The Schoolwide PBS

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Stanly County Schools

• 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

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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)

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RTI Layers of Organization
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District RTI Steering Committee Meetings
2009- 2010

• September - Tuesday, (9/29/09), _at_ 900 a.m. -
  Co. Office
• October - Tuesday, (10/27/09), _at_ 900 a.m. - Co.
  Office
• November - Tuesday, (11/24/09), _at_ 900 a.m. -
  Co. Office
• December - Tuesday, (12/15/09), _at_ 900 a.m. -
  Co. Office
• January - Tuesday, (1/26/10), _at_ 900 a.m. - Co.
  Office
• February - Tuesday, (2/23/10), _at_ 900 a.m. - Co.
  Office
• March - Tuesday, (3/30/10), _at_ 900 a.m. - Co.
  Office
• April - Tuesday, (4/27/10), _at_ 900 a.m. - Co.
  Office
• May - Tuesday, (5/25/10), _at_ 900 a.m. - Co.
  Office
• (Please bring teacher concerns about either PBS
  or RTI. Feel free to share your successes, as
  well!!)

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Why RTI (Response to Intervention).?

• 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.

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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.
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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.

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Instructional Decision Making for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions Individual
Students Assessment-based Intense, durable
procedures (TIER III)
Intensive, Individual Interventions Individual
Students Assessment-based High Intensity Of
longer duration (TIER III)
1-5
1-5
5-10
Targeted Group Interventions Some students
(at-risk) High efficiency Rapid response (TIER II)
5-10
Targeted Group Interventions Some students
(at-risk) High efficiency Rapid response (TIER II)
80-90
Universal Interventions All settings, all
students Preventive, proactive (TIER I)
80-90
Universal Interventions All students PrevenIive,
proactive (TIER 1)
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.
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(No Transcript)
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Domains of Influence in Problem Solving
Instruction Curriculum Environment Learner
How we teach what is being taught
S E T T I N G
D E M A N D S
What is being taught
Context where learning is to occur
Characteristics intrinsic to the individual in
relation to the concern
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Role of the School
Create a PBS/RTI team composed of teachers,
staff, administrators, and parents

• 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.

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Role of the Administrator

• PBS
• Meet monthly with schools 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.

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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.

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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.

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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 students 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!

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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

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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

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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.

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Stanly County Schools

• Contact Information
• PBS/RTI Coordinator Debbie Oliver
• Debbie_Oliver_at_scs.k12.nc.us