When Fools Fall in Love: Integrating PS/ RtI and PBS into a Multi-Tier System of Supports ( MTSS)

1. When Fools Fall in Love: Integrating PS/RtI and PBS into aMulti-Tier System of Supports (MTSS) Annual Administrators Management Meeting September 15, 2011 Don Kincaid, Director George Batsche, Director Florida Positive Behavior Florida Problem-Solving/ Support Project RtI Project

2. MTSS: Integrating Two Evidence-Based Models to Improve the Academic and Behavior Outcomes for ALL Students • Challenging Times In Which to Educate America’s Children and Youth • Performance Evaluations Tied to Student Growth • Economic Crises • Alternatives to Public K-12 Education • AYP Projections and Expectations • Recruitment and Retention of Qualified Professionals • Common Language/Common Understanding with Educators, Parents and the Community

3. What We Have Learned About Statewide Implementation • Full implementation with integrity takes 3-5 years. • Integration of academic and behavior problem-solving is critical • Level of implementation is directly related to student outcomes • Implementation is a district-wide systems change process • Success of Tiers 2 and 3 determined by effectiveness of Tier 1 • This HAS TO BE a general education initiative • On-going evaluation is critical to implementation effectiveness

4. What We Have Learned About Statewide Implementation • Impact on students and teachers is significant • This model has poised educators for the challenges schools now face. • Intervention sufficiency and integrity is critical to improved student performance • Time is the critical factor and must be built into schedules • Poor literacy skills are the greatest threat to school success—more than poverty. • Moved from “RtI” to MTSS—multi-tiered system of supports.

5. The Future:Re-Authorization of ESEA • Data-Based Problem-Solving (MTSS) • Learn Act (Literacy) S. 929IS • (x) applying the principles of universal design for learning; • (xi) using age-appropriate screening assessments, diagnostic assessments, formative assessments, and summative assessments to identify individual learning needs, to inform instruction, and to monitor-- • (I) student progress and the effects of instruction over time • (xv) using strategies to enhance children's-- • (I) motivation to communicate, read, and write; and • (II) engagement in self-directed learning • Blueprint for Reform 2010 • "Instead of labeling failures, we will reward success. Instead of a single snapshot, we will recognize progress and growth. And instead of investing in the status quo, we must reform our schools to accelerate student achievement, close achievement gaps..."

6. Senate Bill 541 • Achievement through Prevention Act (PBIS) • “The Achievement Through Prevention Act provides support for states, local educational agencies and schools to increase implementation of school-wide positive behavioral interventions and supports (PBIS) and early intervening services. This bill promises to improve student academic achievement and to reduce disciplinary problems in schools while improving coordination with similar activities and services provided under the federal special education law.”

7. State Perspective • Revised ESE Rules • Revised Florida Educator Accomplished Practices (FEAPs) • Race to the Top • New Educator Evaluation Requirements • Florida RtI Implementation Plan *** Within context of severe budget problems

8. Collaboration • Approximately 2 years ago, leadership in both projects and from DOE began to discuss the commonalities and collaboration of the two projects. • The formal collaboration between projects began last year and was reflected in shared trainings, work groups, and similar action steps in RFAs.

9. Initial Collaborative Efforts • Regional District Training • Participation on State Transformation Team • More formal collaboration (RFAs) • Unified Behavioral and Educational Resource Team (UBER) formed – Inter-Project Leadership Team (ILT) • Established workgroups and process for collaborating • Realized need for shared mission and vision • Established Summer Institute and Fall implementation deadlines

10. District Feedback • Project Specific Feedback (Informal) • Can’t do PBS, have to do RtI now.. • RtI and PBS have to be separate…Don says • Can’t address behavior because we HAVE to address academics • We are looking at behavioral engagement and not PBS…. • We don’t have to do RtI! We have to do MTSS • What else have you heard?

11. District Feedback • Statewide District Needs Assessment Results: • Integrate Practices to Reduce Duplication, Increase Effective Use of Personnel and Provide Greater Support for Instruction Less is More. • Focus Resource Development and District Resources On: • Evidence-based Coaching Strategies • Leadership Skills to Support MTSSS • Family and Community Engagement • Aligning K-12 MTSS • Evaluation Models to Demonstrate Outcomes • Common Language/Common Understanding Around an Integrated Data-Based Problem-Solving Process • Integrating Technology and Universal Design for Learning

12. Big Idea! • We need to model a collaborative, integrated Multi-Tiered System of Supports (MTSS) process at the state level so that we can advocate for it at the district and school level. • We need a common language and common understanding! • We need a consistent voice and collaborative intervention approach!

13. Highly Effective Practices:Research • High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006) • Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006) • “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011) • Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

14. Cycle of Academic and Behavioral Failure: Aggressive Response(McIntosh, 2008) Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student

15. Reading Problems and Dropout • A student who can’t read on grade level by 3rd grade is 4 times less likely to graduate by age 19 than a child who reads proficiently by that time. Add POVERTY to the mix, and a student is 13 times less likely to graduate on time. However, students who did not read proficiently at 3rd grade constitute 88% of those who did not earn a diploma. Low reading skills in 3rd grade are a stronger predictor of dropping out of school than having spent at least one year in poverty. Donald J. Hernandez “Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation.” Annie E. Casey Foundation, 2011

16. School-wide Behavior & Reading Support The integration/combination of the two: • are critical for school success • utilize the three tiered prevention model • incorporate a team approach at school level, grade level, and individual level • share the critical feature of data-based decision making • produce larger gains in literacy skills than the reading-only model • (Stewart, Benner, Martella, & Marchand-Martella, 2007)

17. Collective Capacity PSRtI Personnel FLPBS Personnel

18. Collective Capacity Inter-Project Personnel

19. Mission and Vision Multi-Tiered System of Student Supports - Inter-Project Collaborative The collaborative vision of the Florida Problem-Solving/Response to Intervention (FL PS/RtI) and the Florida Positive Behavior Support/Response to Intervention for Behavior (FLPBS/RtI:B) Projects is to: • Enhance the capacityof all Florida school districts to successfully implement and sustain a multi-tiered systemof student supports with fidelity in every school; • Accelerate and maximize student academic and social-emotional outcomesthrough the application of data-based problem solving utilized by effective leadershipat all levels of the educational system; • Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service deliverythat prepares all students forpost-secondary education and/or successful employment within our global society.

20. Translating Mission to Motion • Created workgroups to develop vision and resources: • Leadership • Coaching • DBPS • Evaluation • K-12 Alignment • Family and Community Engagement • Sub Leadership team – protocol and logistics • Technology?

21. Leadership Team Workgroup • To provide a framework for educational leadership comprised of those leadership skills and practices contributing to successful and sustained system reform leading to improved instructional practices and student outcomes.

22. Evidence-based Definition Effective district leadership is evidenced by teams or individuals who: • Establish and articulate a clear vision with a sense of urgency for change, maintain focus and deliver a consistent message of implementation over time • Focus on schools (districts are successful when schools are successful) • Create relationships with stakeholders based upon mutual respect and shared responsibility • Engage in expert problem solving • Identify the correct barriers and goals efficiently and effectively • Engage in good problem analysis with an understanding that there are many typical barriers to attaining school goals. • Know that there are several identified strategies for removing barriers and achieving the vision and apply appropriate strategies based upon school-specific needs • Evaluate the effectiveness of implemented strategies • Invest in professional development (Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)

23. Crosswalk:

24. Coaching Workgroup • Develop a working model of Coaching Functions that addresses the core skills/competencies/and knowledge sets needed to lead/support/and evaluate implementation and sustainability of the MTSS model in schools/districts. • The Coaching model will be created specifically for use by district leadership teams to enhance capacity of their schools to support the MTSS initiative. Therefore, district level personnel will be the target audience for use of the Coaching model.

25. Coaching Domains

26. DBPS Workgroup • Develop a model/template for data-based decision-making at the entire school, group of students or individual student levels that can be applied by schools and districts. The primary outcome will be the development of the conceptual framework, training resources, and exemplars that will be used for professional development at the district level.

27. Problem Solving Process Define the Problem What Do We Want Students to KNOW and Be Able to DO? Evaluate Did It WORK? (Response to Intervention –RtI) Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It?

28. Program Evaluation Workgroup • To develop an integrated program evaluation model for academic and behavior domains. The model will be driven by evaluation questions derived from the literature and other data sources (e.g., Projects’ program evaluation data) on implementing and evaluating multi-tiered systems of (MTSS). • The model will have applications at all levels of the educational system (e.g., school-, district-, and state-levels) and result in data that can be used by multiple stakeholders (e.g., Projects’ staff, State Transformation Team, district and school leadership teams) to inform decision-making.

29. Important MTSS Evaluation Issues • Stakeholders should be involved in all aspects of planning and carrying out the evaluation process as well as in decision-making • Goals through planning should drive the process • Information obtained to: • Determine where you currently are (needs) • Take ongoing looks at how things are working • Make decisions about what to keep doing and what to change or eliminate

30. K-12 Alignment Workgroup • Develop state, district and school capacity for RtI implementation at the secondary school level through the development of a state-wide secondary RtI model and the provision of professional development, technical assistance, and relevant resources. Efforts will be focused on developing the following critical PS/RtI components: • Early Warning Systems (EWS) Model • Instructional Review “Lite” • Intensifying literacy and mathematics instruction and targeted supplemental and intensive supports

31. Family and Community Engagement The mission of the Inter-Project Family and Community Engagement Workgroup is to build the capacity of families and educators to engage in collaborative, data-based problem-solving in order to support student learning within MTSS. Communication networks will be developed to share information and products among key stakeholders in order to increase families’ awareness and understanding of PS/RtI as well as educators’ awareness and understanding of families’ role in PS/RtI. Training modules, informational videos, and tools will be developed in order to build families’ and educators’ skills in collaborative, data-based problem-solving.

32. Technology Support • Director and 5 regional IT specialists will assist with technology related issues to facilitate the implementation of MTSS and enhance district capacity to implement and sustain effective instruction/intervention practices for ALL students

34. District Action Planning and Problem-solving Process (DAPPS) • The goal is to promote the DAPPS as… • an assessment of capacity that can be used • to align district support activities across initiatives, • and, not burden districts to conduct similar assessments multiple times.

35. What Can We Offer to Support DLT Capacity Building? • Observing and providing feedback on strategic planning efforts (e.g., development of an action plan, problem-solving, team facilitation, etc.) • Providing tools to use for action planning (forms to record planning process, etc.), • Collaborating on the development of an action plan; • Facilitating and training the DLT leader/contact on effective strategic planning to build capacity

36. What We Can Offer cont’… • Facilitating through a structured small-group PS process; • Providing some of the targeted training and technical assistance that the DLT identified a need for; • Linking to other projects that can provide additional support (as applicable); and • Engaging in a TOT process for members of the leadership team or their designees.

37. DAPPS • Collaboration of PSRtI, FLPBS and DA staff • 2-4 person district support teams • Protocol for DAPPS Process • Step 1: Organizing/preparing for DAPPS • Step 2: Needs Assessment • Step 3: Action Planning – Group problem-solving used • Step 4: Delivery of Training and TA • Step 5: Evaluation