This presentation will focus on the practical application of PBIS and RTI for Behavior within a Multi-Tiered System of Supports (MTSS) for K-12. The common challenges expressed by districts in establishing these systems will be reviewed, as will the requisite components and processes for a complete PBIS rollout. The presenters will discuss these challenges, and how districts have utilized available online tools to help overcome them, and have more successful processes and better outcomes for their students. Creating a positive climate more conducive to learning and more preventative of problem behaviors, establishing a systematic approach to discipline, identification of students who may be at-risk for behavioral issues, discovery and application of appropriate research based interventions, continuous progress monitoring, and data-driven decision making will be discussed, and presented within a single platform for management, analysis, professional development, screening and planning. Please join us as we look at how to take Behavior Improvement from theory to practice with real outcome data from schools districts in the field

Kjer, Maggie, PhD

Pearson

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern UniversityDigital Commons@Georgia SouthernGeorgia Association for Positive Behavior SupportConferencePBIS and RTI : Best Practices and PracticalApplications using TechnologyMaggie Kjer PhDPearson Clinical Assessments, maggie.kjer@pearson.comPearsonFollow this and additional works at: https://digitalcommons.georgiasouthern.edu/gapbsThis presentation is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been acceptedfor inclusion in Georgia Association for Positive Behavior Support Conference by an authorized administrator of Digital Commons@GeorgiaSouthern. For more information, please contact digitalcommons@georgiasouthern.edu.Recommended CitationKjer, Maggie PhD and Pearson, "PBIS and RTI : Best Practices and Practical Applications using Technology" (2015). GeorgiaAssociation for Positive Behavior Support Conference. 14.https://digitalcommons.georgiasouthern.edu/gapbs/2015/2015/14Blake DuBoseSr. Account ExecutiveBlake.DuBose@Pearson.comMaggie Kjer, PhDPearsonClinical Assessment Consultant, GAMaggie.kjer@pearson.comPBIS and RTI: Best Practices and Practical Application using TechnologyVannest, K.J. (2009) kvannest@tamu.eduWhy Does Behavior Matter?• Problem behavior disrupts school climate– High performing schools = Fewer behavioral incidents• Problem behavior leads to poor academic performance– Early onset of problem behavior = 3X more likely to fail• Disruptive behavior associated with teacher burnout– #1 reason cited for leaving the teaching profession • Teacher prep programs don’t prepare for behavior– Only 15% of the collegesof education teach anythingregarding behaviorCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Discipline – By the Numbers• US Enrollment – 49 Million Students• In-School Suspensions – 3.5 Million Students• Out-of-School Suspensions – Single Day – 1.9 Million Students– Multi-Day – 1.55 Million Students• Expulsions – 130,000 StudentsThat’s over 10 Million Days that students miss school for Disciplinary PunishmentThat’s the equivalent of 55,833 Students missing their ENTIRE SCHOOL YEAR Suspension Data: Georgia• 143,560 total suspensions• 95,080 Males• 37,670 White students• 96,980 Black students• 7,800 Hispanic studentsGaDOE, Addressing Climate, Safety, and Discipline in Georgia Schools: School‐wide Positive Behavioral Interventions and Supports (June 2013) Retrieved from https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/PBIS/PBIS%20Final%20white%20paper_%20Sept%204.pdfCopyright ©2014.  Pearson Clinical AssessHow does GA Stack Up? • During the most recent school year for which credible national data are available (2005‐06), Georgia ranked tenth highest among all the states and the District of Columbia in the rate of OSS discipline.• Some school districts consistently impose OSS on more than 20% of the school population annually. • In some individual schools, OSS actions can effect up to 40% of the student population per year.• During the 2009‐10 school year, 69% of the OSS actions were imposed for nonviolent behaviors. Copyright ©2014.  Pearson Clinical AssessHow does GA Stack Up? • Male students received two‐thirds of the OSS actions and three quarters of the expulsions during the period under review.• African‐American students were consistently more than three times as likely to receive an OSS as students of other racial classifications. • Poor African Americans were markedly more likely to receive OSS than more affluent African American students.• Students eligible for the free and reduced meal program (children in poverty) and ELL students were subject to OSS discipline at a rate more than twice as high as students who were not in these subgroups• Students with disabilities received OSS at a rate slightly higher than 1.5 times the rate experienced by general education students.Copyright ©2014.  Pearson Clinical AssessBehavior as Part of a PBIS, RtI, or MTSS InitiativeSo, what do we need?• Data – What is Happening? – Universal Screening for Behavior Externalizing and Internalizing– Office Referral Data– Classroom Incident Data• Planning and Progress Monitoring – What Do I Do?– More data– Interventions – Which, How, When– Communicating progress• Staff Development – How Do We Build Capacity?– Specific to Need– Available in Real Time– Follows a Multi-Tiered ModelWhat We Typically Do• Excellent Buy-in and Implementation at the Administrative Level• Difficult roll-out to Classroom Level• Perceived as Labor and Time Intensive• Limited Resources, often Not Available in Real Time• Limited Access to District ExpertiseUniversal ScreeningProfessional DevelopmentProgress MonitoringIncident Reporting“We know what works for students with behavioral problems. The challenge is getting what works implemented in the classroom with fidelity.” -Dr. Stewart PiseccoReview360 uniquely combines:• Decision Driving Data• Facilitated data collection and analysis• Easy to understand reports and dashboards• Professional Development• Real-time Expert Behavioral Coach• Step-by-step videos, guides, templates, and materials• Universal Screening• Internalizing and Externalizing Behaviors• Remarkable Implementation Success• Real-time implementation supports• Over 90% customer retention rateReview360:Why Review360?14Review360:Data Tracking System vs. Behavior Improvement Solution•Behavior systems typically operate independently•Review360 is an integrated behavior improvement solutionUniversal ScreeningProfessional DevelopmentProgress MonitoringIncident ReportingUniversalScreeningProfessionalDevelopmentProgress MonitoringIncidentReportingCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Increase…• Academic achievement• Consistency with stakeholders• Accessibility and communication• Needs and evidence-based focus• Progress monitoring • Evaluation and analysis • Efficiency of resources • Parental involvement Decrease…• Teacher time spent on paperwork and processes• One-on-one aides• Qualification for ESY services• Due process hearings• Suspensions and expulsions• Issues with 10-day ruleCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Review360:Realizing OutcomesReview360:Data, Decisions, Processes, and Climate• District dashboards• Instant access to discipline data• Trending issues• Professional Development• Universal Screening• School/student improvement dataCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Solution OverviewImpact AnalysisCase Study – SuspensionsDistrict Demographic Data– Student Enrollment: 49,991– High Schools: 7– Middle Schools: 11– Elementary Schools: 36– Alternative Schools: 3– Economically Disadvantaged: 95%– Limited English Proficient: 33%Pearson National Sales Meeting 19All Students:  Number of Suspensions by Year and Type with Percent Reduction from Baseline (YR10)Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. 20Special Education Students: Number of Suspensions by Year and Type with Percent Reduction from Baseline (YR10)Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved. 21Importance of monitoring the 10 day ruleProgress Report for Indicator 4Rates of Suspensions/Expulsions of students with disabilities222351601271518415321050100150200Jan-11 Jan-12 Jan-13Number of Students Review360 impactWhite Students African American Students All Students4,952Out of School Suspensions14,856Days6,006Days recouped with Review360$270,270Total Recoupment Based on ADA$340,340Total Administrative Cost Recouped1.88MillionInstructional Minutes RecoupedBrownsville Independent School DistrictSpecial Education ImpactCase Study: Non-Public School PlacementsChallenge: District was Spending $2M Annually on 40 Students• District did not have internal resources to serve the students• District did not have access to defensible data to adequately qualify studentsSolution: Create an Internal Setting to Serve Students with EBD• Staff the facility with an administrative team, teachers, and paraprofessionals• Create a consistent model for the delivery of behavioral services & collection of data25Results:• All 40 students were served throughout the year in the district• Initially 4 sets of parents were vocal in their skepticism• Students on average were meeting their goals 78% of the time• 1 parent unsuccessfully petitioned for their child’s return to a non-public day schoolCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Case Study: Extended School Year ServicesChallenge: Reserving ESY for Students with Greatest Need• Upon request ESY services were routinely provided by the district• Department was spending a significant amount of money on  ESY each yearSolution: Establish Qualification Guidelines for ESY • Create a consistent model for the collection of progress data• Provide parents with regular reports of student progress26Results:• Went from serving 243 students to 88 students• Cost of ESY services went from $376,650  to $136,400Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Case Study: Self-Contained ClassroomsChallenge: Resistance to Accepting Students into General Ed.• Behavioral units were used as an “emergency placement” setting for too many kids• There was a great deal of inconsistency in teachers practices• There was an absence of defensible data to help guide the decision making processSolution: Improve the Consistency and Quality of Behavioral Services• Create a consistent model for the delivery of behavioral services• Implement guidelines that better defined the need for services• Continue to monitor student progress for students with EBD in general education27Results:• 67% of the 124 students met their goals 80% of time or better• 28% of the students met their goals 60% to 80% of the time• District had a 90% implementation rate by their teachers.• Reduced staffing needs resulted in saving $103,500 • Reduced expenditures on non-public day school placements: 4 fewer students=$78,000• Total 1 year savings of $181,500Copyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Academic ImpactBehavioral Progress and Academic AchievementCopyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved. 290510152025303540Reading Math Language CompBatStudents Meeting Goals >80%Students Meeting Goals <40%Behavioral Progress and Academic AchievementCopyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved. 301619120510152025Reading Math LanguageAAIR BAIRAAIR=Above Average Implementation Rate / BAIR=Below Average Implementation Rate / AIR=90 Days of Student DataComparison of the Percent of SPED Students Passing State AssessmentCopyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved. 3157%70%63%68%40%47%54%61%68%75%2008 2009R360 Students Avg. SPED Students41%59%47%57%40%47%54%61%68%75%2008 2009Comparison of the Percent of SPED Students Passing State AssessmentCopyright © 2013 Pearson Education, Inc. or its affiliates. All rights reserved. 3255%75%63%68%58%65%40%47%54%61%68%75%2008 2009R360 AAIR Avg. SPED Students R360 BAIR40%64%47%57%43%54%40%47%54%61%68%75%2008 2009AAIR=Above Average Implementation Rate / BAIR=Below Average Implementation Rate / AIR=85 Days of Student DataSample ReportsDashboards – Awareness and UsabilityEasy to Understand GraphicsInstant District SnapshotInstant School SnapshotDisproportionality Analysis ReportUser Survey ResultsSurvey ResultsCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.• Multiple Districts • Implemented District wide in Gen Ed • 686 Users • 503 General Ed Teachers• 69 Special Ed Teachers• 81 School Administrators• 28 Professional Support StaffEffectiveness and Usability of Review3604110% 50% 40%0% 20% 40% 60% 80% 100%How many work hrs a month do you save?More than 5 hours 1 to 5 hours None59% 31% 11%0% 20% 40% 60% 80% 100%How does Review360 compare to otherbehavior support and discipline systemsBetter The same Not as good33% 59% 8%0% 20% 40% 60% 80% 100%How Easy is Review360 to use?Very easy Easy Difficult or Very DifficultCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.How well does Review360 facilitate the following Student Behavior related processes or outcomes?4251%50%55%52%70%63%37%35%31%32%24%28%12%14%14%16%6%9%0% 20% 40% 60% 80% 100%Addressing students’ individual needsEffectively managing the classroomClearly defining and establishingschool-wide  behavioral expectationsHelping students meet behavioralexpectationsDocumentation for meetings orparent conferencesMonitoring  student progress inmeeting their behavioral objectives.Well or Very Well Adequately Not WellCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.How well does Review360 facilitate the following School-wide processes or outcomes?4348%44%45%51%32%33%34%32%20%23%21%16%0% 20% 40% 60% 80% 100%Improvement in school climateRaising the academic performance ofstudentsOverall Improvement in studentbehaviorOverall Improvement inteacher/administrator/school staffbehaviorWell or Very Well Adequately Not WellCopyright © 2014 Pearson Education, Inc. or its affiliates. All rights reserved.Why Review360Review360 uniquely combines Professional Development, Decision Driving Data, and Remarkable Implementations to bridge that gap.We know what works for students with behavioral problems. The challenge is getting what works implemented in the classroom with fidelity.•-Dr. Stewart PiseccoFor more informationBlake DuBoseSr. Account ExecutiveBlake.DuBose@Pearson.comhttp://meetreview360.com/bduboseCopyright © 2011 Pearson Education, Inc. or its affiliates. All rights reserved.

PBIS and RTI : Best Practices and Practical Applications using Technology

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1114&context=gapbs

PBIS and RTI : Best Practices and Practical Applications using Technology

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