What Makes an Effective School: Multi-Tiered System of Supports in Action

1. What Makes an Effective School: Multi-Tiered System of Supports in Action Facilitated/Presented by: Michele Carmichael, ISBE Larry Fairbanks, ISBE

2. WHY??? College and/or Career Readiness is in our reach…

3. “The What” - What RTI / MTSS is… • RTI: LogicProcess • MTSS:Frameworkfor organizing a continuum of interventions • EnsureALL students get appropriate instruction & supports • Maximizestudent achievement AND • Increasesocial, emotional, behavioral student competencies

4. MTSS • “Appropriate instruction and supports” • Strengths-based • Student-centered • Targets developmentally-appropriate academic and behavioral skills • Implements evidence-based/informed interventions • Valuescultural and ethnic diversity

5. MTSS cont. • Intensity & Duration of intervention based on student need(s) • Wellness Promotion/Prevention • Early Intervention (Group/Individual) • Intensive, Individualized

6. MTSS cont. • Holistic approach to integrate academic, social, emotional, behavioral and physical efforts • State, Community, LEA, School, Classroom

7. RTI Applications • Academic • Closing the achievement gap • Early intervention, especially reading • Access to the general curriculum • Increasing intensity of instruction/intervention • Alternative identification for LD • Social Behavior • Early intervention • Decrease in ODRs • Decrease in suspension/expulsion • Access to the general curriculum • Increasing intensity of instruction/intervention • Suspension/expulsion of students with disabilities

8. “The Why?” • Mounting evidence supports the effectiveness of RTI • E.g., John Hattie’s work: Numerous studies confirm RTI has very strong positive effects on student performance! * *Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning.

9. Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. Rank order of those factors that have the greatest effect size in student achievement; ■Spaced vs. mass practice* ■Meta-cognitive strategies taught and used ■Acceleration ■Classroom behavioral techniques ■Vocabulary programs ■Repeated reading programs ■Creativity programs ■Student prior achievement ■Self-questioning by students ■Student self-assessment/self-grading* ■Response to intervention* ■Teacher credibility* ■Providing formative assessments* ■Classroom discussion* ■Teacher clarity* ■Feedback* ■Reciprocal teaching* ■Teacher-student relationships fostered*

10. “The Why?” • Evidence supporting social, emotional and behavioral supports within a MTSS framework: • Grounded in the Public Health Model • Grounded in Organizational Theory • Ground in Ecological Approach • Theoretical foundations in: • Behaviorism • ABA • PBS • Randomized control trials in behavioral supports • Meta-Analyses on social, emotional supports

11. “The How”: 8 Essential Elements of School Improvement Leadership Professional Development Curriculum Instruction Assessment Conditions for Learning Community & Family Data Driven Decision Making

12. Essential Element: Leadership • MTSS requires effective leadership, leadership that is dedicated to principles that ensure high levels of success for all students. • This leadership is symbolized by a collaborative style that is focused on the mission that all students will achieve and the creation of a system to be certain that good intentions are translated into success.

13. Essential Element: Professional Development • Professional development for teachers is determined by data (including classroom observations and review of lesson plans) that demonstrate teachers' attention to academic, social, emotional, and behavioral expectations and standards.

14. Essential Element: Conditions for Learning • Integrate supports through collaboration • MTSS for academic, physical, social, emotional, and behavioral programming • Resources identified and allocated/reallocated for MTSS’s implementation. • Implementation is monitored and evaluated for continuous improvement

15. Essential Element: Conditions for Learning cont. • School personnel actively model and foster a positive school environment where students feel valued and are challenged to be engaged and grow cognitively. • School Leadership actively models and fosters a positive school environment where staff members feel valued and are challenged to be engaged and grow professionally.

16. Essential Element: Conditions for Learning cont. • The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning. • The school culture supports teachers in practicing effective and responsive instruction to meet individual student needs. • All teachers invite valid and reliable Learning Supports identified by their school leadership into their classrooms including but not limited to programs/strategies, co-teaching opportunities, and consultation.

17. Essential Element: Conditions for Learning cont. • The school culture promotes and supports the academic, physical, social, emotional, and behavioral skill development and engagement of students. • The school culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel. • All school personnel work effectively and equitably with racially, culturally, linguistically, and economically diverse students.

18. Essential Element:Community and Family Engagement • School Leadership and primary caregivers engage in regular communication to provide mutual supports and guidance between home and school for all aspects of student learning. • All teachers communicate regularly with primary caregivers and encourage them to participate as active partners in teaching and reinforcing physical, social, emotional, behavioral, and academic competencies.

19. “The How”: 8 Essential Elements of School Improvement Leadership Professional Development Curriculum Instruction Assessment Conditions for Learning Community & Family Data Driven Decision Making

20. Essential Element: Curriculum • Powerful classroom instruction begins with the adoption and use of an evidence-based curriculum, so it is essential to select basals, textbooks, and interventions that have an evidence base demonstrating effectiveness with the intended population. • However, effective teachers do not simply teach such a program page-by-page in the same way for all students. Rather, they differentiate instruction, providing instruction designed to meet the specific needs of students in the class.

21. Essential Element: Instruction The heart of any RTI/MTSS model lies in the use of tiered instruction. In the RTI process, the instruction delivered to students varies on several dimensions that are related to the nature and severity of a student's difficulties.

22. Quality Instruction: Tiers • Universal - Tier 1: • Well-balanced • Prevention-focused • Evidence-based/informed core curricula • IL Learning Standards • ELA, Math, SEL • Differentiated Instruction

23. Quality Instruction: Tiers • Targeted - Tier 2: • In addition tocore • Data-driven identification • Rapid response to issue • Evidence-based/informed intervention • Targets specific student needs • Small groups (3-5) • Monitored progress

24. Quality Instruction by Tiers • Intensive, Individualized - Tier 3: • In addition tocore and possibly targeted supports (‘layering”) • Data-driven identification • Rapid response to issue • Evidence-based/informed interventions • Highly individualized to student needs • Intensity and duration increased • Monitored progress

25. Essential Element: Assessment • Data-driven process • Screening • Diagnostic • Progress Monitoring/Formative Assessment • Evaluative

26. Screening Assessment National Center on RTI (rti4success.org) screening assessment definition: “Screening involves brief assessments that are valid, reliable, and evidenced based [that] are conducted with all students or targeted groups of students to identify students who are at risk of academic failure and, therefore, likely to need additional or alternative forms of instruction to supplement the conventional general education approach.”

27. Screening Assessment • A form of measurement where outcomes are referenced to a normative distribution or criterion of reference • •Within RTI, screening assessments are used to compare an individual’s performance with that of a peer group or criterion value • •Example, periodic universal screening to determine possible risk • •Individual student data are collected at one point in time, summarized, and compared to peer group standards

28. Screening Assessment cont. • Once adequate reliability, validity, and classification/diagnostic accuracy conditions are satisfied, RTI screening measures can be used to: • Evaluate the overall quality of the general education program • Number and percentage of students who are responding to the core curriculum program • Determine those students for whom the general education program is insufficient for ensuring adequate academic development thus placing them at risk for further academic difficulty

29. Screening Assessment • Social, Emotional, Behavioral screening • Pediatrician • Child Find • 0-3 • EC • School-age • Local • Indicators • Attendance, Nurse visits, ODRs, …

30. Diagnostic Assessment • A form of assessment that attempts to pinpoint areas of weakness and/or concern • •Within RTI, diagnostic assessment is used to target specific areas of instructional focus • •Example, a phonics assessment might be used pinpoint specific weaknesses that are specific targets for intervention • •Specific improvement is generally indexed via mastery of the skills/objectives being taught • •Generalized improvement is measured using progress monitoring assessments

31. Diagnostic Assessment • Functional Behavior Assessment • Simple/Practical • Mild to moderate problem behaviors • Not dangerous • Occurring in few settings • Complex Analysis • Moderate to severe behavioral issues • May be dangerous • May occur in multiple settings

32. Progress Monitoring (Formative) Assessment • NCRTI defines absolute progress monitoring as “repeated measurement of: • Academic performance to inform instruction of individual students in general and special education [which] is conducted at least monthly to: (a) estimate rates of improvement, (b) identify students who are not demonstrating adequate progress, and/or (c) compare the efficacy of different forms of instruction to design more effective, individualized, instruction.”

33. Progress Monitoring (Formative) Assessment • A form of assessment that produces scores that have meaning independent of peer comparisons • Within RTI, progress monitoring or formative assessments are used to describe an individual’s performance in general areas (e.g., reading, math) over time • Often summarized in time-series graphs •

34. Progress Monitoring (Formative) Assessment • Once adequate reliability, validity, and sensitivity, specified rates of improvement/growth, and benchmarks are demonstrated: • RTI formative progress monitoring can be used to: • Summarize a student’s rate of growth and response to intervention over time, and • Determine whether or not the intervention has resulted in sufficient response

35. Progress Monitoring (Formative) Assessment • Social, emotional, behavioral progress monitoring • Is the intervention working • Continue? • Revise? • Change? • Lack of student progress

36. Progress Monitoring (Formative) Assessment • Social, emotional, behavioral progress monitoring • Lack of student progress • Implemented with fidelity? • Match the function of behavior? • Correct function? • Appropriate intervention? • Need additional supplemental supports?

37. Effective RTI process includes

38. Data analysis and decision making occur at all levels of MTSS implementation and all levels of instruction. Teams use screening and progress monitoring data to make decisions about instruction, movement within the multi-level prevention system, and disability identification (in accordance with state law).

39. Multi-Tiered System of Support

40. Functional Behavior Assessment (FBA)/Behavior Support Planning(BSP) • Functional Behavior Assessment • Simple/Practical • Mild to moderate problem behaviors • Not dangerous • Occurring in few settings • Complex Analysis • Moderate to severe behavioral issues • May be dangerous • May occur in multiple settings

41. FBA/BSP • “A primary goal of FBA is to guide the development of effectivepositive interventions based on the function of the behavior.”* • Interventions based on FBA result in significant change in student behavior. ** • At the Universal – Tier 1 Prevention Level, FBA can be used as a school-wide practice to predict environmental changes and develop interventions to prevent. * Horner, 1994 ** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005

42. FBA/BSP • “A primary goal of FBA is to guide the development of effectivepositive interventions based on the function of the behavior.”* • Interventions based on FBA result in significant change in student behavior. ** • At the Targeted – Tier 2 Early Intervention Level, FBA can be used as a simple assessment/intervention process for students with mild to moderate issues. * Horner, 1994 ** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005

43. FBA/BSP • “A primary goal of FBA is to guide the development of effectivepositive interventions based on the function of the behavior.”* • Interventions based on FBA result in significant change in student behavior. ** • At the Intensive – Tier 3 Individualized Level, FBA involves a more complex assessment/intervention process for students with more chronic, intensive behavior issues which potential cross multiple domains and where Universal and targeted interventions were unsuccessful at supporting the student. * Horner, 1994 ** Carr et al., 1999; Ingram, Lewis-Palmer, & Sugai, 2005

44. Basic FBA to BSP • Trainer’s Manual Authors • Sheldon Loman, Ph.D. Portland State University • M. Kathleen Strickland-Cohen, Ph.D. University of Oregon • Chris Borgmeier, Ph.D. Portland State University • Robert Horner, Ph.D. University of Oregon

45. Basic FBA/BSP • Flexible roles • Defining & Understanding Behavior • Conducting Interviews • Observing and Summarizing Behavior • Critical Features of Behavior Support Plans (Behavioral Pathway) • Building Behavior Support Plans (Behavioral Pathway) • Implementation and Evaluation Planning

46. Defining & Understanding Behavior Basic FBA/BSP

47. Defining & Understanding Behavior

48. Defining & Understanding Behavior

49. Defining & Understanding Behavior

50. Basic FBA/BSP • Conducting Interviews • Functional Assessment Checklist for Teachers & Staff (FACTS) • Purpose of the FACTS interview: Ask staff who work with the student to identify and focus in on a specific problem behavior routine, so you can go and see the behavior.