Multi-tiered Service Delivery Model

1. Multi-tiered Service Delivery Model Presented at Saint Xavier University David Bell Ed.D. ADAPTED FROM Response to Intervention: What’s Behavior Got to Do with It GEORGE SUGAI

2. “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”--Wright (2005) Discussion: Read the quote below: Do you agree or disagree with this statement? Why? Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

3. Keeping the Class Together

4. Many Obstacles for the Class

5. Making Work Easier; BetterOutcomes

6. Response to Intervention • RtI is the practice of 1) providing high quality instruction/intervention matched to student needs and 2) using learning rate over time and level of performance to 3) make important educational decisions. • Problem-Solving is the process that is used to develop effective instruction/interventions.

7. Essential Component 1: Multi-tier Model IDEA Partnership

8. Potential Risk • Schools fall further behind if… • A system is not put into place to address the academic and behavioral challenges

9. New Standards • Given the new standards schools need to be proactive in addressing the academic and behavioral issues that may impact students academic growth and development. • Should we revisit system to support students who have some behavorial challenges • Should we revisit the way we approach teaching the curriculum. • What impact will this have on our students academically?

10. CCSS Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

11. High School Pathways Two model course pathways • Traditional: • Algebra I, Geometry, Algebra II • Integrated: • Mathematics I, Mathematics II, Mathematics III Both pathways address the same standards and prepare students for additional courses such as: • Precalculus, Advanced Quantitative Reasoning

13. Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach Assessment Supports Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III. • Examples: • Frequent Progress Monitoring • Referrals to Multi-Disciplinary Evaluation • Examples: • SA CORE TEAM • Strengths-Based Needs • Functional Behavioral Analysis • Curriculum-Based • Progress Monitoring • Examples: • Required Health Screens • Academic Data / • Benchmarking • Attendance / Behavioral Data • Universal Academic Screening • Standardized Tests • Examples: • Relevant Special Ed. • Systems of Care • Linked Support Services • Examples: • Small Group Instruction • Educational Support Groups • Parent Consultation • Individual / Group Counseling • Examples: • General Ed. Curriculum • Extra-Curricular Activities • Developmental Guidance • Prevention & Incentive Programs • Community Programs Tier II: Targeted Interventions School & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II. Student Assistance Core Team Process Tier I: Prevention / Baseline Interventions School & Community programs and supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I. Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive to individual student need. Needs Assessment—School & community data collection to identify needs and resources Reference: US Office of Special Education Programs—PBIS

14. Behavior • How are we proactively addressing the behavior concerns school-wide?

15. “Reiko” Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

16. “Kiyoshi” Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

17. “Mitch” Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do?

18. “Rachel” Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

19. Fortunately, we have a science that guides us to… • Assess these situations • Develop behavior intervention plans based on our assessment • Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

20. However, context matters…. What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

21. “159 Days!” Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school!

22. “Da place ta be” During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school!

23. “Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom!

24. “Four corners” Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this school!

25. SW-PBS Logic! 8 Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

26. Questions! • What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? • Are these environments safe, caring, & effective? Context Matters!

27. Fortunately, we have a science that guides us to… • Assess these situations • Develop behavior intervention plans based on our assessment • Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

28. Tier 1 Universal Screening • School should have a comprehensive system to collect universal data on behaviors that may be… • External • Internal • Systematic Screening for Behavior Disorders (SSBD; 1999), • Referral for these behavior should be supported by data to determine if the problem is • School Wide • Classroom • Student(s)

29. Tier 1Academic • Schools should have a system to check the fidelity of the implementation of the rigorous standards of common core. Specifically.. • Are students engaged in mathematical task? • To what extent are we engaged in depth rather than breadth of knowledge? • To what extent we are able to get our students to think!!!

30. The Escalator • http://www.youtube.com/watch?v=sYn4arp5p68

31. Tier 2 and Tier 3 • Academic and behavioral challenges should be addressed by understanding the population you serve. • Most behavior problems can be solved by implementing system to support the child socially, emotionally and/or academically. • Some Strategies include • Social skills training • Mentoring • Teaching Organization skills • Homework Club • Newcommers Club • Peer Tutoring

32. Role of School Counselors and other Support Staff

33. Research • Qualitative research revealed that • Counselors in middle school have a different understanding of RtI.

34. Primary Role of school counselors • Support the leadership in creating an environment that will “prevent” academic and behavioral problems. This should include • Organizing a school wide positive system of support • Assessing the environment • Analyzing data

35. School Counselor’s Role • Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment • Assess students • Design, implement and evaluate guidance and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students Certification and Licensure of School Counselors R390.1302

36. School Counselor’s Role • Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment • Assess students • Design, implement and evaluate guidance and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students Certification and Licensure of School Counselors R390.1302

37. Questions • Dr. David Bell Ed.D. • bell@sxu.edu