5/21/2013

Integrating SAP, RTII, and PBIS

“Stop asking me if we’re almost

there; we’re Nomads,for crying out loud.”

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Notonemodelforthe integration ofSAP andPBIS.

Alsoincluded inthe model, howRTII may be integrated with SAPand PBIS.

Each framework isanenhancement orcomplement to each other.

The focusis on meeting the functions ofeach program,whether we have one team or three.

Ifseparate groups, youneed aninformation sharingmechanisms and a referral process.

Shared Functions

• Alladdressstudentneedsthat interfere with learning.

• Allusea multi‐tiered approach.

• Allutilize problem‐solvingteams.

• Allusestudentgroupsasameansofteaching skills.

• Allusea form ofdata gathering, progressmonitoringandadaptinterventions

• Allhave aformofreferral process.

• Allinvolve aparent component

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TEAMS PURPOSE OUTCOME TARGET GROUP

STAFF INVOLVED ACTION PLANNING

SAP

Academic Teams

WORKING SMARTER

TEAMS PURPOSE OUTCOME TARGET GROUP

STAFF INVOLVED ACTION PLANNING

SAP

PBIS

RTII

WORKING SMARTER

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Primary Prevention: School‐wide/Classroom/ Non‐classroom Systems for

All Students, Staff, & Settings

Secondary Prevention: Targeted

Systems for Students with At‐Risk Behavior

Tertiary Prevention: Individualized

Systems for Students with High‐Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF SUPPORT

Tier 1:Universal Prevention

Universal Prevention isintended for allsetting for allstudents.Universal evidence‐basedcurriculaandinterventions thataddressthewholeschool in order topromotea positive, safe, and nurturing school climate forstudentsandstaff. Thesestrategies include bullying prevention curricula, culturaland linguistic competence training for teachers,and social‐emotionallearning (SEL)curricula.

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Tier 1: Universal Prevention

Whatisit thatallofourstudentsneedtohelpuscreate apositive, safe, andnurturing school climate for students andstaff?

Different for every school.

Oftendependson yourcommunity andwhatchildren are exposedtoin terms ofviolence, poverty,ATOD etc.

Requiresstaff to knowthedeficitthatarerevealedoverthe years interms ofbehavior, academics,mentalhealth issues, social skillsetc.

Tier 1: PBIS

Establish a DisciplineCommittee

School‐wide rule defining behavioral expectations across settings

Lessons plans for teaching behavioral expectations

Acknowledgement system

Data‐based decision‐making

Consistent and fair consequencesystem

Policies and practices

Parent, student and staff education

SWIS oranother data gathering system

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Tier 1: RTII

Universal screening conducted to identify issues that will impact learning.

Allstudents receive instruction inan effective, scientifically‐based,standard aligned core curriculum.

Grade levelteams analyze progress monitoring data to adjust bothgrade leveland individual instructional goals at designatedbenchmark periods during the year.

Students arebenchmarks

screened using data screening tools and districtfor reading and math.

Parent and staff education and consultation on practices aroundlearning.

Tier 1: SAP

Datadrivenprevention programs fromapprovedprograms intheNational RegistryofEvidenced‐Based ProgramsandPractices.Thesemaybedeliveredbyschool personnel, liaisons orprevention specialist. Examples:

PATHS

Too Good for Drugs

Olweus

Parent education

Teacherandstaffin‐service

Policy consultation

Smoking andother Drug Curricula

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Function of PBIS, SAP or another District Entity

Examples:

School Student Leadership Peaceful School Bus Program

RedRibbonWeek

Media Campaigns

Social Norm Campaigns

A Tale of Two Schools You are designing Tier 1:

Universal Prevention for these School Districts

Based on the information provided, what do you seeas the needs to be addressed in Tier1?

What kind of universal prevention strategies needto beemployed for a comprehensive approach to prevention ?

How can you use the functions of SAP, RTII, and PBIS to accomplish this?

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where resource gaps exist.

Are there community resource to assist beyond the traditionalprograms used by schooldistricts? (i.e.churchgroups thatprovide dance classes, tutoring etc.)

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Resource Mapping “Your map is only as good as the information that goes into it.”

Identify existing resources that meet the needs and determine

TIER 1: Resource Map

Academics School

•Reading /MathCenters•Waterford •HandwritingWithoutTears•SuccessMakers •Study Island

Community •ChurchTutoring Centers•Mentoring Program•Adopt aGrandparent•Apprentice Programs

Behavioral School

•Principal’s100 Club•CaughtBeing Good•Reflective Assignments •Bullying Prevention•SecondStepCharacterEducation •CodeofConduct •Policies: Gambling,Tobacco, Bullying etc.•ParentEducationon issueslike 2nd & 3rd hand smoke

Community •Boys andGirlsClubs •ChurchYouth Groups•BigBrother Big Sister•Junior Firemen •Martialarts •YMCA

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Pre‐Referral Strategies

Teachers are the “gatekeepers” for these programs.

Teachers needto knowwhat isexpected of them beforethere is areferral.

Teachers need to beskilled in handling “garden varietybehaviors” to minimize flooding of these programs with inappropriate referrals.

Pre‐Referral Strategies

Formulate adescription of the problem in objective and variable terms.

Get the student’s opinion about what is happening.

Developand try new classroom strategies based on aconversation with thechild.

If these strategies don’t work, consult with colleagues aboutother approaches.

Usedthe referral process to ask for additional supports, if the issueisstill unresolved.

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Pre‐Referral Assessment of Student Behavior

What’s making this student function like this? The teacher learnswhat thechild gets oravoids with thebehavior and identifies the events that reliably predict and maintain the problem behavior. With that information, the teacher can change or modify the environment to support moreappropriate behavior.

To conduct this assessment, a teacher must identify:

• The context in which the behavior occurs.

• What triggers the behavior?

• Thestudent’s primary and secondary behaviors.

• What motivates the student (what he or she gets or avoidsfrom the behavior)?

First, the teacher builds a testable hypothesis around the reasonbehind the student’s behavior. The teacher may ask:

• What does the problem behavior look like?

• What are the situations or events that seem to set up thebehavior and make it more likely to occur?

• Are there any triggers that always setoff the behavior?

• What does the student get or avoid bycontinuing the behavior?

By finding the answers to these questions with data or observationsand reflections, the teacher is likely to correctly identify the behavior’s function.

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Then, because the teacher is eliminating the cause behind the student’s problem behavior, he or she can successfully implement an intervention. When designing supports for the student, the teacher should ask the following questions:

• Howcan I change the context orclass environment sothe studentdoesn’t needthat behavior?

• What can Ido to prevent the triggers from occurring?

• What can Iteach thestudent to do so heor shegets what isneededbut usesacceptable behavior?

• What are the consequences for continuing the problem behaviorand displaying replacement behaviors?

The Referral

Questionsto Consider:

Will you integratethereferral form?

Whodoesthetriage?

Whoarethesourcesofreferral?

How doesstaffmake a referral?

Whatinformation shouldbeon areferral form?

Whatdowe meanby objective andverifiable?

How do we maintainconfidentialityinthereferral process?

Doweconsiderself‐referral?

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Tier 2:Indicated Intervention

Intervention for groups of students identified through analysis of TierIdata and teacher, parent, administrative referral. Indicated earlyintervention programs are for students at risk of behavioralproblems, academic failure or drug and alcohol issues etc. Indicated programs include targeted interventions for students that focus on problem areas, such as anger management, grief andloss, or social skill development; mentoring programs; after‐schoolprograms; and short‐term one‐to‐one meetings with a school counselor, social worker, teacher, other staff member or school liaison.

Initial Triage

Decidethe appropriateness of the referral.

Deal withhealth, safety and welfare emergencies.

Reviewthe continuum of servicesanddetermine, if the student isbetterservesbyanother school resource.

Prioritize thereferrals and set a timeline for thetask to be accomplished

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Tier 2: PBIS

Mini Functional Behavioral Screening

Behavioral Action Plan

Individually Designed Safety Plan

Checkin,Checkout

Checkand Connect

Groups

Tier 2: RTII

In addition to TierI supports, supplemental instruction for students at risk for academic failure, at least 30 minutes per day

Intervention plan that includes research‐based, instructionalstrategies, monthly progress monitoring plan, and communicationwith parents about progress toward benchmarks

Continued monitoring of Tier IIprogress to increase or decrease Tier supports

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Tier 2: SAP

Data collection

Action Planning

Parent Consent

Follow‐up

Case Management

MH/DA Screening, maintenance and support for students

PBIS, RTII & SAP Offer Educational Support Groups

RTIIPBIS & SAP Instructional Support Groups

• Social Skills or reading and math and other• ThemeGroups: skill deficits

• Grief and Loss

• Recovery Groups

• Truancy Prevention

• Bullying

• Mentoring

• Smoking Cessation

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Tier 2: Resource Map Academics Behavior School School

•GreatLeaps:Reading&Math •Guidance Counselor •Corrective Reading Decoding •Counselor and•Syllasearch Behavioral Coach •PCISight Words •Progress Monitoring•LIPS •CICO •Do theMath •C &C

Community Community •PrivateTutors •Pastors •Community Learning •Youth Leaders Centers–YMCA or •Youth Groups

•Boys andGirlsClubs •MartialArts •ServiceGroups•Mentoring Programs

Tier 3: Targeted Interventions

Targeted MHintervention andtreatment servicesarefor individual students whoare experiencing mentalhealthdifficulties or adiagnosis andneed an intensiveplanof treatment. Somestudentsmayneed substanceabusetreatment; or mayrequire assistancefrom ajuvenilejusticeprobationofficer to remain in school.Theseprogramsaim todecreasecurrent problems,increase socialand emotionalfunctioning, andalleviatefuture problems.

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TIER 3: PBIS

Functional Behavioral Assessment

Behavior Action Plans

Individually Designed Safety Plan

Evaluation & treatment as recommended by BehavioralHealth Services

TIER 3: RTII

Opportunity to narrow the focus on specific skill deficiencies with additional individual or small group instruction time of at least 30 to 60 minutes –per day in addition to already established Tier supports

Intervention with weekly progress monitoring

Case management and continue to monitor Tier supports toincrease or decrease the supports

If not responding to instructional supports, referral ismade for an MDE (Recognize that a parent has the right to ask for an MDE at anytime without going through the Tiers)

Eligibility for Special Education madeupon a student’s leveland rate of response to more intensive instruction.

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TIER 3: SAP

MH and DAscreen/assessment with treatment recommendation, ifapplicable

Individual casemanagement

On‐going follow‐up andsupport

These Service May Come through a Recommendation from PBIS, RTII & SAP

Wraparound Service

Therapeutic Staff

IEP’s

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Tier 3: Resource Map

Academics School

•SRA Spelling & Reading Mastery •Rocket Math •Orton Gillingham •LIPS

Community •SylvaLearning Centers •Reading orLearningDisability Diagnosis

•HearingLossDiagnosis

Behavior School

•BrainWise Curriculum •“WhatDoesitMeanto Me.” (ASD)•“The Coping Cat”•Biblio‐Therapy•FBA

Community•Clinical Assessments •PsychiatricConsults•Mental Health/ DrugandAlcoholTreatment •AA/NA/NAMI Support Groups•BridgetoHope/RememberingAdam/Momstell •MedicalAssessment – (i.e.asthmarelatedto smoking)•Cessation Helpline

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ArethereanyquestionsfromthePeanutGallery?

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