The School-wide PBS & RTI Link

• Schools: Badin Elementary, Central Elementary, East Albemarle Elementary

• PBS/RTI Coordinator: Debbie Oliver

• School Psychologists: Deborah May, Joan Tedeschi, & Nicole Hyatt

Stanly County Schools

RTI District Steering Committee Members

• Vicki Calvert (ILT Coordinator)

• Lori Williams (AIG Director)

• Saundra Huneycutt (Director of Elementary Education)

• Leigh Hayes (EC Director)

• Debbie Oliver (PBS/RTI Coordinator)

• Robert Patterson (Principal at Aquadale Elem.)

•John Balls (Principal at Early College High School)

•Deborah May, Joan Tedeschi, Nicole Hyatt (School Psychologists)

•Laura Oke (Lead EC Teacher at AMS)

•Jennifer Phillips (Turnaround Specialist at East Elem.)

RTI Steering Committee:Debbie Oliver, Vicki Calvert, Lori Williams, Saundra Huneycutt,

Leigh Hayes, John Balls, Deborah May,Joan Tedeschi, Nicole Hyatt, Laura Oke, Jennifer Phillips

Badin Elementary RTI Team: Amanda Roark, Kelli Samples,

Angie Burleson, Rebecca Barlowe, Keely Towne, Frederick Smith

East Albemarle RTI Team:Jennifer Phillips, Maria Stine

Central Elementary RTI Team:Stephanie Brown, Ginger Spencer,Adeena East, Linda Rogers, Erin

Mikesell, Stephanie Cooper, Stephanie Carter, Melissa Belk,

Bobbie Throneburg, Shannon Newport,Mildred Steed

Grade Level Teams (Meet twice a month to plan, implement,

and monitor interventions for students in Upper Tiers.

Grade Level Teams (Meet twice a month to plan, implement,

and monitor interventions for students in Upper Tiers

Grade Level Teams (Meet twice a month to plan, implement,

and monitor interventions for students in Upper Tiers

RTI Principals

District RTI Steering Committee Meetings

2009- 2010

• September - Tuesday, (9/29/09), @ 9:00 a.m. - Co. Office

• October - Tuesday, (10/27/09), @ 9:00 a.m. - Co. Office

• November - Tuesday, (11/24/09), @ 9:00 a.m. - Co. Office

• December - Tuesday, (12/15/09), @ 9:00 a.m. - Co. Office

•January - Tuesday, (1/26/10), @ 9:00 a.m. - Co. Office

• February - Tuesday, (2/23/10), @ 9:00 a.m. - Co. Office

• March - Tuesday, (3/30/10), @ 9:00 a.m. - Co. Office

• April - Tuesday, (4/27/10), @ 9:00 a.m. - Co. Office

• May - Tuesday, (5/25/10), @ 9:00 a.m. - Co. Office

(Please bring teacher concerns about either PBS or RTI. Feel free to share your successes, as well!!)

•“For some students, typical classroom instruction is appropriate and meets their needs, but for others, success is not easy. The hypothesis is that the earlier these floundering students can be identified and provided appropriate instruction, the higher the likelihood they can be successful and maintain their class placement.”

Why RTI (Response to Intervention)….?

Response to Intervention (RTI) is……

“The practice of providing high-quality instruction/ intervention matched to student needs and using learning rate over time and level of performance to inform educational decisions.”

Source: NASDSE. Response to Intervention: policy considerations & implementation,July 2007.

Guidelines for Implementation

• ALL children are screened in math & reading 3 times per year using AIMSweb software.

•First screening within first 2-weeks of school

•Second screening in January

•Third screening in April

• Most interventions at all Tiers occur in the general education classroom.

• Fidelity of implementation of instruction & intervention & adherence to the core curriculum are critical.

Instructional Decision Making for Student Success

Intensive, Individual Interventions Individual StudentsAssessment-basedHigh IntensityOf longer duration (TIER III) **

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response (TIER II)

Universal InterventionsAll studentsPrevenIive, proactive (TIER 1)

1-5%

5-10%

80-90%

Academic Systems Behavioral Systems

Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures (TIER III)1-5%

Targeted Group InterventionsSome students (at-risk)High efficiencyRapid response (TIER II)

Universal InterventionsAll settings, all studentsPreventive, proactive(TIER I)

5-10%

80-90%

**In NC, there is a fourth tier in the academic pyramid. When a child reaches the fourth tier, he will be referred for special education services.

1) Define the ProblemDevelop the Assessment Plan

Identify ConcernDefine behavior or concern

Problem validationProblem analysis

Functional assessmentWrite problem statement

2) Analysis of Assessment PlanDevelop an Intervention Plan

Generate Problem SolutionsEvaluate SolutionsSelect a Solution

Collect Baseline DataSet a Goal

Write Action PlanSelect Measurement Strategy

Develop plan to Evaluate Effectiveness

4) Analysis of Intervention PlanData analyzed to determine effectivenessSuccess determined by rate of progress

and size of discrepancy

3) Implement the PlanImplement according to written planOngoing systematic data collection

Follow-up as needed

Domains of Influence in Problem Solving

SETTING

DEMANDS

Instruction

Curriculum

Environment

Learner

How we teach what isbeing taught

What is being taught

Characteristics intrinsic to the individual in relation to the concern

Context where learning is to occur

Create a PBS/RTI team composed of teachers,

staff, administrators, and parents

Role of the School

PBS– Assign team roles: chairman,

secretary, data-based manager, communications coordinator.

– Collect discipline data using NC Wise.

– Review the data to make informed decisions for universal, secondary, and tertiary interventions.

– Create a rewards system for desirable behavior.

– Utilize PBS funding to successfully support their program.

RTI– Tier 1 (or Core Instruction)

that meets the needs of 80+% of their students.

– Universal screenings through AIMSweb (3 x year).

– Tier II and III Processes and Interventions.

– Present cases for possible entitlement to the RTI Review Team.

Role of the Administrator

PBS– Meet monthly with school’s

PBS team.– Share data school-wide.– Provide PBS team with

budget information.– Arrange for staff trainings.– Model effective PBS

(Positive Behavior Support) for staff and students.

– Periodically survey parents & teachers about the effectiveness of the program.

RTI– Meet monthly with the RTI

Steering Committee.– Provide staff trainings in

RTI & AIMSweb software.– Ensure that Tier I, II, III, and

IV documentation is maintained.

– Ensure that parents are an integral part of the program.

Role of the PBS/RTI Coordinator

•Develop and coordinate training for the year prior to implementation, as well as ongoing training for new staff.

•PBS Training held on June 23 & June 24, 2009

•RTI Training held on July 20 & JULY 21, 2009

•AIMSweb Training held on July 22 & July 23, 2009

• Meet with District RTI Steering Committee once a month to plan, monitor progress, and share concerns.

•Coordinate norming and other data collection at the District Level.

•Work with school and district staff to ensure system-wide fidelity.

•Support RTI teams in the implementation of PBS/RTI.

Role of the School Psychologist

•Providing consultation to parents, teachers, and problem-solving teams at any level of the process and in either area of need: academic and/or behavioral.

•Providing assessment tools and interventions for academic & behavioral needs.

•Integrate progress monitoring & intervention data with assessment results when considering EC eligibility.

•Assist District-level Steering Committee with RTI implementation.

•Meet monthly with RTI Steering Committee at each school.

Role of the Teacher

PBS– Communicate with grade-level

representative on PBS Committee.– Create an individual classroom

management system that is aligned with PBS.

– Recognize when a student’s behavior may require secondary or tertiary interventions.

– Communicate with other teachers and/or administrators when assistance is needed for an ongoing classroom management problem.

– Model appropriate behavior & stay positive!

RTI– Provide quality research-

based core instruction that differentiates for individual students.

– Communicate academic difficulties to parents and document interventions.

– Enter data into AIMSweb and keep charts monitoring student progress.

– Consult with grade level/RTI Committee/SAT whenever you need help!

Role of the Student Assistance Team (RTI Team)•Follow the Problem Solving Model process that includes:

•Defining the Problem

•Developing an Assessment Plan

•Analyzing the Assessment Plan Results

•Developing an Intervention Plan

•Managing Data Collection and Review

•Oversees small group & individual interventions

•Oversees fidelity

•Oversees referrals to special education

PBS/RTI Training Components

Processes and Documentation for the Four Tiers

Curriculum-Based Assessment including Normed Probes in Reading and Math (AIMSweb will provide these)

Data Collection and Graphing for Academics and Assessment (AIMSweb)

Teaching Replacement Behaviors and Best Practices in Reinforcement (PBS)

Working with PBS and RTI processes together

Interventions in Reading, Math, and Behavior

Entitlement Criteria

Reevaluation and Exit Criteria

Current Status of PBS/RTI

•2009-2010 will be the first year of implementation.

•Schools participating:•Badin Elementary School (grades K-8)

•Central Elementary School (grades K-5)

•East Albemarle Elementary School (grades K-5)

•Other schools will receive training at a later date to be determined by the RTI District Steering Committee.

•Contact Information:

•PBS/RTI Coordinator: Debbie Oliver

Debbie_Oliver@scs.k12.nc.us

Stanly County Schools