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MERGING ACADEMIC & BEHAVIOR

INSTRUCTION/INTERVENTION

Critical Elements to Facilitate Statewide MTSS Capacity

Amanda March, Ph.D.Brian Gaunt, Ph.D.

Clark Dorman, Ed.S.

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Agenda

• Evolution from RtI to MTSS

• Structured Problem-Solving to “integrate”

• MTSS Components and Indicators of Implementation

• Statewide Implementation Efforts

• Building Internal Capacity for Service Delivery of Statewide Integrated MTSS

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National RtI Implementation

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National RtI Implementation

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National RtI Implementation

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DIFFERENTIATING RTI AND MTSS

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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.

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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 .

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Parallel RtI:A & RtI:B?Integrated MTSS?

Parallel System Integrated System

Academic Behavior

Research Support for Integration

• 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)

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INTEGRATED DATA-BASED PROBLEM SOLVING

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Problem Solving Process

Define the ProblemWhat Do We Want Students to KNOW and Be Able to

DO?

Problem AnalysisWhy Can’t They DO It?

Implement PlanWhat Are WE Going To DO About

It?

EvaluateIs It Working?

(Response to Intervention –RtI)

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Steps in the Problem-Solving Process

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

2. Problem 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

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

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

• The data are presented in a way that reflect 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)

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Instructional Planning: Integrating Academic Instruction & 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?

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Lesson Plans that Focus On:

• 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

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STATEWIDE MTSS IMPLEMENTATION

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State Context for Implementation

• Common Core State Standards Implementation• Florida RtI/MTSS Implementation Plan – Phase II• Revised Rules requiring elements of MTSS (e.g., steps for

problem/solving, instruction/intervention and parent engagement

• Revised Florida Educator Accomplished Practices (FEAPs)-what educators must KNOW and BE ABLE TO DO—to include critical elements of MTSS

• Race to the Top• New Educator Evaluation Requirements—50% practice

standards based on FEAPs, 50% student outcomes (growth)• Integration of Florida PS/RtI, FLPBS and Technology • Network of training, technical assistance and technical

support

*** Within context of severe budget problems

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Framework for Alignment and Integration

Fed/State Policies &

Procedures

Leadership, Professional

Development, & Staff Evaluations

School/District

Improvement Plan & Eval

School, Family &

Community Engagemen

t

CCSS, Data-based Problem-

Solving, & Supp/Intensive Interventions

MTSS

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MTSS Critical Components

• Effective & Resolute Leadership• Integrated Standards/Expectations

(e.g., CCSS)• Alignment: Standards/Instruct./Assess• Multi-tiered services aligned to

standards• Structured Problem-Solving Process• Integrated Data-Based Decision-Making

System

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MTSS Critical Components

• Ongoing professional development and coaching

• Multi-faceted family/community engagement

• Culture of need-driven decision-making

• Organizational alignment and integration.

• Comprehensive evaluation model

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District Indicators

• Mission/Vision linked to student outcomes• Org. Alignment: Curriculum & Instruction

– Special Education– Behavior support services/Safe Schools– Student Services; etc.

• Common structured PS process• Outcome driven focus• Flexible resource allocation based on needs• Infrastructures to support common MTSS

elements (e.g., Data Systems)• Transparent Communication

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School Indicators

• Leadership team – School improvement implementation, monitoring and evaluation

• Flexible, data-driven schedule• Personnel assign based on skill, not title• Timely, efficient, and accessible data system• Focus on Tier 1 Effectiveness • Tier 2/3 Supports delivered with fidelity &

sufficiency• Success of T2&3 determined by effect on Tier 1• Resources allocated based on needs of

students.

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School Indicators

• Job-embedded professional development• Effective/efficient communication

structures – Internal and external stakeholders. – Full staff involvement.

• Family and community engagement plan• Integrated lesson planning.• Special education services (IEPs) linked to

grade level standards for learning.• Integrated services to address concerns for

students with complex integrated needs.

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COLLABORATIVE STATEWIDE PROJECT INTEGRATION

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Common Language/Understanding

• MTSS Implementation Components: Ensuring Common Language & Understanding

floridarti.usf.eduClick on “Resources”Click on “Multi-Tiered System of Supports”

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MTSS Inter-project Vision

• Enhance the capacity of all Florida 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 collaborative 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.”

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Resource AlignmentMTSS Mission & Vision

Components (formerly known as

workgroups)

Enhance the capacity of all Florida 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 collaborative data-based

problem solving utilized

by

effective leadership at all levels of

the educational

system;

Inform the development, implementatio

n, 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.”

Teaming/ Collaboration

Systems Coaching

                   

Definition X X 

X 

X 

X   

Domains X     

X X       

Skills X X 

X X X X   

X

        

X       

X

Modules X X X X X X X   

X

Leadership                   

Definition X   

X X X 

X 

X

Module 

X   

X X X   

X

FACE                   

Definition     

X     

X 

X

Broad Indicators X X 

X X X X X 

X

Specific Indicators X X X X X X X X 

X

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District Action Planning &Problem Solving (DAPPS)

• Strategic Problem-Solving Process at the district level to identify barriers to the implementation of MTSS, systematically problem-solve those barriers and determine the effects of eliminating or reducing barriers on the implementation levels of MTSS district-wide.

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District Action Planning & Problem Solving (DAPPS)

• Collaboration of PS/RtI & FLPBS– 2-4 person district support teams

• Protocol for DAPPS Process– Step 1: Readiness and Team

Development– Step 2: Needs Assessment– Step 3: Action Planning – Group

problem-solving– Step 4: Delivery of Training and TA– Step 5: Evaluation

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MTSS Inter-Project Professional Development

Data-Based Problem-Solving & Team Facilitation Competencies • Interpersonal Communication

Skills• Leadership Skills• Problem-Solving Facilitation

Skills– Ex: 8-Step Model, 4-Step

Model, & Action Planning• Gradual Release Models &

Skills• Job-embedded Professional

Development Designs• Best Practices in Teaming &

Collaboration• Peer Coaching & Feedback• Content Knowledge

– Ex: CCSS, DAPPS, specific district initiatives

PD Structures• Tiered Model of Training & Supports

• PD Instructional Methodologies– Explicit Instruction, Modeled

Instruction, Guided Practice, & Independent Practice with Feedback

• Structures– “Learning Partners”

• Dyads working with DAPPS– “Learning Community”– “Facilitation Coordination Team”

• Staff assigned to support facilitators in need of additional instruction and practice

– “Structured Feedback Process”• Peer & Supervisor Feedback

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3 Level PD System Knowledge Level (online modules)

1. Interpersonal Communication Skills2. 8-Step Problem Solving Process3. Giving and Receiving Feedback

Observation Level (online modules)4. School-Level Example5. District-Level Example

Practice Level (mock team)6. Known Problem7. Unknown (assigned) Problem

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Knowledge Level Module Example:Interpersonal Communication Skills

Advanced Organizer

After this module, the participant will be able to:

• Define consultation and describe its essential characteristics

• Differentiate an expert versus a collaborative consultation model

• Explain ecological approach in problem-solving process

• Define interpersonal communication skills• Describe the benefits/research supporting

skill use• Identify and provide example of each type

of interpersonal communication skill (questions & activities)

• Given a problem-solving session to observe, identify the types and frequency of interpersonal communication skills used by the facilitator

Reflection Journal

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Observation Level Module Example:School Level Problem-Solving Team

Observation & Feedback

• Video stream of problem-solving facilitation meeting.

– Identify interpersonal communication skills used by the problem-solving facilitator by:

• Type• Frequency

– Identify the components of the 8-step process

– Provide feedback on critical features of the process

8-Step Observation Guide

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Practice Level Module Example:Mock Problem-Solving Team

Practice & Feedback

• Mock problem-solving practice facilitation with peers as team

• Observation leader provides feedback using rubric components– 1) Collaborative Process– 2) Interpersonal

Communication Skills– 3) 8-Step Process– 4) Giving & Receiving

Feedback

Problem Solving Facilitation PD Rubric

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PD Progress Monitoring

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Inter-Project Content Knowledge & Awareness Webinars

Structure & Process

• Biweekly, 1 hour 15 mins• Live & Recorded• Common Structure

– Overview– Definition, Models, Skill

Sets– Alignment with MTSS

Mission/Vision– Research Support– Readings & Support

Materials– Next Steps– Q & A, Discussion– Evaluation

Topics

• Leadership• Coaching• Data-Based Problem-

Solving• Program Evaluation• Family & Community

Engagement (FACE)• Educator Evaluation

Systems• Student Engagement• Unit Showcases

– Secondary, RC/RF, Technology, PBS TA Specialists

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DAPPS Implementation & Evaluation

• Currently implementing in 7 districts• Workgroup:

– 12 Facilitators (half from each project)– Leadership representation– Evaluation representation

• Purpose: – Ensure fidelity of DAPPS (i.e., protocols)– Comply with evaluation documentation and

components– Revise/Refine DAPPS process and related

materials– Communicate with Inter-Project Leadership

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Org. Alignment to Support District MTSS Implementation

SBLT

DLT

DAPPS Facilitators

Professional DAPPS Development Implementation & Evaluation

Inter-Project Leadership Team

Florida Department of Education

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Reflection

• Questions

– How does this resonate with you?

– What are your barriers to real MTSS integration?

– What value do these activities/ideas have potentially for your system?

– Is this information helpful for you to identify next steps for MTSS implementation at your site?

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Thank You!

Amanda March, Ph.D.Professional Learning Specialistamarch@usf.edu

Brian Gaunt, Ph.D.Inter-Project Coordinator: PS/RtI; FLPBSbgaunt@usf.edu

Clark Dorman, Ed.S.PS/RtI Project Leaderdorman@usf.edu