1/14/2014. Success for Children at the Top of the Triangle: Key Features of Effective MTSS MO SW-PBS

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1 Success for Children at the Top of the Triangle: Key Features of Effective MTSS MU Center for SW-PBS College of Education University of Missouri What is MTSS? MTSS is a coherent continuum of evidence based, system-wide practices 2. high quality instruction and interventions to support a rapid response to academic and behavioral needs 3. frequent data-based monitoring for instructional decision-making 4. efforts supported by leadership, professional development, and an empowered culture Graphic courtesy of the Kansas State Department of Education and Kansas MTSS 1

2 Summary of MTSS-Tiered Logic Big Ideas Systems (How things are done) Team based problem solving at all tiers Data-based decision making criteria established Professional development provided to support initiative Data (How decisions are made) On going data collection & use ODRs (# per day per month, location, behavior, student, time) Curriculum Based Measures (e.g., DIBELS) Practices (How staff interact with students) Direct teaching of academic objectives & behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment Outcomes = Systems, Data and Practices Fidelity Outcomes At the end of the session, you will have information that will allow you to continue work with your school teams to: Develop system for adopting and implementing high quality core curriculum and instruction Develop standard data decision rules for student identification Assess academic and behavior interventions to ensure they are research-based, readily accessed, and implemented with fidelity Establish data decision rules to determine response to intervention and key questions to consider for each response Maximize the effectiveness of your teams The Outer Circle - Systems Working Smarter, Getting Results 2

3 District Leadership 1) Ensures common language and common understanding 2) Clearly identifies who has the responsibility for what and how those individuals will be held accountable 3) Ensures district policies are supportive of, and not barriers to implementation 4) Provides sufficient support (professional development, technical assistance) to ensure the implementation plan and timelines can be achieved 5) Identifies district- and school-level leaders who will have implementation expectations as part of their annual performance reviews First year of Focus on Ongoing Implement core implementation refining reading improvement of standards and of Core reading assessments daily intervention curriculum at used (K-6) interventions protocol at HS Elem. (K-8) Review of student performance data = fewer than 60% of students met proficiency in ELA Identified core reading standards and adopted reading curriculum K-5 Began planning for SWPBS at Elem & MS Implementation Timeline Identified core reading standards and reading curriculum Gr. 6 Universal Reading screening implemented SWPBS implemented in elementary & MS Identified core standards and curriculum in grades 7 & 8 Examine core math curriculum Develop standard math intervention protocol in Lewis Elem Begin SWPBS Tier 2 Training at Elem & MS Transfer Student Induction Model developed at middle school Examined core math curriculum at all levels Added Academic Intervention Coach at the HS SWPBS Tier 2 Training Elem & MS SWPBS Tier 2 Training HS SWPBS Tier 3 Training Elem and MS District RtI Implementation Guide is developed and board approved FBA, BIP, action team process established on elementary and middle school levels SWPBS Student Leadership Team established at MS School-Based Teams School Leadership Team Identifies Core Objectives Universal Screening Student Identification Criteria Classroom Interventions Tier 2 Team Develops small group interventions Matches intervention to academic deficit or function of behavior Progress monitor Tier 3 Team Develops individual interventions Leads FBA/BIP Process Progress Monitor 3

4 Quality Core and Instruction You cannot intervene your way out of core instruction that is not effective. Graphic courtesy of the Kansas State Department of Education and Kansas MTSS Examine Your Wallpaper You don t change performance without changing the instructional core.... the relationship of the teacher and the student in the presence of content must be at the center of efforts to improve performance. Anrig Professor Richard Elmore Harvard Graduate School of Education 4

5 Wallpaper Tips from Schools/Districts Take the time to deeply understand your core curriculum and materials: oscientifically based and adequate? oadequate instructional minutes allotted? oimplemented with fidelity? ostaff development/support in place? omaterials in place? Wallpaper Tips from Schools/Districts Is a data review process promoting core problem-solving in place? o3x year after benchmark oprogress monitoring reviews at least every 6 weeks Wallpaper Tips from Principals: Tools Core Curriculum Monitoring/Implementation Tool Examples: ocreate/utilize rubrics for instruction ocurriculum implementation charts 5

6 Wallpaper Tips from Principals: Engaging Teachers Teachers observing master teachers: o Peer observations/instructional rounds Engage teacher leadership: o Provide time for weekly team meetings o Data team meetings focus on core curriculum o Vertical team meetings Wallpaper Tips from Principals: Professional Development Ongoing professional development: ojob embedded oteacher-led Area of Reading or General Feature of Instruction High Priority Medium Priority Low Priority Teaching Phonemic Awareness Big Ideas of Reading Effective Phonics Instruction Teaching for Fluent Reading Teaching Vocabulary Teaching Comprehension Strategies Organization and Planning Effective Instruction for Struggling Readers Organizing and Managing Small-Group Reading Instruction Using the Results of Assessments to Plan Effective Instruction Getting the Most Out of the Core Reading Program Modeling of Instructional Tasks General Features of Instruction Providing Explicit Instruction Engaging Students in Meaningful Interactions with Language Providing Multiple Opportunities for Students to Practice Providing Corrective Feedback Encouraging Student Effort Engaging Students in the Lesson During Teacher-Led Instruction Engaging Students in the Lesson During Independent Work Facilitating Students Successful Completion of Lesson Activities

7 Wallpaper Tips from Principals: Monitoring & Feedback Walk-throughs: oprincipals need to be in classrooms and seeing what is happening oprovide teachers with timely feedback Reflection Examining Your Wallpaper Is your core academic and social behavior curriculum research-based? Do teachers have adequate materials to teach the curriculum as it was designed? What type of ongoing professional development does your staff receive in order to teach the curriculum with fidelity? How is fidelity of implementation monitored and feedback provided to teachers? Standard Assessment & Data Decision Rules For student identification 7

8 Aug Sept Oct Nov Dec Jan Feb Mar Apr May Model System of Screening & Progress Monitoring Lembke, E. S. & Stichter, J. P. (2006) Step 1 Determine which system of schoolwide progress monitoring you will use or create your own system. Step 2 Determine the materials you will use. Step 3 Screen all students a minimum of three times per year. Step 4 Following screening, determine which students are in Tiers I, II, and III. Step 5 Determine what additional instruction to provide students in Tiers II and III. Step 6 Monitor students in Tiers II and III on a monthly or weekly basis. Step 7 Develop decision rules to determine when to change instruction. Step 8 Implement instructional changes as the data indicate. Step 9 Continue to collect ongoing progress monitoring data. Use the data to monitor student performance. Standard Identification Criteria Establish criteria using existing data Below a specific score on academic assessment # of Office Discipline Referrals (ODR) or # of Classroom Minors Attendance Grades Teacher Nomination/Request for Assistance Short/simple Designed for quick response Student Data Inventory Measure Proficient Score Indication of Risk Student_Data_Inventory 8

9 Standard Identification Criteria Establishing the criteria for indicator of risk: 1) Identify the average performance of students in your school for each indicator 2) Add one unit to the average (behavior data) 3) Subtract one unit to the average (academic data) Take Home Activity Using the Student Data Inventory: Make a list of all the academic & behavioral data collected and available in your school. Note when or how often this data is collected. Identify what is considered proficient in your building/district for each measure. Discuss what level of each measure is considered at-risk 9

10 Research-Based Interventions I am a big believer in early intervention. Temple Grandin Graphic courtesy of the Kansas State Department of Education and Kansas MTSS Selecting Interventions Not a Game of Chance 10

11 Use Skill and Strategy to Select Interventions Meets Needs Fits Context Resource Availability Evidence Readiness for Replication Capacity to Implement Adapted from National Implementation Research Network 11

12 Standard Bank of Research-Based Academic Interventions PA = Phonemic Awareness P = Phonics FL = Fluency VO = Vocabulary CO = Comprehension OC Intervention PA P FL VO CO Core/Tier I Tier II Tier III 1-6 Teacher Reading specialist The intervention component within the Open Court program, the Intervention Guide accommodates students who need additional instruction with shorter passages with controlled vocabulary and scaffold instruction. Cars & Stars PA P FL VO CO Core/Tier I Tier II Tier III 3-6 Teacher tutor CARS is Comprehensive Assessment of Reading Strategies provides assessment of 8 reading strategies and indicates strategies needing development and practice in the STARS program, Strategies to Achieve Reading Success. STARS focuses instruction and practice on 8 strategies aligned with the tested indicators on the Kansas Reading Assessment. Passport PA P FL VO CO Core/Tier I Tier II Tier III 3-6 Reading specialist Passport is an intervention program published by Voyager Expanded Learning which is a soft-scripted instructional program for developing word study, vocabulary and comprehension strategies for use before, during and after reading content-area expository text. An assessment component administered at three benchmarks measures fluency and provides progress monitoring to inform instruction between benchmarks. Assessment and independent activities in vocabulary, comprehension, fluency, and writing occur every fifth lesson. Instruction is directed for large group and small group. Practical Tips from Schools/Districts Take time to fully understand researchbased and finding interventions that conform to those qualifications Provide training to staff who will be implementing each intervention Train classified staff so they have a specialty. Practical Tips from Schools/Districts Provide opportunities for staff implementing the interventions to observe: Others implementing the same intervention The core instruction their students receive 12

13 Take Home Activity Assess your academic and behavior interventions: Do they target specific skills or strategies that are a demonstrated need? Do they fit with your Tier 1 core curriculum? Do you have adequate resources to implement and sustain the intervention? Are they evidence or research-based? Are staff trained in the interventions; are they provided the assistance needed to implement? How is fidelity of implementation ensured? Data Decision Rules Progress Monitoring Data How to Respond Standard System of Progress Monitoring What data will you review to measure progress in an intervention? Data needs to be graphed for visual inspection Daily Progress Report (DPR) Minor discipline referrals Curriculum-Based Measure 13

14 Effectiveness of Intervention Support Decision Criteria Targeted Students All Classwide Intervention Evaluation of Intervention Effectiveness Check classwide status at winter and spring benchmarks Consider Decreasing Intervention Intensity At least 80% of the class is at benchmark Consider Increasing Intervention Intensity There is minimal change in the percent of students at benchmark Maintain Intervention Intensity Students are making progress toward benchmark Some Strategic Intervention Consider progress and regrouping at no fewer than 6 weeks & minimum 3 data points* Three consecutive data points above the aimline and at benchmark Three consecutive data points below the aimline Data points not consecutively above or below the aimline Few Intensive Intervention Consider progress and regrouping at no fewer than 6 weeks & minimum 3 data points* Three consecutive data points above the aimline and benchmark Three consecutive data points below the aimline Data points no consecutively above or below the aimline *Support document would guide teacher to consider both classwide and individual student progress Rev Evaluate Outcomes & Make Decisions A student in a Tier 2 Intervention should first reach the goal line within 3 weeks. (Sprague, 2008) The general recommendation from most researchers is that we need at least eight data points within 3 weeks of instruction before making a decision about whether or not an intervention change is needed. (Lembke, 2008) Positive Response Gap between trend line and goal line is closing at acceptable rate. 14

15 Standard System of Progress Monitoring Positive Response to the Intervention Continue intervention with current goal Continue intervention with goal increased If goal was not at 80% Fade intervention to determine if the student has acquired functional independence Questionable Response Gap between trend line and goal line stops widening but closure does not occur at an acceptable rate. Standard System of Progress Monitoring Questionable Response to the Intervention Was intervention implemented as intended? If no - employ strategies to increase fidelity of implementation If yes -increase intensity of current intervention for a short period of time and assess impact. If rate improves, continue. If rate does not improve, return to problem solving. 15

16 Poor Response Gap between trend line and goal line continues to widen with no change in rate. Standard System of Progress Monitoring Poor Response to the Intervention Was intervention implemented as intended? If no - employ strategies to increase fidelity of implementation If yes - Was the problem identified correctly? Is intervention aligned with the function? Are there other functions to consider? Take Home Discussion Have you established a standard criteria to determine if the response to the intervention is: Positive? Questionable? Poor? 16

17 MTSS Putting it all together how it might look for your district and school First, Your Sign on the Wall Establish your Systems Systems at district and school level District and School Teams Common Language Common Understanding of Core MTSS beliefs Professional Development District and Building Leadership In larger districts, a cadre of pilot schools can initially be established Parent information handbooks developed Now Your Pants Is the Core Adequate? District/schools spent one year to: Ensure teachers have access to all materials Review data to determine student response to core curriculum Provide professional development based on curriculum and instruction needs assessments Train principals to monitor fidelity of implementation Develop common MTSS language and beliefs at school level 17

18 Academic MTSS All students receive instruction in the core curriculum, which is evidence-based. Principal walk-throughs ensure the curriculum is implemented with fidelity. The teacher provides additional instruction within the classroom for students who need further assistance. All students are screened 3x per year after the benchmark. Behavior MTSS (SW-PBS) Schoolwide expectations and rules and classroom rules are identified and taught to all 500 students in the school. Principal walkthroughs ensure that the social behavior curriculum is implemented with fidelity. 52 students have 2 or more office discipline referrals; the most frequent social behavioral error is difficulty with following directions. Each teacher reviews the lesson for following directions for a specified period of time. Now the Shoes Developing Tier 2 Bank of research-based small-group interventions determined to fit needs Purchased for each building Staff trained in the interventions they will implement Methods determined for monitoring fidelity 18

19 Continuing with the Shoes Data-decision rules established for: Matching students with appropriate interventions Entering the intervention Exiting the intervention Requiring more intensive, individualized intervention Progress monitoring every two weeks Regular parent communication Academic MTSS Students not at benchmark on the screening receive additional small group instruction for 30 minutes 3-5 times per week. The instruction provided is a research-based, targeted skills intervention. Fidelity checks are made. Students continue to receive core instruction in the classroom. Progress monitoring data is collected and analyzed every two weeks. Behavior MTSS (SW-PBS) Six students continue to experience difficulty following directions and meet the data decision rule for a small group intervention. The six students are placed in a research-based, small group intervention for 4 to 6 weeks. Fidelity checks are made. Students continue to receive social behavior instruction provided to all students. Progress monitoring data is collected and analyzed every two weeks. 19

20 For Students who need more Individualized Support Bank of research-based individualized interventions determined to fit needs Purchased for each building Staff trained in the interventions they will implement Methods for monitoring fidelity For Students who need more Individualized Support Data-decision rules established for: Entering the intervention Exiting the intervention Requiring more intensive, individualized intervention Progress monitoring every week Regular parent communication Academic MTSS Student progress monitoring data meets data decision rule for intensive, individualized support. The interventions are research-based and fidelity checks are conducted by the principal. Instruction is delivered in smaller groups or individually, 60 minutes per day, 5 days per week. Students continue to participate in the core curriculum and in many cases, the Tier 2 intervention. Progress monitoring occurs weekly. 20

21 Behavior MTSS (SW-PBS) Two students continue to experience difficulty following directions and meet data decision rules for more intensive, individualized support. A functional assessment is conducted and behavior intervention plans are developed for these 2 students. Progress monitoring data is collected and analyzed at least weekly. Fidelity checks are conducted by the principal. So, How Long Does it Take to get Fully Dressed? Responses from Principals: 6 years to fully implement in reading, math, and PBIS 4 years and still growing Reading one year; Math 1.5 years District Response: 7 years to implement reading, math, and PBIS across multiple buildings and grade levels State Response: Under good condition, a school can undergo a systems change initiative such as MTSS in 3-5 years 21

22 In Review What are the big ideas about MTSS that you have gleaned from our time together? Questions? Dr. Terry Bigby Diane Feeley 22

23 Resources Missouri SW-PBS website: OSEP National Technical Assistance Center on Positive Behavioral Interventions and Support What Works Clearinghouse National Center on Response to Intervention All Kinds of Minds State Implementation Summary RtI Action Network Lembke, E. (2009). Integrating academics & behavior: SWPBS & response to intervention. In a presentation by E. Lembke & T.J. Lewis at Chicago Forum. Retrieved March 13, 2010 from: Sprague, J., Cook, C. R., Browning Wright, D., & Sadler, C. (2008). RTI and Behavior: A Guide to Integrating Behavioral and Academic Supports. Horsham, PA: LRP Publications. Resources Retrieved 12/27/ Retrieved 12/3/ nsetoken=8e3a1e9ca7b2e55fb345ea1c738bc227 Retrieved 12/30/ Retrieved 12/30/ Retrieved 12/31/ Retrieved 12/31/ Retrieved 12/27/2013 Resources (Temple Grandin) Retrieved 12/31/ Retrieved 12/30/ Retrieved 12/30/ Retrieved 12/31/ Retrieved 12/13/

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