Integrating Behavior and Academics through a Responsive to Intervention Model

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Integrating Behavior and Academics through a
Responsive to Intervention Model

• Comprehension Systems of Student Support

PBIS Winter Conference 2009 Gholdy Muhammad, RTI
Coordinator Cahokia School District 187
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Objectives

• Overview of RTI
• RTI and PBIS Correlation
• Cahokia Model and Plan
• Successes and Challenges
• Assessment and Evaluation Practices
• Goals for Sustainability

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Response to Intervention

• Comprehensive, multi-tiered intervention process
  
• Enables early identification and intervention for
  students at risk for academic failure or behavior
  difficulties
• Focuses on reading instruction

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RTI is not

• A new program
• used just for identifying students with learning
  disabilities, it is not just for special
  education it is for all students
• A way to prevent students from being identified
  and referred for special education evaluations
• Only a pre-referral process
• A way to get rid of students in general
  education
• Going away

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Response to Intervention Is
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RTI and PBIS Common Philosophies

• Problem solving methodology
• Use of prevention and intervention to meet
  student needs
• Strong use of data
• Tiered model approach
• Strong reliance on effective instruction
• Examines four domains curriculum, instruction,
  environment, and learner
• Significance of fidelity

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RTI is
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Cahokia School District 187

• Total Enrollment- 4,779
• 12 Buildings (1) early childhood, (6) elementary,
  (1) 6th grade center, (1) middle school, (1) high
  school, (1)4-10 building (1) K-12 building
• Student Demographics
• Black-87
• White-11
• Hispanic-1
• Asian 1
• Low Income-82
• Poverty- 37
• Free and Reduced Lunch- 85
• Mobility Rate-22

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Designing School-Wide Systems for Student
Success Cahokia Model
Behavioral System PBIS
Academic System PASS
Special Services (resource and instructional)
IEP Progress monitoring weekly

• Intensive/Individualized interventions and
  support
• Progress monitoring daily to weekly

• Intensive/Individualized interventions and
  support
• 20-30 minutes 2-5 xs per week
• Progress monitoring weekly

• Targeted small group interventions
• 15-20 minutes 2-5 xs per week
• Progress monitoring weekly to bi-weekly

• Targeted small group interventions
• Progress monitoring weekly

• Core Curriculum
• 3 xs/ year benchmark screening
• Progress monitoring 1 per month Strategic monitor

• Cool tools/teaching expectations
• Common language
• Frequent reinforcement

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On the Journey to RTI

• Established commitment to RTI
• A district RTI administrator was hired to
  coordinate process
• Researched and compiled models
• Examined past practices procedures
• Wrote district plan
• Rewrote process including roles
  responsibilities
• Created RTI manual and forms
• Inventoried reallocated resources
• Established building teams
• Created RTI schedules
• Adopted data systems (AIMS Web SWIS)
• Modified student handbooks
• Use of funding
• Professional Development

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Cahokia School District Implementation

• RTI Coordinator
• Supervise 13 reading teachers/RTI
  Interventionists
• Serve as the external coach to 12 buildings
• Oversee all district reading assessments (K-8)
• Manage data systems and technology-based
  intervention programs
• Coordinate the process of providing additional
  services for the most struggling learners (both
  academic and behavior)

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Comprehensive System of Student Support-RTI
Implementation

• Readiness
• Examining and reallocation of resources
• Training
• Planning the problem solving process
• Evaluation Restructuring

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Questions to be asked

• System
• What are the districts goals and are
  stakeholders goals aligned?
• Does the district have a well devised plan of
  implementing the goals and objectives?
• Practices
• How do we address the needs of our most
  struggling learners?
• Is it working? How do we know?
• Data
• Is data collected? If so, what types of data is
  being collected?
• Is the collected data used? By whom?

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Comprehensive System of Student Support-RTI

• System
• Paradigm shift
• District leadership team I-ASPIRE
• Ongoing training, meetings, problem solving
• Curriculum
• Parent communication
• Grants

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TIER I Guided reading Student centers Shared
Reading Fluency, phonemic awareness, phonics,
vocabulary, reading comprehension strategies
Word wall activities Repeated
readings Collaborative Strategic
Reading Accelerated Reader Elements of Reading
Vocabulary Saxon Phonics/Spelling Fluency First
TIER III/Special Education Six-Minute
Solution Great Leaps REWARDS Earobics Repeated
readings Lexia Symphony Math Reading Recovery
Autoskill Academy of Reading and Math
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TIER II Six-Minute Solution K-Pals, Pals REWARDS
Collaborative Strategic Reading Repeated
readings Lexia Symphony Math Autoskill Academy
of Reading and Math
80 of Students

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Comprehensive System of Student Support-RTI

• Practices
• PASS (Promoting Academic Success for Students)
  Process
• Pre-referral
• Problem-solving team meetings
• 6-9 week interventions
• Tier II- additional reading support
• (2-5 times per week)
• Progress monitoring weekly to every other week
• Tier III additional reading support
• (2-5 times per week)
• Progress monitoring weekly

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Problem Solving Process
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(No Transcript)
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General education teacher signs out packet and
refers student through PASS process
Documentation is gathered to determine if a
deficiency exists and if so, why it exists
Student participates in the general curriculum
Student isnt doing well
An initial meeting is held and a 9-week Tier
II intervention plan is written and implemented
to address concern
Student doesnt improve after 9 weeks
PASS Team has a follow-up meeting to examine
data from Tier II intervention
Student improves
PASS Team writes a 9 week Tier III intervention
plan to implement
Student improves
Decrease time serviced or resume Tier I
only/strategic monitor
Student doesnt improve
If data shows academic improvement but student
is continuing to struggle in the classroom, other
factors are suspected as cause
Special education evaluation Special Education
services considered
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Comprehensive System of Student Support-RTI
Data- AIMS Web
LNF-Letter Naming Fluency LSF-Letter Sound
Fluency PSF- Phonemic Seg. Fluency RCBM-Oral
Reading Fluency MAZE-Reading MAZE
(comprehension) GGG- (Picture Naming Fluency,
Rhyming, Alliteration)
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Comprehensive System of Student Support PBIS
Implementation

• District Commitment
• Examined Resources and Practices
• Training
• Building Teams
• Developed Action Plans
• Building PBIS funds

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Comprehensive System of Student Support-PBIS

• System
• External and internal coaches/teams
• Ongoing training and meetings
• Partnerships
• Grants
• Alignment
• District handbooks
• Office discipline referrals

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• TIER III
• Check and Connect
• Small group /individual intervention sessions
  with an interventionist

• TIER I
• Creating visuals for learning expected behaviors
• Pictures of students hung up displaying expected
  behaviors
• Expected behavior defined and taught
• Passport to Success
• School wide system of acknowledge positive and
  misbehavior
• Paw Passes
• Busy Bees
• Monitoring and decision making
• Regular meetings with coaches
• Staff role play

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• TIER II
• Check In Check Out
• Student mentors
• Middle school male mentorship program

80 of Students

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Comprehensive System of Student Support-PBIS

• Practices
• Inclusion of key stakeholders
• Braiding of existing systems
• Office vs. classroom managed behaviors
• Teaching expected behaviors
• Interventions
• PBIS building funds
• Staff incentives
• School-wide acknowledgment system

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Comprehensive System of Student Support-PBIS

• Data
• SWIS
• SET
• Input system
• Reporting
• Data analysis
• Data driven decision-making

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Supporting Staff

• Effective Communication
• Data
• Class visits
• Sharing ideas
• Staff PBIS incentives/recognizing staff for
  expected behavior

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Districts Progress

• Teachers and staff report of improved process
  that has made a positive difference on student
  achievement
• Teachers and staff report of improved school
  climate and common language
• Struggling readers are supported with 60-100
  minutes of additional reading interventions per
  week

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District Data

• RTI/PASS Process
• 2007-2008
• 174 K-5 students or 10 of total population
  serviced through RTI/PASS process
• 60 were in grades K-2
• 93 making growth (at least 1.00 ROI)
• 68 making adequate growth (2.50 ROI)
• 38 made grade level growth returned to Tier I
  only
• 2008-2009
• 646 (20) students progress monitored/intervention
  services (general and special ed) K-8
• 210 PASS students

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District Data

• PBIS
• SET (School-Wide Evaluation Tool)
• 80/80 Schools
• 2007-08 (4)
• 2008-09 (9)
• Overall 10 district reduction of referrals

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Challenges

• Decision making for slow learners or those who do
  not respond to interventions
• Researching and implementing new interventions
• Exiting students out of special education
• Capacity/servicing a large number of students
  each year

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Methods of Assessment and Evaluation

• Consistent monitoring and fidelity checks
• Presence at problem solving/PASS meetings
• File/data checks
• Building visits and observation (SET)
• Observation of small group intervention/
  instruction
• Quarterly, semester, annual reports to
  stakeholders

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Goals for Sustainability

• Examine and improve Tier I
• Increase parental and community awareness and
  involvement
• Examine curriculum/interventions
• Provide continuous professional development
• Seek funding
• Evaluate system and practices

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Rememberits a shared responsibility
Other Specialists
School Psychologists
Parents
PBIS Team
District Administrators
Nurses
Special Educators
Principals
General Ed. Teachers
Reading Teachers/RTI Interventionists
Social Workers
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Are schools bombarded by change or is there
nothing new under the sun?

• We have witnessed over the last 30 years
  numerous attempts at planned educational change.
  The benefits have not nearly equaled the costs,
  and all too often, the situation have seemed to
  worsen. We have, however, gained clearer and
  clearer insights over this period about the dos
  and donts about bringing about changeOne of the
  most promising features about this new knowledge
  about change is that successful examples of
  innovation are based on what might be most
  accurately labeled organized common sense.
  (Fullen, 1991, p xi-xii)
• Fullen, M.G. (1991). The new meaning of
  educational change. New York, NY Teachers
  College Press.

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Questions