Implementing MTSS – A Blended Approach: What & Why? Steve Goodman

1. Implementing MTSS – A Blended Approach: What & Why? Steve Goodman Michigan’s Integrated Behavior and Learning Initiative (MiBLSi) sgoodman@miblsimtss.org miblsi.cenmi.org 4th Annual North Dakota RTI Conference Fargo, North Dakota June 16, 2014 9:15 – 11:30

2. Presentation Description Integration of supporting students around behavior and academics is gaining more attention as schools implement programs involving Response to Intervention. Integrated behavior and academic support models share common components that include: (a) team approach, (b) focus on evidence-based practices that are implemented with fidelity, (c) progress monitoring and, (d) using data to make decisions to improve student outcomes. This session describes the logic for integration of behavior and academics in a Response to Intervention model. Key features of an integrated schoolwide model will be discussed. Examples of implementation, systems of supports and outcomes will be provided.

3. Participants will better understand the critical features of an integrated behavior and reading MTSS model Participants will better understand why an integrated approach can be advantageous over separate behavior and reading systems Objectives/Goals of Session:

4. The Model

5. Moving Upstream:A Story of Prevention and Intervention

6. In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

7. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

8. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

9. She replied, “It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge”.

10. Intensive Intervention • For few students • Universal Prevention • For all students • Targeted Intervention • For some students Continuum of Behavior Supports All students in school

11. Reading Social Behavior Social Studies Science Math Art Phys. Ed. Student Profile: Eddie

12. Academic OR Behavior Support Systems • National Center on Positive Behavioral Interventions and Supports directly supports over 18,000 U.S. schools in implementing PBIS (Sugai, 2012, October). • 68% of schools are in some stage of district-wide RTI implementation, with 24% stating that RTI was part of their typical practices (GlobalScholar, 2011).

13. Difference in Academic or Behavior Approaches to Multi-Tiered Systems

14. MTSS is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices. Multi-Tiered System of Supports (MTSS)

15. Core Features of MTSS(Sugai & Horner, 2009) Interventions that are supported by scientifically based research. Interventions that are organized along a tiered continuum that increases in intensity (e.g., frequency, duration, individualization, specialized supports, etc.) Standardized problem-solving protocol for assessment and instructional decision making. Explicit data-based decision rules for assessing student progress and making instructional and intervention adjustments. Emphasis on assessing and ensuring implementation integrity. Regular and systemic screening for early identification of students whose performance is not responsive to instruction.

16. Parallel vs. Integrated Systems of Behavior and Reading Support Parallel Systems Integrated Systems

17. Behavior and Reading 3-Tier Model • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Academic Systems Behavioral Systems Cir. 2003

18. Intensive Intervention Individualized, functional assessment, highly specific Targeted Intervention Supplemental, some students, reduce risk Universal Intervention Core Instruction, all students Preventive Reading Behavior and Reading 3-Tier Model 1-5% 7-15% 80% Behavior Cir. 2006

19. Parallel Systems to Integrated Systems of Academic and Behavior Supports Academic Supports Educational Supports Behavior Supports Cir. 2011

20. Intensive Intervention • Behavior • Individualized, functional assessment based behavior support plan • Reading • Scott Foresman Early Reading Intervention • Reading Mastery • Corrective Reading • Universal Prevention • Behavior • Identify expectations • Teach • Monitor • Acknowledge • Correct • Reading • Evidence based curriculum focused on: • Phonemic Awareness • Alphabetic Principal • Fluency • Vocabulary • Comprehension • Adequate teaching time • Trained instructors • Progress monitoring • Active participation with frequent feedback • Targeted Intervention • Behavior • Check-in, Checkout • Social skills training • Mentoring • Organizational skills • Self-monitoring • Reading • Teacher-Directed PALS • K PALS • First Grade PALS • Road to the Code • REWARDS • Peer Assisted Learning Strategies • Read Naturally Examples of Behavior and Reading Practices Continuum of Supports

21. Systems of Academic and Behavior Practices

22. Academic and Behavior MTSS systems share elements of quality instruction and effective systems change principles (McIntosh, Goodman, & Bohanon, 2010; Stollar, Poth, Curtis, & Cohen, 2006) Use these shared elements to make a more cohesive system Why Integrate Academic and Behavior Systems?

23. Focus on prevention of problems Supports for all students (intensity based on need) Instructional focus on skill development necessary for success in school and beyond Commitment to evidence-base practices Use of teams to coordinate and manage implementation as whole school initiative Use of data for selecting and modifying interventions Similarities in Academic or Behavior Approaches to Multi-Tiered Systems

24. Strong relationship between academic and behavior skills • Quality instruction can reduce student engagement in problem behaviors (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006) • Implementation of schoolwide positive behavior support leads to increased academic time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006) Why is Integration Important?

25. Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

26. MiBLSi Schools and Reading MEAP:Average Total Office Discipline Referrals per 100 Students per Day

27. Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School “I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal “We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth, 6th grade teacher

28. Cycle of Academic and Behavioral Failure: Aggressive Response(McIntosh, 2008) Teacher presents student with grade level academic task So, which is it… Academic problems lead to behavior problems? or Behavior problems lead to academic problems? Not sure… Probably a combination of both Student engages in problem behavior Student’s academic skills do not improve Student escapes academic task Teacher removes academic task or removes student

29. Distribution of Elementary Reading Intervention Level a Michigan Example (based on DIBELS assessment) (n = 201) (n = 4074) 24% 56% 33% 24% 43% 20%

30. Teams

31. Strategic integration- Skills sets of academic and behavior expertise on team. Team reviews both academic and behavior data Team supports integrated academic and behavior practices Team helps to ensure that the interactive function of student academic and behavior need is being addressed Team Approach in an Integrated Model

32. Example Teams in an Integrated Model

33. Use of Data

34. Data tools and processes are not typically integrated, they are designed and validated to work as separate units. Academic • Direct measurement • Benchmarks • Increase acquisition • Periodic measures Behavior • Indirect measurement • Decrease behavior errors • Continuous measures Data Collection Differences

35. Efficiency- the ideas and principles behind data collection and use for decision making are identical. Effectiveness- utilizing both having academic and behavior data leads to better decisions in each domain. Focus of Integrating Academic and Behavior Data Collection and Analysis

36. Interaction of Behavior and Academics At the classroom level

37. Looking at Julia’s data Problem solving from an individual student level to systems level

38. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) What does this information tell you about Julia’s needs? As an educator, do you have a concern about this child’s progress on the end of year goal/skill? (remember she is only in Kindergarten)

39. End of Year goal is to demonstrate this skill at 35 phonemes per minute (grey area) What does this information tell you about Julia’s needs and the needs of her classmates? And now… the rest of the class. Now that you see Julia in the context of the whole class, how does this information change supports for Julia? Her classmates?

40. Same building, same grade, different teacher Does this information change how you might support Julia? Her classmates?

41. Major discipline referrals per student per class Julia’s class Does this information change how you might support Julia? Her classmates? Same building, same grade, different teacher What does this information tell you about Julia’s needs and the needs of her classmates?

42. Integrated thinking- we approach providing of academic and behavior supports in similar manner Smarter integration- when it makes sense based on student need Provide academic interventions with behavior support components or behavior interventions with academic supports Integration at Universal Supports Level

43. Integrated Practices at Universal Level (Tier I Supports)

44. Reading Support Behavior Support Shared • Specific behavior interventions • Collecting and acting on behavior specific data (though reading behavior is used as assessments (both fidelity and student outcomes) • PBIS framework used for individualized school program materials • Allocated time initial learning and review of expectations • Indirect link to high stakes test • Indirect importance as indicated through high stakes testing • Teachers provided inservice training • Specific Reading interventions • Collecting and acting on specific reading assessments (both fidelity and student outcomes) • Utilize published curricula selected by school or district • Allocated instructional time as component of daily schedule • Direct link to high stakes test • Direct importance as indicated through high stakes testing • Teacher provided training a preservice • Scientifically-based interventions • Continuum of supports with increased intensity based on need • Standardized problem solving protocol for assessment and intervention selection • Data-based decision rules for progress monitoring and program adjustments • Assess and ensure implementation fidelity • Screening for early identification for MTSS • Embedded in school improvement • Use of Team Approach

45. Universal Prevention • Big Ideas • Conspicuous Strategies • Mediated Scaffolding • Strategic Integration • Primed Background Knowledge • Judicious Review Common strategies of good instruction apply to both academic/behavior Good instruction reduces problem behavior and good behavior support provides for instructional environments more conducive to learning Continuum of Supports

46. Your Turn How might you explain the value of integrating behavior supports with academic supports to you colleague back at school?

47. Integrated Practices at Tiers II – III of Support

48. Possibilities of Behavior/Academic Concerns around function of problem Behavior Problems Academic Problems Interrelated Behavior and Academic Problems Nonrelated Behavior and Academic Problems

49. Integrated tier II supports for interrelated behavior and academic problems • Shorter program/intervention duration • Match to focus of student need • Small group instruction/intervention • Grouping students with similar needs • Moderate acute difficulties for academic and/or behavior

50. Possible Integrated Tier II Interventions for… • Students who seek adult attention during the instructional period. • Students who engage in problem behavior to seek peer attention during the instructional period. • Students who engage in problem behavior to escape or avoid academic instruction due to academic skill deficits. • Students who engage in problem behavior to escape working with adults or students during academic instruction. • Students with deficits in academic facilitative behaviors lead to behavior problems during instruction.