An Introduction to PBIS in Roseburg Public Schools:

1
An Introduction to - PBIS in Roseburg Public
Schools

• RTI, Professional Learning Communities and How to
  Respond When Kids Dont Learn

2
Critical Components of PBIS in Roseburg Public
Schools

• Positive Behavior and Instructional Support
  (PBIS) in Roseburg Public Schools is intended to
  be a structured, systematic, sustainable process
  involving the following features and activities
• Response to Intervention (RTI)
• Professional Learning Communities (PLCs) and
  Shared Instructional Leadership
• Responding When Kids Dont Learn (MTI)

3
Response to Intervention - What is RTI?

• RTI is the practice of
• providing high-quality instruction and
  intervention matched to student need,
• monitoring progress frequently to make decisions
  about change in instruction or goals, and
• applying child response data to important
  educational decisions.
• (NASDSE, 2005)

4
Response to Intervention - What is RTI? (cont.)

• RTI, by design, is a shared responsibility of
  general and special education to implement
  prevention and intervention-focused practices,
  which will require unprecedented collaboration
  and coordination.
• If student learning is the most important
  function of schools, then instruction is where we
  focus our time and attention.
• (Fielding, Kerr and Rosier, 2007)

5
Response to Intervention - Why RTI?

• It is good practice based on research and
  evidence
• NCLB and changes in IDEIA 2004 allowed states to
  use RTI as a decision making framework for
  determining whether or not to refer a student for
  consideration for LD eligibility.

6
Professional Learning Communities and Shared
Instructional Leadership

• I dont know of any school anymore that can be
  led by a single individual. It is too complex,
  far too demanding, and far too intractable for
  any one person to lead alone. Building a
  community of leadersis a powerful concept whose
  time has come.
• (Barth, 2006)

7
Professional Learning Communities and Shared
Instructional Leadership (cont.)

• PLCs and shared instructional leadership require
• Collaboration a systematic way in which we work
  together interdependently, to analyze and impact
  professional practice in order to improve our
  individual and collective results. (Dufour,
  Dufour, and Baker, 2002)
• Student learning and achievement increase
  substantially when teachers work in learning
  communities supported by school leaders who focus
  on improvement. (Fullan, 2008)

8
Professional Learning Communities and Shared
Instructional Leadership (cont.)

• PLCs and shared instructional leadership
  require
• Teaming - School teams have three important
  purposes
• -To review school-wide academic and behavior
  data in order to evaluate the effectiveness of
  core programs
• -To screen and identify students needing
  additional academic and/or behavior support
• -To plan, implement and modify interventions for
  these students

9
How Do We Respond When Kids Dont Learn? (cont.)

• Data-Based Decision Making
• The role of assessment for learning is essential
  in order to link data on learning to
  instructional practices that achieve student
  results. (Fullan, 2008)
• Use screening measures (e.g. DIBELS, OAKS, MAP)
  to identify students who need additional support
• - Which children are at risk for long-term
  difficulties?
• Use diagnostic and placement measures (e.g.
  In-program assessments, Phonics Screener) to
  identify the specific skill need and to determine
  the appropriate intervention

10
How Do We Respond When Kids Dont Learn? (cont.)

• Data-Based Decision Making
• Use progress monitoring (DIBELS, In-program
  progress monitoring tools), to evaluate response
  to intervention
• - Is the instruction effective? Are the at-risk
  students growing enough?
• Use grade level reports, benchmark assessment
  reports (DIBELS, OAKS, MAP) to evaluate grade or
  school level performance
• -How are all the students progressing and how
  does this student compare to his peers? Are all
  students growing?

11
How Do We Respond When Kids Dont Learn? (cont.)

• Multi-Tiered Instruction
• Multi-tiered instruction (MTI) is a model for
  boosting the achievement of all students.
• You can do MTI without doing RTI, but you cant
  do RTI without MTI.
• MTI any student who needs extra help, gets help.

12
How Do We Respond When Kids Dont Learn? (cont.)

• Multi-Tiered Instruction (using reading as the
  example)
• Tier I universal instruction
• Focus For all students
• Program Evidence-based core program
• Grouping Multiple grouping formats to meet
  student needs, including differentiated,
  whole- class instruction
• Time 90-minutes of core instruction
• Assessment Benchmark assessment at beginning,
  middle and end of academic year.
• Delivered by General education teacher
• Setting General education classroom

13
How Do We Respond When Kids Dont Learn? (cont.)

• Tier II targeted, short-term instruction -
• Focus For students identified with difficulties
  who have not responded to Tier I efforts
• Program Evidence-based intervention programs
• Grouping Homogeneous small-group instruction
• Time Minimum of 30-minutes per day in small
  group in addition to 90-minutes of core
  instruction
• Assessment Progress monitoring (at least 2 times
  per month) on target skill to ensure adequate
  progress and learning with good data collection
• Delivered by Personnel determined by school
• Setting Appropriate setting designated by the
  school may be within or outside of the
  classroom

14
How Do We Respond When Kids Dont Learn? (cont.)

• Tier III intensive, targeted support
• Focus For students with marked difficulties in
  reading who have not responded to Tier I or
  Tier II efforts
• Program Evidence-based, sustained, intensive
  intervention programs
• Grouping Homogeneous small group instruction
• Time Minimum of two 30-minute sessions per day
  in addition to 90 minutes of core reading
  instruction
• Assessment Progress monitoring at least once per
  week with
• good data collection
• Delivered by Personnel determined by the school
• Setting Appropriate setting designated by the
  school

15
How Do We Respond When Kids Dont Learn? (cont.)

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures

5-10
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10-15
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16
How Do We Respond When Kids Dont Learn? (cont.)

• Assess the fidelity and integrity with which
  instruction and interventions are implemented A
  core program is effective if it meets the needs
  of 80 of all students in the school.
• Ask yourself What small changes can we make in
  instructional practice that will leverage big
  impact?
• We have 100 of the technology to bring 95 of
  all children to benchmark in reading. We dont
  need to work harder, we need to work differently.
  We need to make changes in how we deliver
  programs - core and intervention. (Jo Robinson,
  2009)

17
How Do We Respond When Kids Dont Learn? (cont.)

• I am struck by the power of action. It is not
  enough to dream we must plan. And it is not
  enough to plan we must act.
• (Leonardo da Vinci)

18
Where can I learn more about PBIS in Roseburg
Public Schools?

• Go to our district website
• www.roseburg.k12.or.us
• You will find many resources, including
• PBIS Manual
• PBIS Professional Development Modules
• Links to other RTI resources
• Link to SOrRTI Resource Center
• Coming attraction PBIS Professional Development
  Module 3 PLCs and RTI