Integrating RtI A and B: Critical Elements and Resources

1. Integrating RtI A and B:Critical Elements and Resources George Batsche, Ed.D. Don Kincaid, Ed.D.

2. MTSSS: 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. Strategies for Successfully Addressing these Challenges • Anticipate the Future • Use of Highly Effective Practices • Efficient Delivery of those Practices • Data to Evidence Effectiveness of Practices • Strong Professional Development and Support to Sustain Effective Practices • Communicating Clearly and Frequently with Stakeholders

4. The Future:Re-Authorization of ESEA • Data-Based Problem-Solving (MTSSS) • 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..."

5. 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.”

6. 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)

7. 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

8. 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)

9. Historical Perspective • PSRTI has piloted 30+ schools and 7 districts in developing district and school-based MTSSS across all three tiers. • FLPBS has supported over 1100 schools and 52 districts to implement Tier 1 PBS and ~300 schools to implement Tier 2 PBS. • PSRtI has participated in the DA Process by supporting 5 RtI Specialists to be part of the DA teams/

10. 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.

11. Efficient Delivery of Highly Effective Practices • 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 MTSSS-Focus on Secondary • 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 Student Supports (MTSSS) 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!

13. 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.

14. Translating Mission to Motion • Created Leadership Team – Leadership Team became STT in function • Created workgroups to develop vision and resources: • Leadership • Coaching • DBPS • Evaluation • Secondary • Family and Community Engagement • Sub Leadership team – protocol and logistics • Technology?

15. 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.

16. Evidence-based Definition Effective district leadership is evidenced by teams or individuals who: • Establish a vision with a sense of urgency for change, maintain focus and deliver a consistent message 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 problem efficiently and effectively • Engage in good problem analysis with an understanding that there are many causes for school underperformance • Know that there are several identified strategies for school improvement 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)

17. 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 MTSSS 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 MTSSS initiative. Therefore, district level personnel will be the target audience for use of the Coaching model.

18. DBPS Workgroup • Develop a model/template for data-based decision-making at the entire school, group of student 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.

19. 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 support for students (MTSSS). • 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.

20. Secondary 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

21. 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 MTSSS. 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.

22. Sub Leadership Team Activities • Draft of District Action Planning Process (DAPP) • Integrating materials and resources • Mapping of resources • Evaluation models for state-wide and inter-project activities • Inter-project Professional Development process • Plan for “rollout” • Summer Conference

23. Goal • Begin working in inter-project teams at the district level by Fall 2011 • How many districts? • Build a resource and support system for DLTs • How many resources? • Define our support and evaluation systems as we implement.

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

25. Needs Assessment • Determine if the district mission statement includes appropriate, measurable student accountability goals    • Determine whether the district is demonstrating continued growth based on academic and behavioral data (Making gains, performance declining, stagnant) • Determine if district leadership organized to implement RtI with integrity and necessary support • Determine whether the district is using a District Plan for RtI Implementation • Determine capacity for district-based professional development and technical assistance • Determine level of RtI implementationin the district • Identify regional technical assistance support priorities • Based on data gathered in areas 1-5, what are the recommended TA priorities? • Based on aggregate data gathered in areas 1-5, identify the three most common TA needs in the region

26. Resources for ImplementationMTSSS Inter-Project Staff

27. How are we organizing for this collaboration?

28. Advanced Organizer • As you attend the sessions at this Inaugural MTSSS Institute, these guiding questions might be considered: • How does the information strengthen my districts MTSSS Implementation Plan? • Which resources do I have and which ones do I need to implement the plan? • What additional supports will be necessary?

29. Questions?