ABRI in ACTION Susan Robertson ssrobe03@louisville.edu Meghan Martin mehgan.mar5n@louisville.edu Ruth Esterle Maryville Elem Kaet Barron Maryville Elem Ragan Knuckles Waco Elem
Academic and Behavioral Response to Intervention Dr. Terry Sco; and Dr. Amy Lingo Began in 2009-2010 University of Louisville Kentucky Department of Educa5on Support schools as they implement mul5-5ered preven5on systems (RtI) for reading, math, wri5ng and behavior (PBIS) Working with over 60 schools
What is the ABRI Difference? RTI Academics RTI Behavior (PBIS) Discuss both sets of data during implementa5on team Analyze data together Determine needs and make decisions based on data Share data regularly with staff and seek staff input To Meet The Needs of YOUR School ABRI 2013 3 S. Robertson, ABRI, 2014
How ABRI Supports Participating Schools Regular contact with the school and staff Data analysis support Professional development and trainings Webinars Video clips Coding (SCOA App) Collabora5on with Educa5onal Co- ops ABRI 2013 4
What legislation is in place for KSI/RtI? KRS 158.6453 (subsection 20) The reporting structure shall include Grades 3 rd through 8 th Plan for addressing learning concerns for any student with identified deficiencies OR strengths Each student who takes a high school or college readiness examination Plan for addressing students who do not meet CCR benchmarks Communication to Parents/ Guardians KRS 158.6459 (Interventions) Any student who does not meet college readiness benchmarks on EPAS Shall have intervention strategies included in their individual learning plan 704 KAR 3:305 (Min Graduation Requirements) A transitional course or intervention (which shall be monitored to address remediation needs) shall be required before exiting high school. KRS 158.305 - Requires interventions in K-3 for reading, mathematics, writing and behavior; requires monitoring of intervention Reading and wri+ng by August 1, 2013, Mathema+cs by August 1, 2014; (c) Behavior by August 1, 2015 704 KAR 3:095 - Each local district shall implement a comprehensive response- to- interven5on system for Kindergarten through Grade 3 ABRI 2013 5
Multi-Tiered Systems
What matters? ALL behavior change is an instructional process INSTRUCTION MATTERS Some things work better than others what s the simplest way to make a difference in the success : failure ratio of a student? EFFECTIVENESS MATTERS Student behavior won t change until adult behavior changes ADULT BEHAVIOR MATTERS
ABRI, 2014 M. Mar5n
Underlying Principles of Multi-Tiered Prevention Models 4 Components What are the predictable failures? Determine areas of need 1 Same at Every Level!! 2 What can we do to prevent failure? 3 Strategies to improve areas of need How will we maintain consistency? 4 Fidelity of implementa?on How will we know if it s working? Data
Success is more likely in the longer term when. Prevention creates more Positive than negative consequences Success 4 : 1 (reinforcement) Failure (punishment)
ABRI 2013 11
THE FUTURE What will be their C? STUDENTS WITH ACADEMIC FAILURE AND BEHAVIOR PROBLEMS ARE LIKELY TO DROP OUT OF SCHOOL AND: BE INVOLVED WITH THE CORRECTIONS SYSTEM BE SINGLE PARENTS BE INVOLVED WITH THE SOCIAL SERVICES SYSTEM BE UNEMPLOYED BE INVOLVED IN AUTOMOBILE ACCIDENTS USE ILLEGAL DRUGS CENTERS FOR DISEASE CONTROL, 1993 DUNCAN, FORNESS, & HARTSOUGH, 1995 CARSON, SITTLINGTON, & FRANK, 1995 WAGNER, D AMICO, MARDER, NEWMAN, BLACKORBY, 1992 JAY & PADILLA, 1987 BULLIS & GAYLORD-ROSS, 1991
Building A Multi-Tiered Foundation
DEVELOPING YOUR ABRI IMPLEMENTATION TEAM Big Idea A team from within the school takes the lead in introducing school-wide support systems to their school.! Essential Stakeholders Representative of stakeholders in school Get a crosscut of your academic and behavioral support staff Ask paraprofessional staff to participate Essential Features Active support of an administrator Meet, review data & and plan ABRI implementation Set goals and timelines
Teaming: Problem Solving All discussions center on specific measurable problems. School data is paired to each problem and shared with commi;ee members at mee5ng All members share responsibility for problem solving by taking ownership of problem
What matters? ALL behavior change is an instructional process INSTRUCTION MATTERS Some things work better than others what s the simplest way to make a difference in the success : failure ratio of a student? EFFECTIVENESS MATTERS Student behavior won t change until adult behavior changes ADULT BEHAVIOR MATTERS
Tier 1: Effective Instruction Research- based effec5ve teaching principles include: ac5ve engagement of students, direct instruc5on scaffolded instruc5on, instruc5on in the organizing, storing, & retrieving of informa5on, strategic instruc5on, explicit instruc5on, and instruc5on that teaches across subjects. Copyright 2008 Mississippi Department of Educa5on
Prevention Strategies!!!!!! Rules agreed upon by team - willing/able to enforce posted, brief, positively stated Routines avoid problem contexts, times, groupings, etc. consistent Physical Arrangements clear physical boundaries supervision of all areas