Multi-Tiered Systems of Support: Implications for Special Education

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

What is Special Education

• Special Education– Specially designed instruction to meet the unique

needs of a child with a disability• Related Services

– Services required to assist the student to benefit from special education

Key Special Education Processes

• Evaluation (not benefiting from general education)

• Individualized Education Plan– Based on student need (data-driven)– Measurable outcomes– Progress monitoring– Connect points to evidence-based practices– Related Services

• Procedural Safeguards

Considerations

• Strong advocate for many of the features of the current special education process– Procedural safeguards /Parent & child rights– Individualized plans– Multi-disciplinary approach

• Majority of students in special education spend most of their day in general education environments

Challenges in Current Special Education Process

• “Wait Fail” evaluation process using a medical model (underlying pathology)

• Difficult task of keeping students “on-track” with peers while attempting to catch up due to disability

• At times an inefficient parallel system, curriculum, service delivery to general education

• Role of special educator becoming blurred, but without clear systems and guidelines

Challenges in Current Special Education Process

• Special education often only serves one or two aspects of the child without connections to the whole child’s education

• Special education reform will rely as much on changes in general education teacher and administrator pre-and in-service professional development as within our own field

Special Education Led Initiatives

• School-wide Positive Behavior Support– Problem solving process to a) prevent, b)

intervene early, and c) create supportive environments for students on IEPs

• Response to Intervention – Differentiated academic instruction matching

student need to intervention prior to referral for special education

Yet to be determined…

• Nexus between MTSS and current special education process

• When is instruction and supports “special education”

• When are procedural safeguards put in place

MTSS Challenges

• Tier II/III expertise typically confined to special education & related personnel (e.g., school psychologist, SLP, OT)– Delivering special education without due process?

• No one “owns” Tier II students– Case managers

• Monitor data• Share plan year to year

• When does the special education referral process start?

Think about it….• The median age of onset for common

social/emotional issues:– 6 years for anxiety– 11 years for behavior– 13 years for mood – 15 years for substance use disorders.

(Merikangas et al., 2010)

Think about it…

If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).

School-wide Positive Behavior Support

Starting Point….

• We cannot “make” students learn or behave

• We can create environments to increase the likelihood students learn and behave

• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

School-wide Positive Behavior Support

• Problem solving framework• Systematic implementation of evidence-based

practices• Layers in increasingly more intensive

environmental supports to increase the likelihood students are academically, emotionally, and socially successful

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SW-PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Universal

Targeted

IntensiveContinuum of

Supports

Reading

Science

Math

Soc skills

Horses

Spanish

Essential Features at the School Level

• Teams of educators within the school (administrator)

• Data-based decision making• Instructional Focus

– Teach & Practice• Acknowledge student mastery of social skills

– Positive Feedback• Readiness across Tiers (universals always a priority)• Access to on-going Technical Assistance

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Universal School-Wide Features

• Clearly define expected behaviors (Rules)– All Settings– Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement

I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies

Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting

Maintain personal space

WalkStay to the right on stairsBanisters are for hands

•Walk•Push in chairs•Place trash in trash can

Wash hands with soap and waterKeep water in the sinkOne person per stall

Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self

•Walk•Enter and exit gym in an orderly manner

Respect-ful

•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly

Be honestTake care of yourself

Walk quietly so others can continue learning

Eat only your foodUse a peaceful voice

Allow for privacy of othersClean up after self

•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language

Be an active listenerApplaud appropriately to show appreciation

A Learner

•Be an active participant•Give full effort•Be a team player•Do your job

•Be a risk taker•Be prepared•Make good choices

Return to class promptly

•Use proper manners•Leave when adult excuses

•Follow bathroom procedures•Return to class promptly

•Be a problem solver•Learn new games and activities

•Raise your hand to share•Keep comments and questions on topic

Benton Elementary School

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

Tier II/III

Tier II (small group)• Efficient and effective way to identify at-risk students

– Screen– Data decision rules– Teacher referral

• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support

• Progress Monitoring• Part of a continuum – must link to universal

school-wide PBS system

Tier III (individualized support)

• When small group not sufficient• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community

Agencies (Integrated Framework Monograph)

• Part of a continuum – must link to universal school-wide PBS system

FBA – PBS Plan Process

Success requires:1. Individual(s) with expertise in FBA-PBS2. Fluency with a clear process among all staff

whereby roles are clearly defined3. A basic understanding of Applied Behavior

Analysis (Behavior is functionally related to the teaching environment) among all school staff

SettingEvents

TriggeringAntecedents

DesiredAlternative

ProblemBehavior

AcceptableAlternative

MaintainingConsequences

MaintainingConsequences

Setting Event

ManipulationsAntecedent

ManipulationsBehaviorTeaching

ConsequenceManipulations

Competing Behavior Pathways Model

Sugai, Lewis-Palmer & Hagan, 1999

Outcomes

Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math

Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

44.0%

46.0%

48.0%

50.0%

52.0%

54.0%

56.0%

58.0%

60.0%

MAP Proficiency by SW-PBS Implementation Levels - All Students

2010 2011

Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math Comm Arts

Math

Preparation Emerging Bronze Silver Gold non SW-PBS All Schools

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

MAP Proficiency by SW-PBS Implementation Levels - IEP Students

2010 2011

Response to Intevention

Response to Intervention

• To identify students with learning disabilities (IDEA 2004)

• To provide effective, evidence-based instruction to all students– Ongoing data collection of instructional

effectiveness

Field Elementary School

SW-PBS and Response to Intervention with Literacy

Field Elementary School• High Diversity

– School has 290 students; 50% minority; 20% English Language Learners; 13% Special Education

• Instructional leader turnover• Poverty

– 79% of students live in poverty• Highly transient population

Field Elementary School

+ Teachers and Staff committed to increasing academic and social successof all students

+ A committed Principal who supported faculty in their efforts to change the way they taught to improve children’s lives

Field Elementary School

• Academic Standing– Only 5% of all students scored proficient in 2005– Breakdown by ethnicity:

–0% African-American–18% Caucasian–0% Students with disabilities–0% English Language Learners–7% Students living in Poverty

Field Elementary School

• Literacy• In 2004–05, 44% students required

intensive support for reading and writing

• Social Behavior• In 2003-04 Averaging 10.4 discipline

referrals per day

Positive Behavior Supports

MU College of Education —140 years of discovery, teaching and

learning

Impact on Behavior Problems

From 10.4 per dayTo 1.6 per day

Field Literacy Data

30%

26%

44%

0%

20%

40%

60%

80%

100%

2004-2005

Intensive

Strategic

Benchmark

Structure

Core Reading 90 min, 5 days week with:

Intervention Groups 45 min, 4 days week, with:

(5th day individual focus )

Tier IIIIntensive Intervention

Classroom Teacher

Reading specialists, Sp Ed, ELL, Sp. Lang,K-2 SRA Reading Mastery3-5 Wilson Reading Systems

Tier IIStrategic Intervention

Classroom Teacher

Classroom Teacher Reading Mastery or Soar to Success

Tier IDIBELS benchmark

Classroom Teacher

Classroom Teacher Enrichment based on themes of core program

Core Reading and Intervention Schedule

Core• K 9:00-10:30• 1st 9:00-10:30• 2 10:00-11:30• 3 11:00-12:30• 4 1:45-3:15• 5 1:00-2:30

Intervention12:25-12:5511:30-12:159:15-10:0010:15-11:001:00-1:452:15-3:00

Data Collection

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Benchmark

Progress Monitoring

Tier III Fall, Winter & Spring Every Other Week

Tier II Fall, Winter & Spring Every Other Week

Tier I Fall, Winter & Spring Once a month

Also utilize as needed:•Developmental Reading Assessment (DRA & DRA-2)•Scholastic Reading Inventory (SRI)•District Writing Assessments

Impact on Literacy• Improved Academic Standing

– In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%).

– African American: 0% improved to 16%– Caucasian: 18% improved to 57%– Students with disabilities: 0% improved to 25%– English Language Learners: 0% improved to 27%

Field Literacy Data

30%

26%

44%

40%

27%

33%

40%

29%

31%

51%

25%

23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2004-2005 2005-2006 2006-2007 2007-2008

Intensive

Strategic

Benchmark

Special Education and MTSS

Special Education Processes

• Evaluation• Individualized Education Plan

– Based on student need (data-driven)– Measurable outcomes– Progress monitoring– Connect points to evidence-based practices– Related Services

• Procedural Safeguards

Evaluation & MTSS

• Non-response to interventions that can be implemented by all educators and which all students have access

• Insurance of high implementation fidelity and sufficient dosage of intervention/accommodation

• Supplemental evaluation steps to confirm disability and determine severity

Evaluation

• Developmental Delay• Deaf-Blind• Deafness• Hearing Impairment• Multiple Disabilities• Orthopedic Impairment• Visual Impairment

• Intellectual Disability (mild)

• Emotional Disturbance• Other Health

Impairment• Learning Disability• Speech or Language

Impairment• Autism

IEP & MTSS

• IEP structure and process remains the same

Added Benefits• Universal effective instructional strategies • Objectives address same/similar expectations across the

school• More comprehensive cross school data collection• Creates a de-facto maintenance & generalization strategy• All students eligible to receive supports across the

continuum

MTSS Special Education Process

• Continue to serve as case managers for students with disabilities

• Continue to provide “pull-out” intensive supports /instruction (and related services) when general education environment cannot support

MTSS Special Education Process

Will Require:• Universal practices implemented school wide

(with fidelity checks)• Evidence-based universal practices• Sophisticated data review and frequent

universal screening• Tier II strategies carefully matched and

monitored to student need

MTSS Special Education Process

Will Require:• New evaluation process and standards (start

of procedural safeguards)– Intense/chronic concerns– Non response to Tier II/III strategies– Corroborated with standard measures

• Continuation of complete continuum of supports for all students with better connections between IEP and MTSS process

Implications

• Resource Allocation at the School level– Case load balanced against “consultation” time– Support for intensive services

• Focus of “consultation” to team vs. individual student

• Other staff role changes– General educators as case managers– Support staff

• Teacher preparation/ Certification (both special and general education)

MO-CASE VisionMO-CASE’s transformational vision for special education is based on the creation of a single, unified education system where all educators demonstrate the commitment, confidence, expertise, and call to action (leadership) to teach all learners within a community of professional support in which:• Special educators participate as full members of collaborative teams of

educators who use data and problem solving processes to plan for and monitor progress of all learners;

• Multi-tiered Systems of Support (MTSS) provide the operational framework to identify and provide prevention and early intervention for students who need differentiated or intensified academic or social-emotional-behavioral instruction/support;

• Evidence-based practices are the universal standard for both core and intervention instruction;

• Proficiency on state learning standards and post-graduation success are the explicit outcomes of PK-12 education for all learners.

Multi-Tiered Systems of Support: Implications for Special Education

Tim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org