East Maine School District 63

Response to Instruction (RTI) and Positive Behavior Interventions and Support (PBIS)

The mission of East Maine School District 63 states that we are…

Empowering All Students to Succeed in a Changing World

Achieving this mission requires the alignment of curriculum, instruction, and assessment within an integrated and differentiated system to meet the needs of every student. This mission also requires the establishment of a safe school environment with behavioral expectations for all students.

Embedded within this system are Response to Intervention (RtI) and Positive Behavior Interventions and Support (PBIS).  Both of these programs provide a three-tiered approach to the early identification and support of students with academic and behavior needs.

Within District 63, our approach to RtI is termed Response to Instruction.  Through RtI and PBIS, data are used to make decisions that meet the needs of each child. Teachers monitor student achievement and behavior data and make decisions based on these data. The goal is to improve academic and behavioral outcomes for all students.

RTI and PBIS include three components of problem solving, data collection, and tiered levels of instruction

The Problem Solving Process:

A team approach that uses the expertise of all staff to develop, lead, and evaluate instructional systems and interventions.

The Data Collection System:

Teachers collect data and chart student performance to monitor progress and guide decision making.

The 3-Tier Instruction Model:

Tier 1 –

Core instruction for all students that includes differentiation

Tier 2 –

Providing some students with additional practice, in addition to Core instruction. Small group interventions may occur in or out of the classroom.

Tier 3 –

Intensive intervention conducted in small groups or individually

What is RtI in District 63?

What is PBIS in District 63?

Assessments

• All students K-8 screened 3 times each year with CBM (Curriculum Based Measures) in literacy and math.
• Information is reviewed by grade level teams to determine instructional needs.

Instruction

• Teams develop instructional plans for each Tier of students
• Tier 1 plan is the district Core curriculum with differentiation for all students
• The goal is 80-90% of all students meeting grade level benchmarks.
• Tier 2 plans support students who need additional practice in a given area.
• Tier 3 plans provide explicit, targeted instruction for students with greatest need.

Progress Monitoring

• Grade level teams meet weekly to examine student progress.
• Teams make instructional decisions related to their plans.
• The goal is to provide all students with what they need to maximize learning and achievement.
• Students in Tier 3 who do not show expected progress may be considered for special education services.

• Students are expected to be responsible for their own actions in spite of the actions of others. 
• Each school has developed a set of proactive and preventative behaviors that are taught to all the students.
• Tier I PBIS includes all students and staff in District 63.  Each school has staff members who focus on school-wide activities and interventions.
• Regular opportunities to celebrate group and individual success are planned.
• The goal is to teach children REPLACEMENT BEHAVIORS, so all children can work in a school that is safe, free from distraction, and allows all them to maximize their learning potential.
• Even with behavior expectations and instruction, some students need additional support. Tier 2 PBIS involves proactive problem solving strategies and interventions based on student behavior.
• In Tier 2 interventions, staff members may serve as mentors to students, or students may participate in small groups focused on support for positive behavior.
• Information on student behavior is maintained and reviewed monthly by school staff.

What is the parents’ role in RtI?

What is the parents’ role in PBIS?

• Parents are an important member of your child’s educational team.
• You will receive information if your child is in need of an intervention.
• Your child’s teacher may also ask you for additional information
• At any time, you can contact your child’s teacher to ask about your child’s progress
• You can also ask for ways to help your child at home.
• If you feel that your child may have a learning disability, you can make a written request for an evaluation.
• All requests will be considered by school staff to determine if an evaluation is needed.

• Family involvement has a positive impact on student behavior.
• When students feel support from both home and school, they are more self-confident do better in school. 
• At-risk behaviors decrease as parent involvement increases.
• Communicate with your child’s teacher frequently.
• Stay informed by attending Open House and Parent Teacher Conferences.
• Talk to your child about school and let your child know that you support his/her efforts.