Implementing an Integrated Multi-Tiered System of Supports:

District-/School-Level Action Planning

38th Annual School Administrators of Iowa Conference2013

Des Moines, IA

Dr. George M. BatscheInstitute for School ReformUniversity of South Florida

www.floridarti.usf.edu

www.florida-rti.org

www.flpbs.fmhi.usf.edu

The Cultural Context Within Which We Are Trying to Facilitate Systems Change

• Challenging Times In Which to Educate America’s Children and Youth– Transition to Common Core State Standards– Transition to Common High Stakes Assessments– Performance Evaluations Tied to Student Growth– Economic Crises-greater efficiency of operations needed– 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

What Are These Changes Telling Us?

• What matters is Results not Process• Can no longer afford to React - Focus on

Prevention• Transparency with student outcome Data • Integrate Services• Data-Based decisions - Personnel• Central administration insist on Evidenced-

Based Practice• Accountable, Efficient, and Flexible

What Do We Know?What Does the Research Tell Us About Effective

Delivery Models?

Highly Effective Practices:Research

• The evidence of a transactional relationship (confined, collateral, combined) with reading and behavioral interventions. (Bruhn & Watt, 2013; Cook et al., 2013)

• 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)

6

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)

School-wide Behavior & Reading Support

7

Response to Intervention (RtI)?

Multi-Tiered SYSTEM of Supports (MTSS)?

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.

(Batsche, et al., 2005)

• Problem-solving is the process that is used to develop effective instruction/interventions.

MTSS• A Multi-Tiered System of Supports (MTSS) is a term used to describe

an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.

• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency .

Multi-Tiered System of Student SupportsMission and Vision

The vision of a Multi-Tiered System of Supports is to:•Enhance the capacity of school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school •Accelerate and maximize student academic and social-emotional outcomes through the application of data-based problem solving utilized by effective leadership at all levels of the educational system •Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.

What Does It Look Like?• Decisions made using a data-based, problem-solving

process• All problem-solving considers academic and behavior

(student engagement) together• A school-based team is responsible for monitoring

student performance to determine overall “health” of the school environment

• Parents are engaged in the problem-solving and instruction/intervention process

What Does It Look Like?• Student engagement is a primary priority• Lesson Study (Planning) is the focus for

effective instruction• Early Warning Systems are in place to ensure a

focus on prevention• Strong leadership exists at all levels• The school (Principal) is held accountable for

high quality implementation of MTSS as well as student outcomes

Student AchievementStudent Performance

• Academic Skills– Goal setting tied to state/district standards– Common Core State Standards– Developmental Standards

• Academic Behaviors-Student Engagement– Behaviors associated with successful completion of the academic

skills– On-task, listening, following-directions, ignoring distractions, self-

monitoring, goal setting, content of private speech• Inter-/Intra-Personal Behaviors

– Behaviors that support social skills– Social/emotional development

What Elements MUST Be Present to Have and Integrated MTSS Model?

• Academic Skills and Academic Behaviors are identified for all students (Skill Integration)

• The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)

• The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)

• The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)

http://vimeo.com/fcim/review/60200090/5e5ff3bc3e

Write down 1-2 things that have been said so far that you already knew.

Write down 1 thing that has been said that is NEW to you.

Write down 1 thing that has made your uncomfortable.

Strategic Planning:Today’s Work

• Learning and Interacting Around the Critical Elements of MTSS

• Identifying and Planning Priorities

Process

• Review/Discussion of the Critical Elements for Implementation of RtI2/MTSS

• Identification of Your Top 2 Priorities in each of the Element Areas

• Identify Your Final (Answer ) 2 Priorities• Experience with the Problem-Solving Process

What Do We Know About Successful Implementation of an Integrated MTSS

System?

It’s About

LEADERSHIP

22

Every system is perfectly aligned for the results it gets.

Sustainable Scaling-Up

**Consensus Building throughout the Phases

Framework for Change

Stages of Implementing MTSS• Consensus

– Belief is shared– Vision is agreed upon– Implementation requirements understood

• Infrastructure Development– Regulations– Training/Technical Assistance– Model (e.g., Standard Protocol)– Tier I and II intervention systems

• e.g., K-3 Academic Support Plan

– Data Systems and Management– Technology support– Decision-making criteria established– Schedules

• Implementation

Why have past initiatives failed?

• Failure to achieve CONSENSUS• School culture is ignored• Purpose unclear• Lack of ongoing communication• Unrealistic expectations of initial success• Failure to measure and analyze progress• Participants not involved in planning• Participants lack skills and lack support for the

implementation of new skills

Implementation: Critical Elements Checklist

1. Common Language, Common Understanding

2. District and School Infrastructure

3. Problem-Solving Process

4. Realistic Data Sources/Matrix

5. Delivering the Goods

a. Effective Instruction

b. Integrating the Tiers

c. Schedules

d. Intervention Support

e. Student Engagement/Lesson Study

6. Evaluating the Outcomes

Critical Element #1:Do We Have A Common LanguageCommon Understanding of MTSS?

MTSS• A Multi-Tiered System of Supports (MTSS) is a term used to describe

an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.

• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency .

www.florida-rti.org(educator resources, MTSS Guidance

• T

Academics

Behavior

MTSS

Technology

How Do We “Do” MTSS

• Organized by a Plan

• Driven by Professional Development

• Supported by Coaching and Technical Assistance

• Informed by Data

What’s it look like?

Characteristics of a School with MTSS

- Frequent data collection on students in critical areas

- Prevention

- Early identification of students at risk

- Early intervention

- Interventions evaluated frequently and modified

- Tiered levels of service delivery

- All decisions made with and verified by data

- Walk-throughs and support for good first teaching

43

It's a Frame, Not a Box

Parts of the “Frame”

• 3 Tiers of service delivery into which all academic and behavioral instruction/intervention “fit.”– Content is not been defined by the model

• Use and regular review of data to ensure students are responding to the tiered instructional delivery.

Parts of the “Frame”

• Instruction/interventions are modified and intensified based on student performance data

• Instruction is integrated and systematically planned across the tiers

Foundations of MTSS:Fundamental Principles of Teaching and

Learning

Some Fundamental Principles• Academic Engaged Time (AET)

– AET predicts student performance better than any other variable, including:

• IQ• Language• SES• Disability• Culture/Race

– Amount of time students are engaged in quality instruction

– Includes evidence-based instructional strategies– Matched to student context, culture and relevance– With student engagement in the process

AET

• Academic Engaged Time (AET)– 330 minutes of instruction/day– 1650 minutes/week– 56,700 minutes/year– 15,700 minutes for Reading

• Minutes are finite in number• Loss of minutes=Loss of achievement• Minutes are the currency we use for

instruction

Some Fundamental Principles

• Standards Based Instruction– What students should know and be able to do– Clearly defined for each grade level and subject

area– Serve as the content for high-stakes assessment– Utilizes benchmark assessment to determine if

students and the curriculum is “on-track”– Assists in the identification of “essential elements”

of instruction

Some Fundamental Principles

• Essential Elements Instruction– The critical skills required to progress to the next

grade level– Typically, critical skills are those required to be

successful at the beginning of the next year– Not all skills taught during the year are the

“critical skills” necessary for student progression– When we are “running out of time” with some

students, prioritizing “critical skills” can accelerate student performance

Some Fundamental Principles

• Rate of Growth• Where is the student now?• Where is the student supposed to be?• How much time do we have to get there?• Is that time realistic?

– Rate of growth is the best measure of student response to instruction and intervention

– Rate of growth is used within an early warning system to determine if students will attain benchmarks before time runs out and while we have time left to modify instruction

– Rate of Growth is the best measure of effectiveness of instruction AND the most fair measure.

MTSS: Are We All On The Same Page?

in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

44

RtI2 & the Problem-Solving Process

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports.

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic

and behavior instruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports.

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports.

General academic and behavior instruction and support provided to all students in all settings.

Revised 12/7/09

Model of Schooling

• All district instruction and intervention services have a “place” in this model.

• If it does not fit in the model, should it be funded?

• All supplemental and intensive services must be integrated with core.

Measuring Common Language/Common Understanding

• Florida PS/RtI Project Tools–Beliefs Survey–Perception of Practices Survey–Perception of Skills–Self Assessment of Problem-Solving

Implementation (SAPSI): Consensus Section• www.floridarti.usf.edu• Technical Manual

Table Top Discussion

• What about MTSS would your school/district be able to embrace to achieve consensus?

• What about MTSS would your school/district view as barriers to MTSS?

Critical Element #1Table Top Activity

• Identify your top 2 priorities around developing a common language/common understanding with your staff--Consensus

Critical Element #2

District and School Infrastructure

Roles of District- and School-Based Leadership Teams

Implementation Model

District-based leadership team (DBLT)School-based leadership team (SBLT)School-based coaching

Process Technical AssistanceInterpretation and Use of Data

Evaluation Data

District Infrastructure

• District Leadership– Common Language/Common Understanding– Is there a “unified” system of instruction at the district level?

• District Plan Requirements– Consensus, Infrastructure, Implementation– District Policies– Professional Development and Technical Assistance– Implementation Monitoring– Implementation Fidelity– Evaluation Plan

District Responsibilities• Ensure that a common language/common understanding

exists around the rationale for and the purpose and expected outcomes of MTSS

• Communicate clearly that MTSS is the “way of work” at the district and school levels

• Organize work groups at the district level around integrated functions (academics, behavior and technology at planning table together) and multi-tier representation (gen ed, supplemental instruction, intensive instruction

• Clearly identify who has the responsibility for what and how these individuals will be held accountable

District Responsibilities• Ensure that district policies are supportive of and

not barriers to the implementation of MTSS• Provide sufficient support (professional

development, technical assistance, data systems) to ensure that the implementation plan and timelines can be achieved

• Identify clearly the district- and school-level leaders who will have implementation expectations as part of their annual performance reviews

Role of District Administrators

• Communicate a clear and common vision-Always

• Demonstrate effective leadership practices to create a climate that supports and sustains staff during a reform process– Communicate frequently

– Seek representative input

– Monitor staff satisfaction

– Use data to make decisions

– Provide flexibility at building level, consistent with the overarching goal of using MTSS

– Monitor pace of implementation

• Provide personnel resources and logistical support for the implementation of the model

• Ensure district and school implementation rates and fidelity are part of leadership annual performance evaluation

Role of District Administrators

• Modify training, technical assistance and support to sustain implementation

• Model the problem-solving process at the District level through the consistent use of data for decisions that improve student performance and the skills of the professional staff

• Ensure the use of program evaluation to evaluate the impact of implementation

School-Based Infrastructure

School-based leadership team (SBLT)School-based coaching

Process Technical AssistanceInterpretation and Use of Data

Master CalendarData DaysEvaluation Model

What Are the Evidence-Based Characteristics of Effective Schools

• Characteristics– Strong Leadership– Positive Belief and Teacher Dedication– Data Utilization and Analysis– Effective Scheduling– Professional Development– Scientifically-Based Intervention Programs– Parent Involvement

(Crawford and Torgeson)

• (

School-Based Leadership Team

• Responsible for monitoring the “health and wellness” of the school– Regular Data Checks

• Facilitate building level problem solving• Align PD with student-centered data• Ensure teachers have supports• Ensure integration of academic and behavior instruction at

all tiers• Ensure integration of the tiers• Monitor consensus, staff satisfaction, morale, communicate

frequently

Principal’s Role in Leading Implementation of MTSS

• Models Problem-Solving Process• Expectation for Data-Based Decision Making• Scheduling “Data Days”• Schedule driven by student needs• Instructional/Intervention Support• Intervention “Sufficiency”• Communicating Student Outcomes• Celebrating and Communicating Success

Core Skill Areas for ALL Staff

• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development, Support and

Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills

How To Assess Infrastructure

• Perception of Practices Survey• SAPSI-Infrastructure Domain

www.florida-rti.usf.edu

Technical Manual

Capacity to Implement MTSS

.00

1.00

2.00

3.00

District LevelSelf-Assessment of Problem Solving Implementation (SAPSI)

Infrastructure Development: Data Utilization

Year 1_BOYYear 1_EOYYear 2_EOYYear 3_EOYYear 4_EOY

Item

Stat

us

3= Maintaining2= Achieved1= In Progress0= Not Started

Critical Element #2Table Top Activity

• Top 2 priorities for district/school-based infrastructure

Critical Element #3:Problem-Solving Process

Problem-Solving is the Engine That Drives Instruction and

Intervention

It is the MOST Critical Skill A Leader Can Possess

Only One Problem-Solving Process Should be Adopted

Consensus Building: Goal of Problem-Solving

The central question is not: “What about the students is causing the

performance discrepancy?” but

“What about the interaction of the curriculum, instruction, learners and learning

environment should be altered so that the students will learn?”

This shift alters everything else Ken Howell

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 & apply appropriate strategies based upon school-specific needs

– Evaluate the effectiveness of implemented strategies

Evaluate•Response to Instruction & Intervention (RtI2)•DID IT WORK?

Problem Analysis•Why are they unable to do•It?

Define the Goal• What do we want students to know and be able

to do? Standards Driven

Implement PlanWhat are we going to do about it? Integrtiy. Sufficiency

Problem Solving Process

Steps in the Problem-Solving Process1. GoalIdentification

– Identify replacement behavior– Data- current level of performance– Data- benchmark level(s)– Data- peer performance– Data- GAP analysis

2. Analysis– Develop hypotheses (brainstorming)– Develop predictions/assessment

3. Intervention Development– Develop interventions in those areas for which data are available and

hypotheses verified– Proximal/Distal– Implementation support

4. Response to Intervention (RtI)– Frequently collected data– Type of Response- good, questionable, poor

Critical Factors

• It is a way of thinking• One method that everyone is taught and

embraces• Solution focused• Informed by data• Integrity and Sufficiency are necessary• Support a MUST to ensure integrity and

sufficiency

Integrated Problem-Solving

• Goal Identification– Increase appropriate student engagement

behaviors from 20% of the time to 80% of the time

– Increase academic productivity from:• 50% of assignments turned in to 80%• 40% of assignments complete to 70%• 45% accuracy to 75% accuracy

Problem AnalysisWHY is the student not engaged?

– Student engages in disruptive behavior because of a lack of engagement in academic tasks

• When the student is engaged in an academic task then disruptive behaviors will occur less than 10% of the time

– Student lacks the engagement behaviors required for academic tasks

• When the student posses the appropriate engagement behaviors, the academic productivity will be increased

Analysis-Data Collection

– When the student is engaged in an academic task then disruptive behaviors will occur less than 10% of the time

• Identify academic areas student “likes” and “does not like”

• Collect data in both situations– Level of Engagement– Level of Appropriate Behavior– Academic performance data

Problem Analysis-Data Collection

– Student lacks the engagement behaviors required for academic tasks

• Identify academic tasks that the student can do and cannot do.

• Analyze engagement behaviors for each task and determine student capacity

– Observe engagement in tasks where accuracy/productivity levels are at least 75%

– Observe engagement in tasks where accuracy/productivity levels are less than 50%

Interventions

• Direct instruction of academic engagement behaviors.

• Selection of instructional strategies and performance conditions that align with existing behaviors.

• Tier 2/3 providers using engagement strategies:– Preteach, review, reteach– Common materials– Common performance factors

Intervention Fidelity Strategies

• Tier 1– Walkthroughs assessing presence/absence of

effective instructional strategies• Tier 2/3

– Intervention Support Practices

Intervention Support

• Intervention plans should be developed based on student need and skills of staff

• All intervention plans should have intervention support

• Principals should ensure that intervention plans have intervention support

• Teachers should not be expected to implement plans for which there is no support

Intervention Support Meeting Activities

• Review student performance data

• Identify barriers to successful implementation of the instruction/intervention– Problem-solve barriers

• Review critical components of the instruction/intervention

Problem-Solving Team Meeting Checklist (Initial)

Problem-Solving Team Meeting Checklist (Follow-Up)

1. D

ata

to d

eter

min

e eff

ectiv

enes

s of c

ore

2. D

ecisi

ons m

ade

to m

odify

core

or d

evel

op in

terv

entio

ns

3. U

nive

rsal

scre

enin

g us

ed to

id g

roup

s nee

ding

inte

rven

tion

4. T

eam

use

s hyp

othe

ses t

o id

entif

y re

ason

s for

not

mak

ing

benc

...

5. D

ata

used

to d

eter

min

e hy

poth

eses

for n

ot m

akin

g be

nchm

ark

6a. M

odifi

catio

ns m

ade

to co

re in

stru

ction

- Pl

an d

ocum

ente

d

6b. M

odifi

catio

ns m

ade

to co

re in

stru

ction

- Su

ppor

t doc

umen

ted

6c. M

odifi

catio

ns m

ade

to co

re in

stru

ction

- Im

plem

enta

tion

doc..

.

7a. S

upp.

inst

ructi

on d

evel

oped

or m

odifi

ed- P

lan

docu

men

ted

7b. S

upp.

inst

ructi

on d

evel

oped

or m

odifi

ed- S

uppo

rt d

ocum

ente

d

7c. S

upp.

inst

ructi

on d

evel

oped

or m

odifi

ed- I

mpl

emen

tatio

n do

c.

8. C

riter

ia fo

r pos

itive

RtI

wer

e de

fined

9. P

rogr

ess m

onito

ring

data

sche

dule

d/co

llect

ed

10. D

ecisi

on re

gard

ing

stud

ent R

tI w

as d

ocum

ente

d

11. P

lan

to co

ntinu

e, m

odify

, or t

erm

inat

e in

terv

entio

ns p

rovi

ded

.00

1.00

2.00

Florida PS/RtI Project Pilot SchoolsTier I & II Critical Components Checklist Data: Reading

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

Item

Impl

emen

tatio

n Le

vel

0 = Absent1 = Partially Present2 = Present

Problem Identification Problem Analysis Intervention Development & Implementation: Tier I

Intervention Development & Implementation: Tier II

Prog Eval/RtI

Critical Element #3Table Top Activity

• Identify your top 2 priorities around implementation of the Problem-Solving Process

Critical Element #4:Data Sources/Matrix

Types of Data

• Universal Screening

• On-Going Progress Monitoring

• Diagnostic

• High Stakes

87

Sources of Data

• Academic performance• Discipline data- Office discipline referrals (ODR)• Records• Referral history • Observation-Student Engagement Behaviors• PBS benchmark assessment• School climate surveys• Attendance data• End of year assessments (EOCs/High Stakes)

ScreeningAssessment

DiagnosticAssessment

ProgressMonitoringAssessment

Outcome(Summative)Assessment

Administered to all students as an initial baseline

While relatively lengthy, they provide an in-

depth, reliable assessment of targeted

skills

Given periodically to determine whether

students are making adequate progress

Given at the end of the school year

[and/or end of a unit of instruction]

Help to identify students who do not meet grade level expectations

Purpose is to provide information for more

effective instruction and interventions

Data should be collected, evaluated, and used on

an ongoing basis

Group-administered tests of important [skills and/or

standards]

Are quick and efficient measures of overall

ability and critical skills known to be strong

indicators that predict student performance

Because these assessments are time consuming and expensive, they should be administered far less

frequently than the other assessments

Provide information on the effectiveness of

instruction and to modify the intervention

if necessary

Often used for school, district, and/or state

reporting

Indicate a need for further evaluation

Specific subtests from these instruments might be

used to provide information not

assessed by [other assessments]

Used to analyze and interpret gaps between

benchmark and achievement

Give feedback of the overall effectiveness of the

instructional program

Modified from 6 Components of RtI²– Assessment/Progress Monitoring Colorado Department of Education www.cde.state.co.us/RtI/AssessMonitor.htm

Possible Ways to use Current School Assessments

•MAP (Prior year)•DIBELS•SRI•CBM•Degrees of Rdg Power•EPAS•Vision/Hearing•Behavior

• Behavior Screeners• ODRs• EWS

•MAP subscore•Diagnostics• DIBELS•ITBS•PLAA/ PMA•Teacher tests/quiz•Specific skills AssessmentsBehavior Observations Checklists Ratings

•DIBELS•AIMSWEB•Degrees of Rdg Power•Teacher test/quizzes•Common AssessmentsBehavior Observations Checklists Ratings

•WKCE•MAP•Final exams• Common Finals•Post Tests

District Example

XXX High School

ODR Progress and Goal

7615

5414

2000

0

1000

2000

3000

4000

5000

6000

7000

8000

2008-2009 2009-2010 Goal

ODRs

More than 2100 Hours (351 Days) of Instructional Time Recouped during 2009-2010 School Year

School is on-track to meet 2010-2011 Goal

XXX High School

% of Students with Excessive Absences

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2008-2009 2009-2010 Goal

20 or More

40 or More

School is not currently on-track to meet absenteeism goal and is in the process of revising the intervention plan

IntegratedAcademic and Behavior Data

It is the RELATIONSHIP between data elements that is important—not just

the data themselves.

Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)

Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)

Chronic PBRs = top 25% of all students with PBRs. Elementary = 3+; Middle School = 6+; High School = 4+

Chronic PBRs = top 25% of all students with PBRs. Elementary = 3+; Middle School = 6+; High School = 4+

Classroom Observation Data

CONTENT

BASIC Knowledge and Comprehension (approaching grade level)

56%PROFICIENT

Application and Analysis

(grade level)

39%ADVANCED

Synthesis and Evaluation

(above grade level)

5%

BOARD CONFIGURATION

Yes including Essential Question, Lesson Agenda, and Homework

50%Yes including Essential Question

30%

No or Incomplete

20%

ENGAGEMENT

Off-Task

14%Compliant/Passive

53%Active Participation

25%Authentic Engagement

8%

What Are The Questions You Want The Data To Answer Most Frequently?

• Identify your Top Two Questions

Critical Element #4Table Top Activity

• Identify your top 2 priorities around the use of data

Critical Element #5

Delivering the Goods

Multi-Tiered System

103

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

Effective Instruction is the Product of Effective Planning

Poor Planning, Poor Instruction

Lesson Study:Integrating Academic Instruction

and Student Behavior

• What are the evidence-based instructional strategies that will attain the academic skill set?

• What academic engagement behaviors will be necessary to translate the academic skill into academic performance?

• What social/emotional behaviors are resources and obstacles to the skill and performance goals?

• HOW WILL WE MATCH THE INSTRUCTIONAL STRATEGIES WITH ENGAGEMENT FACTORS?

Critical Questions

• How do we ensure that Tier 2 and Tier 3 instruction aligns with the Learning Goals/Standards that are the focus of instruction in Tier 1?

• How do we ensure that the instructional strategies and student engagement skills expected in Tier 1 are incorporated into Tier 2 and Tier 3 instructional planning?

Critical Questions

• How do we ensure that the focus of instruction in Tiers 2 and 3 incorporates CCSS student engagement/performance expectations—critical thinking, reasoning, problem-solving?

• How do we ensure that the supplemental/intensive instructional strategies and specially designed instruction are incorporated into Tier 1 setting?

Final Question

• How do we ensure that all of the providers of instruction (across all Tiers) have their act together so that it is not the student’s responsibility to integrate instruction across tiers?

Final Answer!

LESSON STUDYLESSON PLANNING

Characteristics of Effective Planning-Tier 1

• All providers of instruction and support are in attendance at the lesson study-general education, remedial education, special education and appropriate related services– Question: at YOUR grade level lesson planning

meetings, do ALL providers of instruction attend or just the general education teachers?

Characteristics of Effective Planning-Tier 1

• The Learning Goal/Standard/Progression levels is/are identified explicitly

• Instructional strategies (evidence-based) for the goal/level and student skill levels are identified

• The explicit student performance behaviors necessary to engage the instruction are identified—GAPS for individual students identified

Characteristics of Effective Planning-Tier 2/3

• Tier 2/3 providers meet separately to lesson plan their instruction within the context of the Tier 1 lesson study meeting

• Instructional strategies, engagement behaviors, instructional materials that support student success in Tier 1 are identified

Characteristics of Effective Planning-Tier 2/3

• Alignment with the scope and sequence/pacing chart for Tier 1 is always a priority when identifying the focus of instruction on a weekly basis

• This alignment permits a strategic focus for issues such as vocabulary, background knowledge, pre-teaching/review/re-teaching, etc. that results in “just in time” readiness for students to integrate what they have learned into Tier 1

Characteristics of Effective Planning-Tier 2/3

• Assessments in Tier 2/3 incorporate characteristics of assessments in Tier 1

• The goal here is to not only ensure that students strengthen needed skills and accelerate their growth BUT ALSO to ensure that the students can explicitly identify how the instruction in Tiers 2/3 relates to their work in Tier 1

Characteristics of Effective Planning-Tier 2/3

• Tier 2/3 providers observe their students in the Tier 1 environment to ensure alignment of instruction across Tiers

• Tier 2/3 providers increasingly take an active role in the Tier 1 Lesson Study to share specially designed instructional strategies and student engagement supports during the Tier 1 Lesson Study meetings

Good News/Bad News

• Good News– Integrated instruction CAN occur– Transfer of learning from Tiers 2/3 to Tier 1 CAN

happen at greater levels– Students CAN become active partners in this

integration process IF they see the integration

• Bad News – This takes time to do well– Adults have to play well together– Check egos at the door! Everyone is a critical player

here

Summary

• Instruction/Intervention Decision Making

– TIME: how much time needed to achieve goal?

– WHAT: what will be covered during the time?

– WHO: who has the skills to teach the WHAT?

– WHERE: the best setting that will accommodate

the time, what and who

TIER I: Core, UniversalAcademic and Behavior

118

GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned?

Questions 1 and 2 help us ensure a guaranteed and

viable core curriculum

Characteristics of Effective Instruction (Foorman et al., 2003; Foorman & Torgesen, 2001; Arrasmith, 2003; & Rosenshine, 1986)

Characteristic Guiding Questions Well Met Somewhat Met

Not Met

Goals and Objectives Are the purpose and outcomes of instruction clearly evident in the lesson plans? Does the student understand the purpose for learning the skills and strategies taught?

Explicit Are directions clear, straightforward, unequivocal, without vagueness, need for implication, or ambiguity?

Systematic Are skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review?

Scaffolding Is there explicit use of prompts, cues, examples and encouragements to support the student? Are skills broken down into manageable steps when necessary?

Corrective Feedback Does the teacher provide students with corrective instruction offered during instruction and practice as necessary?

Modeling Are the skills and strategies included in instruction clearly demonstrated for the student?

Guided Practice Do students have sufficient opportunities to practice new skills and strategies with teacher present to provide support?

Independent Application Do students have sufficient opportunities to practice new skills independently?

Pacing Is the teacher familiar enough with the lesson to present it in an engaging manner? Does the pace allow for frequent student response? Does the pace maximize instructional time, leaving no down-time?

Instructional Routine Are the instructional formats consistent from lesson to lesson?

What Does Core Instruction Look Like for Behavior?

• School-wide Positive Behavior Support• School-wide social skills/character skill education (e.g.,

PBS, Safe and Civil Schools)• School-Home collaboration and partnerships• Active student engagement in promoting a prosocial

environment (e.g., bully prevention)• Active student engagement skill development—

Academic Behaviors• School-wide discipline plan that can be explained by

both staff and students

Calendar?

• Does the district expect schools to engage in regular data reviews and provide documentation?– Frequency for Tier 1?– Frequency for Tier 2?– Frequency for Tier 3?

• Does the district aggregate those data and follow-up with district-level data reviews?

Critical Data Questions:Tier 1?

• For students who are receiving ONLY Tier 1 services:– What percent are proficient?– What percent are not proficient?– What are we doing about those who are not

proficient?– What are the trend data for those students who

receive only Tier 1?

TIER II: Supplemental, Targeted

123

Tier II For approx. 20% of students

Core +

Supplemental

…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?

Critical Questions/IssuesTier 2

• Purpose and expectation of Tier 2 services should be explicit and understood by providers:– Increase performance of students relative to Tier 1

standards– Link curriculum content and strategies with Tier 1– Assess against Tier 1 expectations– 70% of students receiving Tier 2 should attain

proficiency.

Tier 2: Getting TIME• “Free” time--does not require additional

personnel– Staggering instruction – Differentiating instruction– Cross grade instruction– Skill-based instruction

• Standard Protocol Grouping• Reduced range of “standard” curriculum• After-School• Home-Based

Tier 2: Curriculum Characteristics

• Standard protocol approach• Focus on essential skills• Most likely, more EXPOSURE and more FOCUS of core

instruction• On average 50% more time than Tier 1 allocation for

that subject area• Linked directly to core instruction materials and

benchmarks• Criterion for effectiveness is 70% of students receiving

Tier 2 will reach benchmarks

Critical Data Questions:Tier 2?

• For students who are receiving Tier 2 services:– What percent are proficient? 70%?– What percent are not proficient?– What rate of growth for those students who

receive Tier 2?– What are the decision rules for problem-solving

those students which insufficient rates of growth?– How do we intensify Tier 2 services—Tier 2 is not

a point/level but a continuum?

Does You District Have Explicit Criteria for What Tier 2 Instruction Looks Like?

TIER III: Intensive, Individualized

129

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

130

Tier III

• Focus of School-based Intervention Team– Identify individual academic and behavioral

issues through data analysis– Develop intensive individual interventions &

supports– Ensure that these interventions and supports

are linked to core instruction– Assess integrity and intensity of

interventions

Ways that instruction must be made more powerful for students “at-risk”

for reading difficulties.

More instructional time

More powerful instruction involves:

Smaller instructional groups

Clearer and more detailed explanationsMore systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback

More precisely targeted at right level

resources

skill

Critical Data Questions:Tier 3?

• For students who are receiving Tier 3 services:– What percent are proficient?– What percent are not proficient?– What is the rate of growth for those students who

receive Tier 3?– What are the decision rules for problem-solving

those students which insufficient rates of growth?– What does the district DO for intractable students?

What is the district policy that guides decision-making for these students?

Integrating the Tiers

Basic Principles

• Generalization• Transfer of training• Common stimuli (materials, “signs”)• Common assessments• Common standards• Training “loosely” or “specifically”?

Instructional Integration

• Focus of Tiers 2 and 3 is specialized instructional strategies, time and focus of instruction

• Application of instructional strategies should include application to core instructional materials and content

• Single intervention plan with focus, activities and content contributed by each provider

• Agreement on progress monitoring level and content (Should be Tier 1)

Schedules

• Minutes of high quality instruction influence student achievement

• Acceleration of student performance is related to minutes

• Minutes are determined by schedules• Therefore, schedules play a pivotal role in the

modification of instruction• We cannot do something different the same

way!

Developing A Schedule

• How many students require how many minutes of WHAT?

• Build schedule around the:– How many students need X number of minutes?– What will occur during those minutes?– Who is available to deliver?– When can they deliver?– How do we use the resources we have?

Example of Grade Level Schedule

Critical Element #5

• Identify your top 2 priorities around:– Effective Instruction– Integrating the Tiers– Schedules– Intervention Support– Student Engagement/Lesson Study

What Outcomes Do You Want To Evaluate?

% Elementary Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in MATH

2010-11

Cohort 1 Cohort 2 No Cohor66.00%

68.00%

70.00%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

84.00%

Series1

% High Schools Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in Reading/Language Arts

2010-11

Cohort 1 Cohort 2 No Cohort0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Series1

Levels of Implementation and Impact on RtI2 Schools in LAUSD

Hi Implementing Schools Low Implementing Schools

Developing hypothesis for undesired performance

40% 20%

Data collected to confirm hypothesis

50% 32%

Intervention Plan Developed

30% 21%

Teacher receives staff support to implement plan

40% 14%

Data Collected to Ensure Plan Was Implemented As Intended

60% 14%

API 08-09API 09-10Growth

747763+16

710721+11

Percent Annual Growth, Students with Disabilities and Selected Disability Programs2004-05 through 2009-10

Wichita Disaggregated Data

2006 2007 2008 2009 2010 201145

50

55

60

65

70

75

80

85

White

African-American

Hispanic

ELL

Free/Reduced Lunch

Pe

rce

nt

Ma

kin

g P

rofi

cie

nc

y

146

Critical Element #6

• Identify your top 2 priorities areas around which to report outcomes next year.