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Multi-tiered Service Delivery Model
Presented atSaint Xavier University
David Bell Ed.D.ADAPTED FROM
Response to Intervention: What’s Behavior Got to Do with ItGEORGE SUGAI
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.”
--Wright (2005)
Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.
Discussion: Read the quote below:
Do you agree or disagree with this statement? Why?
Keeping the Class Together
Many Obstacles for the Class
Making Work Easier; Better Outcomes
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.
Problem-Solving is the process that is used to develop effective instruction/interventions.
Response to Intervention
IDEA Partnership 7November 2006
Essential Component 1:
Multi-tier Model
Schools fall further behind if… A system is not put into place to address
the academic and behavioral challenges
Potential Risk
Given the new standards schools need to be proactive in addressing the academic and behavioral issues that may impact students academic growth and development.
Should we revisit system to support students who have some behavorial challenges
Should we revisit the way we approach teaching the curriculum.◦ What impact will this have on our students
academically?
New Standards
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
CCSS Mathematical Practices
Two model course pathways Traditional:
Algebra I, Geometry, Algebra II Integrated:
Mathematics I, Mathematics II, Mathematics III
Both pathways address the same standards and prepare students for additional courses such as:Precalculus, Advanced Quantitative Reasoning
High School Pathways
Focus
Coherence
Clarity Rigor
Addressing Barriers to Learning Through Tiered Prevention & Intervention: A Student Assistance Core Team Approach
Tier III: Intensive Interventions School & Community resources for students who did not respond to Tier II interventions. Research predicts approximately 5% of GSP will be served in Tier III.
Tier II: Targeted InterventionsSchool & Community Resources for students who have been identified as in need of support. At least two-thirds of students referred to Tier II are expected to respond well. Research predicts approximately 15% of GSP will be served in Tier II.
Tier I: Prevention / Baseline InterventionsSchool & Community programs and supports available to all students, specifically students across all socio-economic, cultural, and gender groups establishing a positive learning environment. Research predicts approximately 80% of general student population (GSP) will be served in Tier I.
Assessment Supports
Collaborative Problem Solving: Data based problem solving is on-going with team membership that is responsive
to individual student need.
Examples:·Frequent Progress Monitoring ·Referrals to Multi-Disciplinary Evaluation
Examples:·SA CORE TEAM·Strengths-Based Needs·Functional Behavioral Analysis·Curriculum-Based ·Progress Monitoring
Examples: ·Required Health Screens ·Academic Data / Benchmarking·Attendance / Behavioral Data·Universal Academic Screening·Standardized Tests
Examples:·Relevant Special Ed.·Systems of Care·Linked Support Services
Examples:·Small Group Instruction·Educational Support Groups·Parent Consultation·Individual / Group Counseling
Examples:·General Ed. Curriculum·Extra-Curricular Activities·Developmental Guidance·Prevention & Incentive Programs·Community Programs
Reference: US Office of Special Education Programs—PBIS
Needs Assessment—School & community data collection to identify needs and resources
How are we proactively addressing the behavior concerns school-wide?
Behavior
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
“Reiko”
What would you do?
Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
“Kiyoshi”
What would you do?
Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.
“Mitch”
What would you do?
Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
“Rachel”
What would you do?
Assess these situations Develop behavior intervention plans based on our assessment
Monitor student progress & make enhancementsAll in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
Fortunately, we have a science that guides us to…
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
However, context matters….
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
“159 Days!”
Reiko is in this
school!
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
“Da place ta be”
Kiyoshi is in this
school!
During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.
“Cliques”
Mitch is in this
classroom!
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.
“Four corners”
Rachel is in this
school!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)
SW-PBS Logic!
What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?
Are these environments safe, caring, & effective?
Context Matters!
Questions!
Assess these situations Develop behavior intervention plans based on our assessment
Monitor student progress & make enhancementsAll in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
Fortunately, we have a science that guides us to…
School should have a comprehensive system to collect universal data on behaviors that may be…◦ External◦ Internal◦ Systematic Screening for Behavior Disorders (SSBD; 1999),
Referral for these behavior should be supported by data to determine if the problem is ◦ School Wide◦ Classroom◦ Student(s)
Tier 1 Universal Screening
Schools should have a system to check the fidelity of the implementation of the rigorous standards of common core. Specifically..
Are students engaged in mathematical task?
To what extent are we engaged in depth rather than breadth of knowledge?
To what extent we are able to get our students to think!!!
Tier 1Academic
http://www.youtube.com/watch?v=sYn4arp5p68
The Escalator
Academic and behavioral challenges should be addressed by understanding the population you serve.◦ Most behavior problems can be solved by
implementing system to support the child socially, emotionally and/or academically.
◦ Some Strategies include Social skills training Mentoring Teaching Organization skills Homework Club Newcommers Club Peer Tutoring
Tier 2 and Tier 3
Role of School Counselors and other Support Staff
Qualitative research revealed that ◦ Counselors in middle school have a different
understanding of RtI.
Research
Support the leadership in creating an environment that will “prevent” academic and behavioral problems. This should include◦ Organizing a school wide positive system of
support◦ Assessing the environment◦ Analyzing data
Primary Role of school counselors
35
Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment
Assess students Design, implement and evaluate guidance
and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students
School Counselor’s Role
Certification and Licensure of School Counselors R390.1302
36
Provide guidance to students on career, occupational and educational information to facilitate post secondary goal attainment
Assess students Design, implement and evaluate guidance
and counseling programs focusing on career, academic, personal, social, emotional and developmental needs of all students
School Counselor’s Role
Certification and Licensure of School Counselors R390.1302
