level

What is necessary at Tier I in order to have a solid foundation for targeted and intensive supports?

Essential Components of RTIResponse to intervention (RTI) integrates assessment and intervention within a multi-level prevention system to maximize student achievement and reduce behavior problems.

--National Center on Response to Intervention

The intent of RTI is to improve outcomes for all students while providing immediate supplemental supports for students at risk for poor learning outcomes.

Multi-Level Prevention SystemTertiary—intensive, individualized

Secondary—targeted, small group

Universal—primary prevention

Also known as Multi-Tiered Systems of Support (MTSS) The triangle does not represent the overall RTI framework; it only

represents one component, the multi-level prevention system. This component represents three levels of prevention. In an effective system, we would expect:

Primary Level = at least 80% If less than 80%, consider focusing school improvement efforts on improving core

instruction and curriculum.

Secondary Level = 10-15% Tertiary Level = 1-5%

Multi-Level Prevention System

Multi-Level Prevention SystemEssential Question:Is the student successful at this level of support?

Students themselves do not fit into a tier of supports; instead, their needs are addressed at the tiers provided.

Intensity is a two-way street. Improved student outcomes are the result of continually monitoring and modifying (as needed) instructional programs and methods.

Math

Reading

Social-Emotional

Writing

Universal Screening The purpose of screening is to identify

those students who are at risk for poor learning outcomes.

The focus is on all students, not just those students that teachers believe are at risk.

It is a brief, reliable, valid assessment used to identify which students may need additional assessments or additional instructional support.

Progress Monitoring Allows practitioners to answer critical questions:

Are students making progress at an acceptable rate?

Quantify student rates of improvement or responsiveness to instruction

Are students meeting short-term goals necessary for achieving long-term goals?

Identify students who are not making adequate progress Does the instruction need to be adjusted or

changed? Evaluate instructional effectiveness.

Data-Based Decision Making Utility and value: Instruction

Who needs assistance? What type of instruction or assistance is needed? Is the duration and intensity sufficient?

Movement within the Multiple Levels When are students moved to something more/less

intensive? Who is responding and/or not responding?

Disability Identification When do you refer for special education evaluation? How does this student compare to his/her peers? What appropriate instruction received by the student?

Schools face a set of difficult challenges today: Multiple expectations (i.e., academic, social-emotional, safety) Students arrive at school with widely differing understandings of what

is socially acceptable. Traditional “get touch” and “zero tolerance” approaches are

insufficient.

Individual student interventions Effective, but the need cannot be met

School-wide discipline systems Establish a social culture within which both social and academic

success is more likely

Logic for School-wide PBIS

School-wide PBIS is: A systems approach for establishing the social culture and

behavioral supports needed for a school to be an effective learning environment for all students.

Evidence-based features of SW-PBIS Prevention Define and teach positive social expectations Acknowledge appropriate behavior System of consequences for problem behavior Continuous collection and use of data for decision-making Continuum of intensive, individual intervention supports Implementation of the systems that support effective practices

School-wide PBIS (SW-PBIS)

Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors.

SWPBS refers to a systems change process for an entire school or district.

The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject.

(OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports, 2007).

School-wide PBIS (SW-PBIS)

The RTI framework provides a system for delivering instructional interventions of increasing intensity.

PBIS provides a similar school-wide model and the two can be combined to provide a school-wide academic and behavioral framework.

RTI:A and RTI:B SWPBIS is the model for RTI:B

RTI and SWPBIS

Math

Reading

Social-Emotional

Writing

RTI and SWPBIS

SYSTEMS

PRACTICES

DATA

• Improved student outcomes in social competence and academic achievement.

• Systems support staff behavior.

• Practices support student behavior.

• Data support decision making.

OUTCOMES

Response to Intervention

School-wide PBIS

Response to Intervention School-wide PBISProblem-solving modelPrevention based• Multi-Tiered System of

SupportData-based decision makingUse of screening to proactively identify at-risk studentsInstruction/intervention matched to the student’s level of needProgress monitoring of instruction/intervention effectiveness and student progress

RTI and SWPBIS

Multi-Tiered Systems of SupportTertiary—intensive, individualized

Secondary—targeted, small group

Universal: • primary prevention• core instruction• all students

Primary Prevention Level Focus = all students Instruction = core curriculum and instructional practices that

are evidence based and incorporate differentiated instruction Setting = general environment Assessments = screening, continuous progress monitoring,

and outcome measures

Universal (Tier I) Systems of Prevention

Key Features of the Core ProgramClear Goals and Expected Outcomes

Appropriate Instruction

Feedback and Encouragement

Error Correction

Monitoring

Core Curriculum Course of study deemed critical Usually mandatory for all students of a school or a school

system

Clear Goals and Expected Outcomes

Reading

•Five Components of Reading•Phonemic Awareness•Phonics•Fluency•Vocabulary•Comprehension

Behavior

•3-5 Behavior Expectations•Be Safe•Be Respectful•Be Responsible

Teach Behavioral Expectations Transform broad, school-wide expectations into specific, observable

behaviors. Students are presented information on behavior expectations,

including examples of appropriate and inappropriate behavior so that they clearly understand the concept.

Students are provide opportunities to practice appropriate behavior and build fluency.

Lessons take place in the settings where appropriate behavior should occur and are taught by the adults responsible for monitoring students.

Appropriate Instruction

Transform broad, school-wide expectations into specific, observable behaviors.

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/Computer

LabAssembly Bus

Expectations

Respect Ourselves

Be on task.Give your

best effort.Be prepared.

Walk. Have a plan.

Eat all your food.Select

healthy foods.

Study, read, compute. Sit in one spot. Watch for your

stop.

Respect Others

Be kind.Hands/feet

to self.Help/share with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table

manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Classrooms

Assemblies

Restrooms

Hallways

Successful skill development requires providing students with feedback on their performance that is timely and understandable.

To improve task performance, it is necessary to know how well the task was completed.

Feedback and encouragement should follow the desired response immediately so there is a clear understanding of what is correct and should be repeated.

Contingent Behaviorally specific

Feedback and Encouragement

Errors are identified and corrected so students do not spend time practicing incorrect responses.

Error Correction

Academics BehaviorThe presence of errors provides staff with an opportunity to further investigate a student’s understanding of the subject.

The instructor helps the student correct the problem and then provides additional practice to ensure content mastery.—Carnine, Silbert, & Kame’enui, 1997

Discipline problems are first assumed to be behavioral errors. Staff should remind students of behavioral expectations, review teaching of the expectations, and reinforce students for engaging in appropriate behavior before providing negative consequences for inappropriate behavior.—Sugai, Horner, & McIntosh, 2008

Consequences Systems for Behavior involve: Clear definitions for problem behaviors Delineation of staff-managed vs. office-managed behaviors Professional development plan for orientation of all staff to the

discipline system Incident referral form with relevant information (e.g., who,

what, when, where, perceived why) Data system to collect, organize, and summarize problem

behavior events

Error Correction

Universal Screening to determine students’ current level of performance

Collect information on all students at least twice a year After the first 6 weeks of the new school year and 6 weeks after the

return from winter break Use data-decision rules for decision making

Monitoring

 Green zone = 0-1 ODRs  Yellow zone = 2-5 ODRs  Red zone = 6+ ODRs

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun0

2

4

6

8

10

12

0-12-56+

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Cum

ulat

ive

Mea

n OD

Rs

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun0

2

4

6

8

10

12

0-12-56+

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Cum

ulat

ive

Mea

n OD

Rs

Continuous Progress Monitoring to confirm risk status and monitor progress of at-risk students

Collection of data on a monthly, weekly, daily rate Use of data for decision making

Monitoring

Outcome Measures or Summative Assessments

Monitoring

Effective school-wide and classroom-wide behavior support is linked to increased academic engagement.

Improved academic engagement with effective instruction is linked to improved academic outcomes.

The systems needed to implement effective academic supports and effective behavior supports are very similar:

Clear Goals and Expected Outcomes Appropriate Instruction Feedback and Encouragement Error Correction Monitoring

Linking Academic and Behavior Supports

Session Intentions

What is RTI? The Essential Components

Response to Interventions and School-wide Positive Behavior Support

What is SW-PBIS?

What are the similarities between the two frameworks?

Primary Preventions at the Universal Level What is necessary at Tier I in order to have a solid foundation for targeted and intensive supports?

Questions, Answers, Discussion