Brian J. Bartels, SpecialistDivision of Student, Family and School Support

Maryland State Department of EducationJuly 16-17, 2008

DENTAL HEALTH

Prevalence of tooth decay decreased from 90% to 67% in 20 years.

• Education & Intervention: • Accessible • Effective

•Scientific problem-solving approach:• Baseline data• Continuous progress monitoring

•Follow-up with non-responders

• Education• Early Intervention• Problem-Solving Model• Each According to Their Need

One Size Does Not Fit All

SchoolImprove-

ment Plan

• All involve collaborative teams• All involve problem-solving• All include tiered services• All utilize needs assessment data• All utilize student outcome data

• Rationale for Approach• Scope• Data

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

Prevention Logic for All(Walker et al., 1996)

Teach, monitor, & acknowledge prosocial behavior

Decrease development of new problem behaviors

Prevent worsening of existing problem behaviors

Redesign learning/teaching environments to eliminate triggers & maintainers of problem behaviors

Maryland Model

Maryland Model (cont’d)

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Maryland Model (cont’d)

Key Features of Tier 2 PBIS

Readily availableRapid accessOpportunity to learn competenciesSystematic and structuredStudent chooses to participateContinuous monitoring of behaviorLinks school and home supportStudent may not need Tier 3

“(RtI) is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions. RtI should be applied to decisions in general, remedial and special education, creating a well-integrated system of instruction/intervention guided by child outcome data.”

National Association of State Directors of Special Education, 2006

Essential ComponentsProblem-solving methodMultiple tiers of intervention service

delivery—matched to student needAn integrated data collection/assessment

system assesses key learning objectives and behaviors & informs decisions at each tier of service delivery

Frequent progress monitoring

RtI: Defining Features

Problem Solving Methods

“Maryland Pupil Services Teams and decision-making teams are strongly encouraged to utilize research-supported problem-solving methods”

Evaluate the Plan

Evaluate the Plan

Analyze Problem &

Develop a Plan

Analyze Problem &

Develop a Plan

Identify the ProblemIdentify the Problem

Implement the Plan & Monitor ProgressImplement the Plan & Monitor Progress

Bridge to ExcellenceExamples of Benchmark/Core

Reading Programs:

1. Rigby Literacy (Harcourt Rigby Education, 2000)

2. The Nation’s Choice (Houghton Mifflin, 2003)

3. Macmillan/McGraw-Hill Reading (2003)

4. Open Court (SRA/McGraw-Hill, 2002)

5. Reading Mastery Plus (SRA/McGraw-Hill, 2002)

6. Scott Foresman Reading (2004)

7. Success For All (1998-2003)

8. Wright Group Literacy (2002)

Bridge to Excellence: Examples of Strategic/Supplemental

Reading Programs:

Early (Soar to) Success (Houghton Mifflin)Read Well (Sopris West)

Reading Mastery (SRA)

Early Reading Intervention (Scott Foresman)

Read Naturally

Peer Assisted Learning Strategies (PALS)

BTE: Examples of Intensive Reading Programs

Corrective Reading (SRA)

Wilson Reading System Reading Mastery

Great Leaps/ Read Naturally

REWARDS

Soar to Success

Universal: Examples of School-Wide Behavior, Social, and Emotional

Programs:

School-Wide Positive Behavior Interventions and Supports

School Counseling ProgramHealth Education VSC

Second StepEtc.

Examples of Strategic/Supplemental Behavior Programs:

Anger Control TrainingEvidence-Based Counseling

Check In/ConnectEtc.

Examples of INTENSIVE Behavior Interventions

• In-school alternative education

• Individual Functional Behavior Assessments and Individual Behavior Intervention Plan

• Intensive school interventions with community support

Intensive community interventions with school support

Note: This list of intervention examples may or may not include evidence-based interventions. EBIs need to be identified.

Response to Intervention “rti” “RTI”

Systematic, school-wide and multi-tiered approach that when implemented with fidelity fosters prevention of achievement and behavioral difficulties while providing interventions at increasing levels of intensity matched to the academic and behavioral needs of students.

Reauthorization of Individuals with Disabilities Education Act 2004 and accompanying regulations indicates that states must adopt criteria that permits the use of a process based on a child’s response to scientific research-based intervention for determining whether or not child has a SLD.

COORDINATED PUPIL SERVICES

akaStudent Services Teams

COORDINATED PUPIL SERVICES (COMAR)

Includes, but not limited to: Guidance Health Services Pupil Personnel School Psychology

COORDINATED PUPIL SERVICES (Cont’d.)

Each LSS develops a plan to determine the Pupil Services Program needs of students.

COORDINATED PUPIL SERVICES (Cont’d.)

May use preventive and remedial approaches to meet needs

May include alternative and supplemental programs for students at risk

Similarities & DifferencesAll include problem-

solving processesAll include multiple

levels of interventionAll focus on student

needs and outcomes

Some are required and others are optional

Varying levels of: 1. Flexibility of

design 2. Level of

implementation 3. Degree of

involvement of general education and families

SIMILARITIES Instruction & prevention Early intervention—regardless of student’s age

Problem-solving model “Each according to their need”

POINTS TO PONDER

“Seek first to understand.”Covey

Think about the function of the behavior.What assumptions are we making?

Do we truly understand the behavior(s)?

Learning to Swim

SUSPENSION & EXPULSION In an average New Jersey public school, African

American students are almost 60 times as likely as White students to be expelled for disciplinary infractions.

In 21 states, the percentage of suspensions of Black students is more than double their percentage of the student body.

“Suspension functions as a reinforcer…rather than as a punisher” (Tobin, Sugai & Colvin, 1996).

Use of suspension correlates with school dropout (Skiba, 1997)

POINTS TO PONDEROur understanding of behavior shapes problem identification, problem-solving, and our choice of interventions.

For most of us, suspension would be a punishment. What if suspension works as a reinforcer?

“Insanity: Doing the same thing over and over and expecting different results.”

“If the facts don’t fit the theory, change the facts.”

Albert Einstein

“No significant learning occurs without a significant relationship.”

Dr. James Comer

“A child will always remember how you make them feel, even when they

may not remember what you taught.”

POINTS TO PONDERDo all students learn and master the

academic, social and emotional competencies necessary for success in school?

For most students, caring means we seek to understand them…beginning with listening.

POINTS TO PONDERDo all student access the same level of problem-solving?

Do all students access high quality intervention(s)?- Function-based logic- Data- Evidence-based intervention- Fidelity of implementation

It is “Rocket Science”Requires caring & collaborationRequires listening & problem-solvingRequires willingness to confront basic

assumptions and data (that may challenge traditional beliefs & practices)

Requires function-based logicRequires continuum of interventions

based on need(s)