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RtI..Not Just for Breakfast..
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Enduring Understanding:
• Planning and organizing structures
• Defining processes for communication
• Teaming to improving outcomes
• Organizing multiple data sources
Essential Questions
• How do you organize systems, data, personnel, and practices to improve supports in your environment (e.g., human, financial, structural)?
• What are the processes we can use to prevent miscommunication and enhance support for our actions?
Essential Questions
• What are effective ways to encourage teams to work together effectively?
• How do we begin to look at relationships and analysis of data for decision making?
Thank you!
• Virginia's Tiered System of Support Team
• “Systematic Analysis and Model Development for High School Positive Behavior Support” Institute for Education Science, U.S. Department of Education, Submitted with the University of Oregon. Awarded 2007. (Q215S07001)
• “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. (R324A070157)
Thank you!
Organizing
Building the plane video
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Tertiary Interventions/Tier 3:Dig deeper – why? Tertiary Intervention/Tier 3:
Ask questions, Teach what works better *
Antibiotics
Secondary Interventions/Tier 2:Can’t do/won’t do
Secondary Interventions/Tier 2:Coke test analogy..
Aspirin, Soup*
Universal InterventionTier 1:Were we clear? Does it work?How do we respond?
Universal Intervention/Tier 1:Be clear on expectations, make sure they work, be humane
Rest, Vitamins*
Designing School-Wide Systems for Student SuccessA Response to Intervention Model
Questions Answers
*Scott, T. examples
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Tertiary Interventions/Tier 3:*Young Leaders *National Honor Society; Eyes on the WorldSecondary/Tertiary-SLC teams
Tertiary Intervention/Tier 3:- Assessment based…Wraparound,
Secondary Interventions/Tier 2:Secondary/Tertiary-SLC teamsAVID; Mentor MomsCredit RecoveryAfter School MattersELL Summer School/(Freshman Connection) Gear-Up
Secondary Interventions/Tier 2:- AVID, After School Matters- ELL;Gear-up;Summer School(freshman Connection)- In HouseTutoring- Mentor Moms
Universal InterventionTier 1: In-House Tutoring; Summer School (freshman Connection),ASPIRA;_Service Learning;Attendance and Tardies_SLC; PARR; Freshman Seminar
Universal Intervention/Tier 1:-PARR-Attendance and Tardy-- Small Learning Communities (SLC)
Designing School-Wide Systems for Student SuccessA Response to Intervention Model
Academic Systems Behavioral Systems
Developing futures plan (i.e., RENEW),
FBA/BIP, Academic
Remediation
Teaching specific social expectations:
SWPBIS, SEL
Embedding student choice into the
academic, behavioral, social
core curriculum: RtI, SEL, UDL
Explicitly teaching effective self-
expression, self-evaluation, problem solving, goal setting, within the academic and behavior core:
SOL, RtI, SEL
Teaching individual replacement behaviors
classwide: Expectations; Group interventions
Universal supports
Intensive supports
Adapted from: Bohanon, H., Castillo, J., & Afton, M. (In Submission). Embedding self-determination and futures planning within a schoolwide framework.
What are you doing?
Professional Learning CommunitiesProfessional Learning Communities
• There are four questions that should guide our thinking:
– 1. What do we want our students to learn?– 2. How do we know that they have learned it?– 3. What will we do if students do not learn it?– 4. What if they do learn?
Amy Altschuler, Kim Lechner, Angela Sacchitello, Andy Schroeder
Evidence-Based Practices
See handout: Examples? Non-examples?
https://www.flickr.com/photos/asterasnowwhite/2132665143/in/photolist-4fst3F-5PU28T-5PUquM-kYruYN-fH3EBm-5PU3ac-9CqkVf-9CnqKD-9CnqGT-9CqkJj-2DouAJ-fH3ET1-fH3EFL-fH3EJY-fH3EPo------9RSbfP-bDN3fK-bwgacS-c8hitm-4x31qr-2gaeE-8PhzKc-8SgYFK-edUyPn-dUHRmn-5PYRCq-aBb3uH-6mrbyM-nkfVg-5PUxe4-2Dj47K-9oBXSD-9oF2CJ-9oEXoh-9oBUEz-9oEZwd-9oF1FG-9oBX2B-9oEZeQ-9oEY1N-9oBW9P-9oEXz9-9oF19N-9oBXzF-9oEXL5
Gallery Walk
• See questions in handout– Celebrations and Next Steps for MTSS– Complete as group– Have scribe(s) place ideas on posters– Walk the gallery for ideas
Celebration Time!
Key Elements
• Systems – Josh, flight, checklist– Administrative Commitments, Coaching
(external/internal), Representative Teams, Audit of practices, Priority
• Practices– Based on evidence
• Data– Process and impact – dropout
• What and with whom?
http://en.wikipedia.org/wiki/Josh_Grobanhttp://www.inmagine.com/searchterms/private_jet.html
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
Question
How many of you . . . Have used some type of fidelity tool
related to MTSS? Experienced problems with training
along?
19
CASEL Rubric (SEL)
http://www.casel.org/downloads/Rubric.pdf
Effective Behavior Support Self-Assessment Survey (PBS)9. A team exists for behavior support planning & problem solving.
10. School administrator is an active participant on the behavior support team.
http://www.pbis.org/evaluation/evaluation_tools.aspxhttps://www.pbisassessment.org/
SELF-ASSESSMENT OF PROBLEM SOLVING IMPLEMENTATION
(SAPSI V2.4; RtI)
http://www.luc.edu/cseit/i-aspireresourcesforcoordinator.shtmlAlso see http://www.florida-rti.org/_docs/AppendixA.pdf
Connections
SREB SCF (s): 5, 7, 8 , 9, 10, 12, 13 ISLLC Standards: 2, 3, 4, 6
Promote welfare and safety Develop capacity for distributed leadership Ensure teacher and organizational time
focuses on quality instruction and student learning
23
Developing futures plan (i.e., RENEW),
FBA/BIP, Academic
Remediation
Teaching specific social expectations:
SWPBIS, SEL
Embedding student choice into the
academic, behavioral, social
core curriculum: RtI, SEL, UDL
Explicitly teaching effective self-
expression, self-evaluation, problem solving, goal setting, within the academic and behavior core:
SOL, RtI, SEL
Teaching individual replacement behaviors
classwide: Expectations; Group interventions
Universal supports
Intensive supports
Adapted from: Bohanon, H., Castillo, J., & Afton, M. (In Submission). Embedding self-determination and futures planning within a schoolwide framework.
What are you doing?
SAPSI
• If you were to complete this today?
• Read all, complete as a group – focus on Questions 1-5 ; 21-22; 23-27
• What are your – Key areas to work on – start with Systems
Defining yourself
• What is the mission of your universal team
• What is the mission of your vision team
– See what works https://www.youtube.com/watch?v=LJhG3HZ7b4o
– See Handout
Preventing Depression
• See Handbook – what is in and our of your control?– Reflect on SAPSI– What is in and out of your control?– https://docs.google.com/document/d/
1F4RBPKG538DNjwiIV1XcuQZ__5u07awYk127WQecly8/edit?usp=sharing
Communication
Reflective Question
• When was the last time someone you knew was hurt because they were not informed about a next step?
• Was this the outcome? https://www.youtube.com/watch?v=dFnykkgJzRM
Will and Capacity within Will and Capacity within OrganizationsOrganizations
Positive Will + Positive Positive Will + Positive Capacity = Active UseCapacity = Active Use
Only if the following three Only if the following three components are met:components are met:
Personnel MobilizationPersonnel Mobilization
Necessary FunctionsNecessary Functions
LinkagesLinkagesResistance Resistance toto
InertiaInertia
Creativity Creativity toto
DemoralizaDemoraliza--tiontion
Negative Negative CapacityCapacity
Passive Passive resistance resistance toto
Actual Actual sabotagesabotage
Active UseActive UsePositive Positive
CapacityCapacity
Negative Negative WillWill
Positive Positive WillWill
CAIRO: A way to access linkages
• Consulted
• Approval
• Informed
• Responsible
• Out of Decision Loop
CAIRO
• See Handout
• Pick three next actionable steps
• List out tasks
• Complete CAIRO with staff
• Report out
Healthy Team Functioning
Integration of EffortsMTSS
Silos are OK, let’s make some bread
https://www.flickr.com/photos/docsearls/5500118475/in/photolist-cXMNUQ-bC1HTo-9o2xAT-9o5AEY-69MYfV-bubVYL-fu5X2f-E9aS-8DnR9y-bxgyP7-5qSgwP-dSA9Bi-5shMyD-8usn4k-5kZNd-89XiCo-2BGoqb-79hKaP-6wBTN-d7tNeN-7Sp5BB-9gfYVD-bA5evD-7i8Yvi-7WuQSP-4pTi29-cFS2Bs-9bk1ib-vxLgw-CJ6Cg-8GYAwP-5y9gAy-9PykmB-s4Zdf-gtS4jP-5gF5YM-6wBUr-57aEQb-6ALHfs-auR8jn-h8TtVm-3FHzm8-nTvUk-xKH84-4Vc2E6-3pSKw-5W5NMW-ma4TR-29BGFW-7Sp6Wg
Napoleon and Getting Back On Mission
Sometimes we get blown off course– https://www.youtube.com/watch?v=bcPvLWc_Li8
https://www.flickr.com/photos/dunechaser/1318424520/in/photolist-31vgFf-4XeSUX-fC69K-6JH6ck-nyy2ou-4NefDq-nwKKZL-aqLJbt-aLyYd-agAZj-dHXjiW-bKKTPD-vWRJW-4FTGPy-4Na3DM-xte5w-38CKFk-9ER8bR-dQu76q-aqUf5T-38HjYj-37XakH-38CLvM-4NcrsM-iUjd6K-nyz43E-dpUSgn-b2ATq-8PbDGK-aan7cn-37Prtj-dRuqt9-5o9RkF-peztGm-7qSBKA-gbqDQe-7qSD27-nyx2fK-4jC9xm-dwbfmS-9trw2m-9QMmzC-38Hik9-eddua-7qSCDb-6heizk-7qNHex-iStJa7-7Dj3iQ-4C7yFv
Effective Meetings
• Scheduling and communication
• Creation and use of an agenda
• Meeting begins and ends on-time
• Keeping the meeting on track
• Action plan/delegating tasks
• Meeting Participation • Dissemination of
meeting notes
See examples: Herding Cats, Bad Meetings, Action Plans, Rate yourself – handbook
Common MTSS Agenda
• See handout – aligns with SAPSI and other tools..
Defining yourself - Handout
• What do you value as a team?
• What does this mean working together?
Possible Structures for MTSS
ICEPS Project, 2008http://www.luc.edu/cseit
Principal
AP Student Services
Department Chairs AP Curriculum &
Instruction
Internal Coach/RC3 Committee Chair –
IDM Committee Chair/Internal Coach
Behavioral Data Sub-Committee Chair
Lesson Plan Sub-Committee Chair
Community Chair / Community Committee
Advisory Sub.-Committee Chair
Tertiary Sub-Committee Chair
TBA
Test Prep Su-Committee Chair
Data Sub-Committee Chair
All Departments
Presentation Sub-Committee Chair
Secondary Sub-Committee Chair
Building Based Staff
School Liaison Administrator who oversees functioning and makes administrative decision for all tiers of MTSS within the building (e.g. attends meetings, allocates resources)
10 hours a month
Sara,
Internal Coordinator (Primary Support Leader Team)
Internal staff who can lead staff, with support from the External Coach, in implementing MTSS schoolwide academics and behavior practices, run meetings and oversee sub-committees
10 hours a month
Sara
Acknowledgement CHAIR
Lead the acknowledgement of student and staff behavior for schoolwide efforts, sub-committee in planning for celebrations and reinforcement systems within the school, meet with internal coordinator 2 times a month
8 hours a month Terry
Acknowledgement Sub-committee
Facilitate schoolwide acknowledgment activities, including design and implementation.
4 hours a month Janet
Model Positions Document
Model Positions
• See the model positions document
• Review and discuss how this may or may not address your organizational structure for MTSS
Preparing Data for Decisions
Video – Sales are up
Data
• See Handout – Key ideas for schoolwide data – where are you?
Types of Existing Data
• Office Discipline Referral Data
• GPA
• Credits toward graduation
• Attendance
• Failing grades
• Statewide assessments
• Existing screening data
(Heppen, O'Cummings, & Therriault,2009; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008; McIntosh et al., 2009)
Deciding the Level of Intervention
93%
7%5%
%
6 or more ODRs
2-5 ODRs
0-1 ODRs
% of Students with ODRs
57%
32%
11%
%
1.0 GPA or Less
1.0 - 1.9 GPA
2.0 GPA or More
% of Students by GPA
See Sample Dashboard
•
Separate Data Sets
Combined Data Using VLookup
See YouTube examples: http://www.youtube.com/watch?v=3tk_Mif7040
Next Steps for Data - Handout
If the team is aware, plan for distribution of tasks…
INITIATIVE COMMITTEE ROLE/TITLE RESPONSIBILITY WORK WITH WHOM BRING TO THE TABLE
THREE RULES: 1. NOT INVOLVED IN ORGANIZING, 2.
CANNOT BE SOMEONE HIGHLY TAPED IN OTHER
INTIATIVES, 3. CAN BRING FRESH EYES (AFTER
THREE YEARS WE GO ON AUTOPILOT)
Advisory Steering committee Co-facilitator Organizing, distribution,
organization, training, work with mentors
Student Mentors, teachers,
administrators, district
Sara, Jesse, Sue, Mark, James, Elmira
Who You Gonna Call?Maintaining and Sustaining Healthy Teams
(Marla Israel, December 2008)
Other Supports
• IRIS Online Modules– http://iris.peabody.vanderbilt.edu/
resources.html• Rti Action Network Article Behavior and
Academics– http://www.rtinetwork.org/learn/behavior-
supports/integrating-behavior-and-academic-supports-general-overview
ReferencesBohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harris, S., Moroz, K.,
Kasper, B., Hicks, K., Culos, C., & Sailor, W. (2006). School-wide application of urban high school positive behavior support: A case study. Journal of Positive Behavior Interventions, 8, 131-145. http://69.195.124.205/~hankboha/wp-content/uploads/2014/04/Journal-of-Positive-Behavior-Interventions-2006-Bohanon-131-45.pdf
Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic initiatives: Part I, Communique’. 41 (2), pp. 4-5. http://ecommons.luc.edu/education_facpubs/28
Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic initiatives: Part II, Communique’. 41 (3), pp. 12-13. http://ecommons.luc.edu/education_facpubs/27
Bohanon, H. & Wu, M. (2011). Can prevention programs work together? An example of school-based mental health with prevention initiatives. School-Based Mental Health Practice 4 (4), 35-46. [LINK TO ARTICLE:http://ecommons.luc.edu/education_facpubs/1/ ]
Chard, D. J. (2013). Systems impact issues and trends in improving school outcomes for all learners through multitier instructional models. Intervention in School and Clinic, 48(4), 198-202. doi: 10.1177/1053451212462876
Other ResourcesChrist, T. J. (2008). Best practices in problem analysis. In A. Thomas & J. P. Grimes
(Eds.), Best practices in school psychology V (pp. 159-176). Bethesda, MD: National Association of School Psychologists.
Heppen, J., O'Cummings, M., & Therriault, S. (2009). Identifying Students At-Risk for Dropping Out of High School: Overview of a Tool for Developing Early Warning Systems. Paper presented for the National High School Center Webinar.http://www.betterhighschools.org/webinar/default.aspx
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 359-390). New York: Guilford Press.
Gamm, S., Elliott, J., Halbert, J. W., Price-Baugh, R., Hall, R., Walston, D., . . . Casserly, M. (2012). Common Core State Standards and diverse urban students: Using multi-tiered systems of support. Washington, DC.: Council of the Great City Schools.
