Implementing Response to Intervention in Academics & Behavior: MTSS in Kansas

1. Implementing Response to Intervention in Academics & Behavior: MTSS in Kansas Heather Haynes Allyson Palmer University of Kansas – Doctoral Student Fellows, RTI Leadership Preparation Program

2. Session Objectives • Review key tenets of a response to intervention (RTI) logic model • Discuss key tenets of multi-tiered system of supports (MTSS) • Highlight positive behavior interventions and support (PBIS) as a model for addressing the social and emotions needs for students • Provide resources for further information

3. Moving Upstream:A Story of Prevention and Intervention From October 2009 presentation by Alexna Posney. www.pbis.org

4. In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out. From October 2009 presentation by Alexna Posney. www.pbis.org

5. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could. From October 2009 presentation by Alexna Posney. www.pbis.org

6. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?” From October 2009 presentation by Alexna Posney. www.pbis.org

7. She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge. From October 2009 presentation by Alexna Posney. www.pbis.org

8. What We Know… “A longitudinal study of 407 students found that 74% of the children whose difficulty in reading was first identified at nine years of age or older continued to read in the lowest quintile throughout their middle and high school years.” From October 2009 presentation by Alexna Posney. www.pbis.org

9. What We Know… • The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up • The longer a student goes without assistance, the longer the remediation time and the more intense the services must be From October 2009 presentation by Alexna Posney. www.pbis.org

10. What We Know… • Students must know what is expected of them • Behavior is learned • Schools must provide safe, learning conducive and predictable environments • We must teach students what positive behaviors look like From October 2009 presentation by Alexna Posney. www.pbis.org

11. What we can do… Response to Intervention (RTI) is a way of screening children, early in their schooling, that can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows schools, on a schoolwide basis, to provide any student more intensivesupport–and monitor theirprogress—than typically available in every classroom. From October 2009 presentation by Alexna Posney. www.pbis.org

12. How we can do it… By intentionally designing and redesigning resources to match student needs Ensuring that every leader is responsible for planning, implementing and evaluating Using academic and behavioral data to inform instructional/behavioral decisions Including educators, families and community members as part of effective problem-solving and instructional decision making Creating an empowering culture that maintains collective responsibility for every child’s success From October 2009 presentation by Alexna Posney. www.pbis.org

13. What we wanted in KS… • All students achieving to high standards • by being provided sufficient time and support • All low performing students • being provided focused instruction • All teachers teaching students to high standards • by being given the right conditions and assistance • All teachers intervening in the learning process • when there is an indication of a failure to learn • All teachers focusing early intervention resources • on the early years of schooling Leadership Compass, Fall 2006, National Association of Elementary School Principals From October 2009 presentation by Alexna Posney. www.pbis.org

14. What we put in place in KS… • An integrated intervention support system • A focus on both academics and behavior • The provision of interventions as early or whenever needed • Multiple or tiered levels of support and intervention • A continuum of increasingly intense research-based interventions • Ongoing monitoring of the effectiveness of the interventions provided From October 2009 presentation by Alexna Posney. www.pbis.org

15. In Kansas, this includes RTI and EIS and much more--this is referred to as: MTSS From October 2009 presentation by Alexna Posney. www.pbis.org

16. MTSS What is MTSS? • A three-tiered approach with tier 3 as special education • RTI in disguise • A way to delay identifying students as in need of special education • Special education initiative • A systemic approach to helping all students learn From October 2009 presentation by Alexna Posney. www.pbis.org

17. MTSS What is MTSS? • A three-tiered approach with tier 3 as special education • RTI in disguise • A way to delay identifying students as in need of special education • Special education initiative • A systemic approach to helping all students learn

18. The big “BIG” idea of MTSS Dave Tilly, Heartland AEA; 2005 • Deciding what is important for students to know • Teaching what is important for students to know • Keeping track of how students are doing • Making changes according to the results collected From October 2009 presentation by Alexna Posney. www.pbis.org

19. What MTSS is… • Focused on every child’s achievement and behavior • Individual child problem solving • Evidence-based practices for every child • High quality, differentiated • Screening • Progress monitoring • Data-based decision-making • Timely, informative, systemic From October 2009 presentation by Alexna Posney. www.pbis.org

20. What MTSS is not… Just Another Initiative Adapted from Dan Reschly, 2002 From October 2009 presentation by Alexna Posney. www.pbis.org

21. MTSS Framework • Leadership • Identified Teams • Buy-In/Consensus • Communication • Professional Development • Empowering Culture • Professional Development • Initial Training • Support for Implementation • Monitoring for Fidelity • Providing ongoing Support • Empowering Culture • Involving all Staff • Involving Parents • Informing All From October 2009 presentation by Alexna Posney. www.pbis.org

22. MTSS Framework • Assessment • Screening • Diagnostic • Progress Monitoring • Outcomes • Curriculum • Core • Supplemental • Intensive • Instruction • Core • Supplemental • Intensive From October 2009 presentation by Alexna Posney. www.pbis.org

23. MTSS Framework • All (Core) • Core Curriculum • Core Instruction • Screening Assessment • Some (Supplemental) • Protocol Based Curriculum • Protocol Based Instruction • Diagnostic Assessment • Progress Monitoring Assessment • Problem Solving Teams • Few (Intensive) • Problem Solving Teams • Intensive, • Customized Supports From October 2009 presentation by Alexna Posney. www.pbis.org

24. Kansas: Multi-Tier System of Supports From October 2009 presentation by Alexna Posney. www.pbis.org

26. Advantages of MTSS • Provides instructional and behavioral assistance in a timely fashion (e.g., NOT a wait-to-fail model) • Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum or problem behavior is not due to lack of expectations • Informs teachers and improves behavior and/or instruction because data are collected and closely linked to interventions From October 2009 presentation by Alexna Posney. www.pbis.org

27. How Has MTSS Worked? Junction City, KS: • 10th largest Kansas district • Military connected students = 44% • Free/reduced lunch students = 38.9% • ELL = 3% • SPED = 13.3% • Ethnic demographics White From October 2009 presentation by Alexna Posney. www.pbis.org

28. Impact and Influence: READING From October 2009 presentation by Alexna Posney. www.pbis.org

29. Kansas: Reading From October 2009 presentation by Alexna Posney. www.pbis.org

30. From October 2009 presentation by Alexna Posney. www.pbis.org

31. Impact and Influence: Math From October 2009 presentation by Alexna Posney. www.pbis.org

32. Kansas: Math From October 2009 presentation by Alexna Posney. www.pbis.org

33. From October 2009 presentation by Alexna Posney. www.pbis.org

34. From October 2009 presentation by Alexna Posney. www.pbis.org

35. From October 2009 presentation by Alexna Posney. www.pbis.org

36. MTSS and SW-PBIS • At the heart of both MTSS and SW-PBIS is systemic change aimed at positively impacting both social and academic competencies for all students. • MTSS draws upon evidence and research-based practices, incorporating the SW-PBIS framework into the broader integrated MTSS approach. From October 2009 presentation by Alexna Posney. www.pbis.org

37. How Has MTSS Worked? Hillsboro, KS: • In 2003, Hillsboro found 28 students to be eligible for special education services • In 2008, Hillsboro found 1 student to be eligible for special education services From October 2009 presentation by Alexna Posney. www.pbis.org

38. Number of Schools Implementing SWPBS Annually From October 2009 presentation by Alexna Posney. www.pbis.org

39. Proportional Relationship of Referrals to Students All Students From October 2009 presentation by Alexna Posney. www.pbis.org

45. Anecdotal Reports from Schools(Prior to Full SWIS Implementation) • 60% reduction in Office Discipline Referrals (ODRs) at Lincoln Elementary, Parsons (2007-08 to 2008-09) • 33% decrease in ODRs at Highland Park, Topeka • 2,000 fewer ODRs at Salina Central High School during the first implementation year From October 2009 presentation by Alexna Posney. www.pbis.org

46. Anecdotal & Empirical Reports from Schools • Hocker Grove in Shawnee Mission report: • Decreases in the intensity of problem behaviors • Decreases in Out of School Suspensions and In School Suspensions • Decreases in Office Discipline Referrals • Westridge Middle School in Shawnee Mission report: • Decreases intensity of problem behaviors • Decreases in Out of School Suspensions and In School Suspensions • Greater balance in ethnicity proportions for students receiving ODRs From October 2009 presentation by Alexna Posney. www.pbis.org

47. KS Education Shines! • The American Legislative Exchange Council’s 2007 report card listed KS 7th in the nation for its academic achievement • KS students rank in the top 10% for reading and mathematics on the ACT • 89.7% of students graduate • 87.5% of teachers are highly qualified • On the 2007 NAEP, KS: • 4th /8th graders ranked 2nd in the nation on math • 4th /8th graders ranked 6th on reading From October 2009 presentation by Alexna Posney. www.pbis.org

48. Leaders and Laggards: A State-by-State Report Card on Educational EffectivenessCenter for American Progress • Certain states with a large percentage of low-income and minority students score far better than others on achievement tests.Those seeking to improve their own students' academic results should look to high-achieving states with large percentages of traditionally low-scoring demographic groups, such as Florida, Kansas, Texas, and Virginia, to figure out how to succeed with low-income and minority students. Because they are serving those students relatively well, they earned As in this category. From October 2009 presentation by Alexna Posney. www.pbis.org

49. You will acquire the same essential knowledge and skills as the other students Your learning will be carefully monitored, and you will be given multiple opportunities to demonstrate your learning You will promptly receive extra time and support if you experience difficulty in learning Your teachers will clarify the standards they will use in assessing the quality of your work You will be the beneficiaries of educators who have promised to work together collaboratively to use the practices that have a positive impact on your achievement In KS, We Promise All Students… From October 2009 presentation by Alexna Posney. www.pbis.org

50. We have helped: --every 20th child who drops out --every 10th child who has multiple risk factors --every 8th child who is mentally or physically challenged --every 7th child who is Hispanic --every 6th child who is black --every 5th child who is poor --every child In Order to Ensure That a Thousand Years From Now… From October 2009 presentation by Alexna Posney. www.pbis.org