Integrating Response to Intervention and PBIS: Practices and Challenges

1
Integrating Response to Intervention and PBIS
Practices and Challenges

• Craig Blum Ph.D.
• Illinois State University
• Teacher Educators for Children with Behavioral
  Disorders
• Tempe, AZ
• November, 16 2007

2
RTI and PBIS

• Based on the idea of problem solving
• Evidence-based intervention
• Matching student needs
• Intervention Integrity
• Data-based, outcome-based

3

• The CSSS project in Peoria, Illinois
• Issues of Measurement in RtI models for students
  with Behavior Disorders
• Discussion of Future Practice and Challenges

4
Evolution of a Project

• Peoria Public Schools in 2005
• 15,000 students
• 66 low income
• 66 minority (primarily African American)
• 44 mobility rate
• Below state averages on ISAT and PSAE

5
Special Education Issues

• 24 of students have IEPs
• Related service staff spending lots of time in
  traditional assessment roles
• Special education and general education were
  different systems merged inclusive education
  system had not been a focus

6
What to do? Evolution of a Project

• False start 1 ISU faculty members consult with
  special educators to promote inclusion of
  children with IEPs
• False start 2 ISU faculty members work with
  current PBIS internal and external coaches to
  assist targeted teams in problem solving

7
Every false start has a silver lining!
8
What to do? Evolution of a Project

• Fresh Start ISU works with 2 schools on creating
  a Comprehensive System of Support (RtI and PBIS)

9
Fresh Start

• Early focus on identifying building-level needs
• maintain communication w/District admin.
• building-level admin. empowered to set course
• Early conversations with building admin.
• establish 2-3 key needs
• develop formalized agreement with each school

10
Ethnic Backgrounds of the Students in the 4
schools
11
Other Demographics and Characteristics
12
Focus on Comprehensive Systems of Student Support

• Humphrey School
• Key issue problem solving process for academic
  behavioral concerns
• Agreements
• consult train as needed to support school
  I-ASPIRE personnel in efforts to implement RtI
  model Reading First
• develop profile of progress

13
Humphrey Case Study

• Background
• classic achievement gapschool
• other initiatives
• PBIS (1 year experience)
• H.O.P.E. School Reform Initiative
• Illinois ASPIRE (after year 1 of project)

14
Humphrey Case Study

• Initial organization of problem solving
• initially PS was 6-person building team
• focused on reducing office discipline referrals
• separate team for evaluating universal level
• no formal academic component
• Developments
• technical assistance
• grant money available for interventions
• initiated utilization of DIBELS

15
Humphrey Case Study

• Issues in planning for change
• inconsistency with core reading program suggested
  need for universal level attention
• no differentiated reading instruction occurring
• lacked formal academic intervention process other
  than special education referral resulting in
  pressure to address strategic intensive needs
• grade level teams met informally weekly to
  consider academic concerns
• few academic interventions could be identified

16
Humphrey Case Study

• Change in organization of problem solving
• team expanded
• developed problem solving process (e.g., formal
  referral process, meeting structure)
• one team for all
• academic behavior
• individual building
• Outcomes
• team meets all day, 2 days/wk, 8-10 kids/day
• up to 20 student PS meetings/mo.
• team investment in process

17
Focus on Comprehensive Systems of Student Support

• Fairchild School
• Key issue integration of Reading First into
  existing CSSS
• Agreements
• consult with school leaders regarding data
  integration interpretation
• assist in identification of reading interventions
  processes for implementation
• develop profile of progress

18
Fairchild Case Study- Organization of the problem
solving process

• An Edison School
• 5 levels
• Utilized for both academic behavioral concerns
• Grade level teams have primary responsibility for
  initial steps
• Parent involvement throughout
• Cumulative record of data interventions

19
(No Transcript)
20
(No Transcript)
21
Frameworks for FASST problem-solving levels

• Teacher/ Team Steps for Before, During, and After
• List of resources (e.g., cumulative file work
  samples, benchmark scores, Teacher/ Parent
  Collaboration Plan)
• Who can help (e.g., lead teachers, team members,
  principal)

22
PBIS features

• Schoolwide PBIS at 80-80 Level
• Targeted interventions using check-connect
  (Behavior Education Program)

23
Roles and Relationships

• Assistant Administrator- School Data Guru
• Internal PBIS Coach
• Reading Specialist
• Grade Level Team Leaders

24
( adapted from Sugai Horner, 2002)
25
(No Transcript)
26
LESSONS LEARNED IN THE PARTNERSHIP PROJECT
27
The Nature Importance of Training

• PBIS Training is a Necessary, but Not Sufficient
  Condition for developing a Comprehensive Program
• Numerous Piecemeal Trainings Do Not Add Up
  to Systemic change for a Comprehensive Program

28
The Culture of Schools and the Problem of Change
(S. Sarason)

• The Pre-history of the School Anticipates the
  Likely Success of further Developments of a
  Comprehensive Program

29
Designing and Implementing A Three Tiered
Comprehensive Model

• The Second and Third Tier Must Be Build on a
  Strong First Tier (Universal Foundation)

30
How and what do we measure?
CBM
AYP
Benchmark State Standards
CBM-DIBELS CBM-Math
Screening Behavior
31
Systematic Screening to Determine Need and Focus
Resources Adapted from Cheney, Walker, Blum
(2003)
32

• Why Multiple Measures?

33
Diagnostic Efficacy of ODR with the Social Skills
Rating System (Stage Jacobsen, 2001 Gresham,
2007)

• What is the percentage of students who fall into
  the SSRS lt 1SD that also was categorized the
  typical range of ODR (0-1)? (sensitivity)
• What is the percentage of students who fall into
  the SSRS category of 1 SD or greater that also
  was categorized the ODR category for at-risk (2
  or more ODR) that also fall in the? (specificity)
• What is the probability that a student who falls
  into the typical ODR (0-1) was also categorized lt
  1SD on the SSRS? (positive predictive power)
• What is the probability that a student who has
  been categorized at-risk on ODR (2 or greater)
  was also categorized as 1 SD or greater on the
  SSRS? (negative predictive power)

34
What was the diagnostic efficacy of ODR with
Social Skills Scale on the SSRS-T?
35
What was the diagnostic efficacy of ODR with
Problem Behavior Scale on the SSRS-T?
36
What was the diagnostic efficacy of ODR with
Social Skills Scale of the SSRS-T with
externalizers only?
37
What was the diagnostic efficacy of ODR with
Problem Behavior Scale of the SSRS-T with
externalizers only?
38
Big Ideas

• Build RTI and PBIS into a comprehensive program
  systemically upon a strong foundation
• Start with universals, makes sure your school has
  a strong social/behavior support mechanism in
  place
• Develop strong support for systems
• Invest in staff training
• Use multiple measures and train people how
  problem solve and use indicators correctly
• More research needs to be done on how to
  benchmark social behavior

39
Contact Website

• cblum_at_ilstu.edu
• CSSS website
• http//www.specialeducation.ilstu.edu/csss/index.h
  tml
• Where can you obtain the presentation?