Look Who’s Behavin”

1. Look Who’s Behavin” October 9, 2009 Dr. Alexa Posny

3. Are you smarter than a 5th grader?

4. Warm-Up You are driving along in your car on wild, stormy night. You pass by a bus stop, and you see three people waiting for the bus. An old lady who looks as if she is about to die. An old friend who once saved your life. The perfect man (or) woman you have been dreaming about. Which one would you choose to offer a ride to, knowing that there could only be one passenger in your car?

5. Warm-Up Give the car keys to the old friend Let him take the old lady to the hospital You stay behind and wait for the bus with man/woman of your dreams

6. Are you smarter than the Commissioner?

7. “There are really only three types of people: Those who make things happen; Those who watch things happen; and Those who ask, ‘What happened?’” Ann Landers

8. Rules… for Teachers • You will not marry during the course of your contract. • You are not to keep company with men. • You may not loiter downtown in ice cream stores. • You may not dress in bright colors. • You may under no circumstances dye your hair. • You must wear at least two petticoats.

10. Expectations (Not Rules) for Students

11. “Children are eager and capable learners…” What We Know…

12. Research(Hart & Risley, 1995)

13. Research(Hart & Risley, 1995)

14. Research(Hart & Risley, 1995)

15. “Early intervening services…are services for children in kindergarten through grade 12 (with a particular emphasis on children in kindergarten through grade 3) who have not been identified as needing special education and related services, butwho need additional academic and behavioral support to succeed in a general education environment.” How…

16. Why… “Early learning begets later learning and early success breeds later success…The later in life we attempt to repair early deficits, the costlier remediation becomes…” James Heckman, Nobel Prize-Winner, Economics, 2000

17. What We Know… “There is a greater tragedy than being labeled as a slow learner--and that is being treated as one.”

22. “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.” What We Know…

23. 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 What We Know…

24. 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. How…

26. 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 What We Know…

27. How… 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

28. 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

29. 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

30. In Kansas, this includes RTI and EIS and much more--this is referred to as: MTSS

31. Real Test What does MTSS stand for? Middle Tennessee Scuba & Swim Military Training Service Support Main Traffic Signal System Multi-Tier System of Support Midwest Teen Sex Show

32. Real Test What does MTSS stand for? Middle Tennessee Scuba & Swim Military Training Service Support Main Traffic Signal System Multi-Tier System of Support Midwest Teen Sex Show

33. 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

34. 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

35. 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

36. 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 What MTSS is…

37. What MTSS is not… Just Another Initiative Adapted from Dan Reschly, 2002

38. So what conditions must exist for MTSS to be successful?

39. 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

40. MTSS Framework • Assessment • Screening • Diagnostic • Progress Monitoring • Outcomes • Curriculum • Core • Supplemental • Intensive • Instruction • Core • Supplemental • Intensive

41. 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

42. Kansas: Multi-Tier System of Supports

43. Kansas Multi-Tier System of Support (MTSS) • Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design • More intense supplemental targeted skill interventions • Customized interventions • Frequent progress monitoring to guide intervention design Behavior Academics • Supplemental targeted skill interventions • Small groups • Frequent progress monitoring to guide intervention design • Supplemental targeted function-based interventions • Small groups or individual support • Frequent progress monitoring to guide intervention design • All students, All settings • Positive behavioral expectations • explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making • All students • Evidence-based core curriculum & instruction • Assessment system and data-based decision making KSDE - July 2007 Draft

44. Supports for ALL (Core) Academics • All students • Evidence-based core curriculum & instruction • Assessment system and data-based decision making Behavior • All students, All settings • Positive behavioral expectations explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making

45. Supports for SOME (Supplemental) Behavior Supplemental targeted skill interventions Small groups Frequent progress monitoring to guide intervention design Academics Supplemental targeted skill interventions Small groups Frequent progress monitoring to guide intervention design

46. Supports for FEW (Intensive) Behavior Student centered planning Customized function-based interventions Frequent progress monitoring to guide intervention design Academics More intense supplemental targeted skill interventions Customized interventions Frequent progress monitoring to guide intervention design

47. 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.

48. 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

49. MTSS What confounds MTSS? Providing timely instructional assistance Lacking fidelity of implementation (progress monitoring, limited research) Limiting the number of tiers Informing teachers and improving instruction because assessment data are collected and closely linked to interventions

50. MTSS What confounds MTSS? Providing timely instructional assistance Lacking fidelity of implementation (progress monitoring, limited research) Limiting the number of tiers Informing teachers and improving instruction because assessment data are collected and closely linked to interventions