An Introduction to a Multi-Tiered System of Supports Clark Dorman Don Kincaid

1. An Introduction to a Multi-Tiered System of SupportsClark DormanDon Kincaid

2. Multi-Tiered System of Supports:MTSS Don Kincaid, FLPBS Clark Dorman, FL PS/RtI

3. Problem Solving/Response to InterventionOverview

4. RtI is the practice of providing high-quality instruction/intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions to guide instruction Response to Instruction/Intervention (RtI):The Foundation

5. Avoiding Myths… • RtI IS: • A process designed to maximize student performance • A method to deliver effective interventions earlier and efficiently • Focused on outcomes • About student progress • RtI IS NOT: • A way to delay services to students • A way to avoid special education placement • A hoop to jump through to ensure special education placement

6. PS/RtI is Begley Koch Harris Sullivan O’Neill Every Ed ! Mr. Asner McMahon

7. We Need A New Logic • Begin with the idea that the purpose of the system is student achievement • Acknowledge that student needs exist on a continuum rather than in typological groupings • Organize resources to make educational resources available in direct proportion to student need David Tilly 2004

8. TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I:Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: What exactly do we expect all students to learn ? How will we know if and when they’ve learned it? How you we respond when some students don’t learn? How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum

9. TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/monthly to get there? What resources will move them at that rate?

10. TIER III: Intensive, Individualized Tier III For Approx 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks Where is the student performing now? Where do we want him to be? How long do we have to get him there? What supports has he received? What resources will move him at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

11. in order to meet benchmarks. These students = Three Tiered Model of Student Supports get these tiers of support + The goal of the tiers is student success, not labeling.

12. Tiers of Service Delivery

13. MTSS & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.Tier 2: Targeted, Supplemental Interventions & Supports. More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports. General academic and behavior instruction and support provided to all students in all settings. Revised 12/7/09

15. The Problem-Solving Process Timeline

16. Step 1 - What’s the Problem? In order to identify a problem, you’ve got to start with three pieces of data- • Benchmark level of performance • Student level of performance • Peer level of performance

17. Expectation Student Problem ID WPM Weeks

18. Peers Expectation Student Problem ID WPM Weeks

19. Problem ID Expectation WPM Peers Student Weeks

20. Problem ID Expectation WPM Peers Student Weeks

21. Step 1 - What’s the Problem? Is this an individual student problem or a larger systemic problem? adapted from: Heartland AEA 11, Improving Children’s Educational Results

22. Step 2 - Problem Analysis: Why is it occurring? Goal: The development of hypotheses about probable causes for why the student is not demonstrating the replacement behavior Assessments are then conducted to gather information to determine which are most / least likely Hypothesis/Prediction statement pair: The problem is occurring because ________________.If ____________ would occur, the problem would be reduced.

23. Step 2 - Problem Analysis: Why is it occurring? Assessment:How Do We Confirm Hypotheses?

24. Step 3 – Intervention Design: What are we going to do? • Effective teaching strategies consider both what to teach and how to teach it. • Making good decisions will increase student progress. • It is critical that the instruction be matched to the problem. Howell & Nolet, 2000

25. Step 3 – Intervention Design: What are we going to do? • Match intervention type & intensity to student(s), setting, problem • Interventions must focus on teaching replacement behavior or skill • Select evidence-based interventions that match context of school/classroom culture • Provide support for implementation • Training/coaching as needed • Evaluation of implementation integrity

26. Step 4: Evaluating Effectiveness of Instruction/Intervention Decision Rules: What is a “Sufficient” Response to Intervention? • Positive Response • Gap is closing • Can extrapolate point at which target student will “come in range” of peers – even if this long range • Questionable Response • Rate at which gap is widening slows considerably, but gap is still widening • Gap stops widening but closure does not occur • Poor Response • Gap continues to widen with no change in rate

27. Positive Response to Instruction /Intervention Expected Performance Performance Observed Performance Fall Winter Spring

28. Positive Response to Instruction /Intervention Expected Trajectory Performance Time Observed Trajectory

29. Questionable Response to Instruction /Intervention Expected Performance Performance Observed Performance Fall Winter Spring

30. Questionable Response to Instruction /Intervention Expected Trajectory Performance Observed Trajectory Time

31. Poor Response to Instruction /Intervention Expected Performance Performance Observed Performance Fall Winter Spring

32. Poor Response to Instruction /Intervention Expected Trajectory Performance 32 Observed Trajectory Time

33. Responses & Intervention Decisions • Positive Options: • Continue intervention with current goal • Continue intervention with goal increased • Fade intervention to determine if student(s) have acquired functional independence.

34. Responses & Intervention Decisions • Questionable • Was intervention implemented as intended? • If no - employ strategies to increase implementation integrity • 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.

35. Responses & Intervention Decisions • Poor • Was intervention implemented as intended? • If no - employ strategies in increase implementation integrity • If yes - • Is intervention aligned with the verified hypothesis? (Intervention Design) • Are there other hypotheses to consider? (Problem Analysis) • Was the problem identified correctly? (Problem Identification)

36. J J L Intervention L Consider ESE J Monitor Progress J Problem Solving Problem Solving Problem Solving Problem Solving Monitor Progress L General Education L Consider ESE if necessary Traditional vs. Response to Intervention Intervention Traditional J Response to Intervention

37. Problem Solving at Tier One Problem Identification • Is it important to you to know the effectiveness of the core package of services delivered to your students? • If yes: What information/data do you have to determine this? • What additional information/data would help you to determine this? • How can you obtain those data? • If you had all the information necessary, how would you decide if the core was effective?

38. Problem Solving at Tier One Problem Analysis • Do you have enough information/data to generate hypotheses? • What additional information/data might you need? • State a Hypothesis/Prediction statement pair. • What information do you need to validate/invalidate that hypothesis? • Assume the hypothesis is validated. What will you do next?

39. Problem Solving at Tier One Intervention Design • What needs to happen to: • Implement the intervention? • Support the intervention? • Assess fidelity? • Measure effectiveness?

40. Problem Solving at Tier One Response to Instruction/Intervention • What information/data will you need to determine effectiveness of your instructional change? • Do you have that information? • If not, how will you get it? • What decision rule will you use to declare effectiveness/non-effectiveness?

41. An Essential Shift in Thinking The central question is not: “What about the students is causing the performance discrepancy?” but “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the students will learn?” This shift alters everything else. Ken Howell

42. Positive Behavior SupportResponse to Intervention for BehaviorOverview

43. Objectives • Participants will be able to: • List 5 similarities between PBS and RtI • Name the essential components of PBS/RtI:B • Identify the core curriculum for Tier 1 School-Wide PBS/RtI:B • List 3 challenges to PBS Tier 1 implementation

44. Florida’s PBS Project • Mission: • Increasing the capacity of Florida’s school districts to address problem behavior using Positive Behavior Support within a Response to Intervention framework • What does the PBS project provide: • Training and technical assistance to districts across the state in the development and implementation of positive behavior supports at Tiers 1, 2, and 3.

45. Positive Behavior Supports • Aims to build effective environmentsin which positive behavior is more effective than problem behavior • Is a collaborative, assessment-basedapproach to developing effective interventions for problem behavior • Emphasizes the use of preventative, teaching, and reinforcement-based strategiesto achieve meaningful and durable behavior and lifestyle outcomes

46. School-widePositive Behavior Support • PBS is the use of evidence-based strategies and systems to: • Decrease: • problem behavior across settings and students • office discipline referrals • disciplinary exclusions (ISS, OSS) • Increase: • instructional time and academic performance • school safety • teacher capacity to address problem behaviors • positive school cultures

47. PBS: RtIB • Aligned with Response to Intervention • Can be adapted to fit your particular school • Can coexist with most other school-wide programs (Reading First, Character Education, etc.) • Is consistent with research-based principles of behavior

48. Core Principles of PBS Multi-tiered levels of support Team process Builds effective environments Evidence-based interventions Effective problem-solving Data-based decision-making Progress monitoring Fidelity of implementation RtI:B Critical Components Multi-tiered levels of support Evidence-based instruction and interventions Effective problem-solving Data-based decision making Progress monitoring Fidelity of implementation PBS and RtI:B

49. Braiding Supports A Response to Intervention (RtI) Model is a framework for the integration of school-wide academic and behavior supports for each tier of intervention Bohanon, Goodman, & McIntosh. “Integrating Academic & Behavior Supports Within an RtI Framework, Part 1: General Overview” http://www.rtinetwork.org/learn/behavior/integrating-behavior-and-academic-supports-general-overview

50. Tiered Model of School Supports & the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & SupportsMore targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & SupportsGeneral academic and behavior instruction and support provided to all students in all settings. FL RtI State Transformation Team, Dec. 2009