+Implementing Response to Intervention in Academics & Behavior: MTSS in Kansas
Heather HaynesAllyson Palmer
University of Kansas – Doctoral Student Fellows, RTI Leadership Preparation Program
+Session Objectives
Review key tenets of a response to intervention (RTI) logic model
Discuss key tenets of multi-tiered system of supports (MTSS)
Highlight positive behavior interventions and support (PBIS) as a model for addressing the social and emotions needs for students
Provide resources for further information
+Moving Upstream:A Story of Prevention and Intervention
From October 2009 presentation by Alexna Posney. www.pbis.org
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.
From October 2009 presentation by Alexna Posney. www.pbis.org
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.
From October 2009 presentation by Alexna Posney. www.pbis.org
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?”
From October 2009 presentation by Alexna Posney. www.pbis.org
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.
From October 2009 presentation by Alexna Posney. www.pbis.org
+
What We Know…
“A longitudinal study of 407 students found that 74% of the children whose difficulty in reading was first identified at nine years of age or older
continued to read in the lowest quintile throughout their middle and high school years.”
From October 2009 presentation by Alexna Posney. www.pbis.org
+
What We Know…
The earlier school staff can identify students’ difficulties, the quicker and less expensive the task is to help them catch up
The longer a student goes without assistance, the longer the remediation time and the more intense the services must be
From October 2009 presentation by Alexna Posney. www.pbis.org
+
What We Know…
Students must know what is expected of them
Behavior is learned
Schools must provide safe, learning conducive and predictable environments
We must teach students what positive behaviors look like
From October 2009 presentation by Alexna Posney. www.pbis.org
+
What we can do…
Response to Intervention (RTI) is a way of screening children, early in their schooling, that
can help schools and educators identify those who may not be responding to instruction – and thus may be at risk for school failure. The technique allows
schools, on a schoolwide basis, to provide any student more
intensive support–and monitor their progress—than typically available in every classroom.
From October 2009 presentation by Alexna Posney. www.pbis.org
How we can do it…By intentionally designing and redesigning
resources to match student needs
Ensuring that every leader is responsible for planning, implementing and evaluating
Using academic and behavioral data to inform instructional/behavioral decisions
Including educators, families and community members as part of effective problem-solving and instructional decision making
Creating an empowering culture that maintains collective responsibility for every child’s success
From October 2009 presentation by Alexna Posney. www.pbis.org
+ All students achieving to high standards
by being provided sufficient time and support
All low performing students being provided focused instruction
All teachers teaching students to high standards by being given the right conditions and assistance
All teachers intervening in the learning process when there is an indication of a failure to learn
All teachers focusing early intervention resources on the early years of schooling
Leadership Compass, Fall 2006, National Association of Elementary School Principals
What we wanted in KS…
From October 2009 presentation by Alexna Posney. www.pbis.org
+
An integrated intervention support system
A focus on both academics and behavior
The provision of interventions as early or whenever needed
Multiple or tiered levels of support and intervention
A continuum of increasingly intense research-based interventions
Ongoing monitoring of the effectiveness of the interventions provided
What we put in place in KS…
From October 2009 presentation by Alexna Posney. www.pbis.org
+
In Kansas, this includes RTI and EIS and much more--this is
referred to as:
MTSS
From October 2009 presentation by Alexna Posney. www.pbis.org
+MTSS
What is MTSS?
A three-tiered approach with tier 3 as special education
RTI in disguise
A way to delay identifying students as in need of special education
Special education initiative
A systemic approach to helping all students learn
From October 2009 presentation by Alexna Posney. www.pbis.org
+MTSS
What is MTSS?
A three-tiered approach with tier 3 as special education
RTI in disguise
A way to delay identifying students as in need of special education
Special education initiative
A systemic approach to helping all students learn
The big “BIG” idea of MTSS
1.1. Deciding what is importantDeciding what is important for students to know
2.2. Teaching what is importantTeaching what is important for students to know
3.3. Keeping trackKeeping track of how students are doing
4.4. Making changesMaking changes according to the results collected
Dave Tilly, Heartland AEA; 2005
From October 2009 presentation by Alexna Posney. www.pbis.org
+
What MTSS is…
1. Focused on every child’s achievement and behavior
2. Individual child problem solving
3. Evidence-based practices for every child
4. High quality, differentiated
5. Screening
6. Progress monitoring
7. Data-based decision-making
8. Timely, informative, systemicFrom October 2009 presentation by
Alexna Posney. www.pbis.org
+
Adapted from Dan Reschly, 2002
What MTSS is not…
From October 2009 presentation by Alexna Posney. www.pbis.org
MTSS Framework
Leadership Identified Teams Buy-In/Consensus Communication Professional Development Empowering Culture
Professional Development Initial Training Support for Implementation Monitoring for Fidelity Providing ongoing Support
Empowering Culture Involving all Staff Involving Parents Informing All
From October 2009 presentation by Alexna Posney. www.pbis.org
Assessment Screening Diagnostic Progress Monitoring Outcomes
Curriculum Core Supplemental Intensive
Instruction Core Supplemental Intensive
MTSS Framework
From October 2009 presentation by Alexna Posney. www.pbis.org
+
All (Core) Core Curriculum Core Instruction Screening Assessment
Some (Supplemental) Protocol Based Curriculum Protocol Based Instruction Diagnostic Assessment Progress Monitoring Assessment Problem Solving Teams
Few (Intensive) Problem Solving Teams Intensive, Customized Supports
MTSS Framework
From October 2009 presentation by Alexna Posney. www.pbis.org
+Kansas:
Multi-Tier System of Supports
From October 2009 presentation by Alexna Posney. www.pbis.org
+
+Advantages of MTSS
Provides instructional and behavioral assistance in a timely fashion (e.g., NOT a wait-to-fail model)
Helps ensure a student’s poor academic performance is not due to poor instruction or inappropriate curriculum or problem behavior is not due to lack of expectations
Informs teachers and improves behavior and/or instruction because data are collected and closely linked to interventions
From October 2009 presentation by Alexna Posney. www.pbis.org
+How Has MTSS Worked?
Junction City, KS:
10th largest Kansas district
Military connected students = 44%
Free/reduced lunch students = 38.9%
ELL = 3%
SPED = 13.3%
Ethnic demographicsWhite
From October 2009 presentation by Alexna Posney. www.pbis.org
+
From October 2009 presentation by Alexna Posney. www.pbis.org
+ Kansas: Reading
From October 2009 presentation by Alexna Posney. www.pbis.org
From October 2009 presentation by Alexna Posney. www.pbis.org
+
From October 2009 presentation by Alexna Posney. www.pbis.org
Kansas: Math
From October 2009 presentation by Alexna Posney. www.pbis.org
From October 2009 presentation by Alexna Posney. www.pbis.org
From October 2009 presentation by Alexna Posney. www.pbis.org
From October 2009 presentation by Alexna Posney. www.pbis.org
+ MTSS and SW-PBIS
At the heart of both MTSS and SW-PBIS is systemic change aimed at positively impacting both social and academic competencies for all students.
MTSS draws upon evidence and research-based practices, incorporating the SW-PBIS framework into the broader integrated MTSS approach.
From October 2009 presentation by Alexna Posney. www.pbis.org
+
Hillsboro, KS:
In 2003, Hillsboro found 28 students to be eligible for special education services
In 2008, Hillsboro found 1 student to be eligible for special education services
How Has MTSS Worked?
From October 2009 presentation by Alexna Posney. www.pbis.org
+ Number of Schools Implementing SWPBS
Annually
From October 2009 presentation by Alexna Posney. www.pbis.org
Proportional Relationship of Referrals to Students
All Students
From October 2009 presentation by Alexna Posney. www.pbis.org
+
+
+
+
+
+ Anecdotal Reports from Schools
(Prior to Full SWIS Implementation) 60% reduction in Office Discipline Referrals (ODRs) at
Lincoln Elementary, Parsons (2007-08 to 2008-09)
33% decrease in ODRs at Highland Park, Topeka
2,000 fewer ODRs at Salina Central High School during the first implementation year
From October 2009 presentation by Alexna Posney. www.pbis.org
+ Anecdotal & Empirical Reports from Schools
Hocker Grove in Shawnee Mission report: Decreases in the intensity of problem behaviors Decreases in Out of School Suspensions and In School
Suspensions Decreases in Office Discipline Referrals
Westridge Middle School in Shawnee Mission report: Decreases intensity of problem behaviors Decreases in Out of School Suspensions and In School
Suspensions Greater balance in ethnicity proportions for students
receiving ODRs
From October 2009 presentation by Alexna Posney. www.pbis.org
+ KS Education Shines!
The American Legislative Exchange Council’s 2007 report card listed KS 7th in the nation for its academic achievement
KS students rank in the top 10% for reading and mathematics on the ACT
89.7% of students graduate
87.5% of teachers are highly qualified
On the 2007 NAEP, KS: 4th /8th graders ranked 2nd in the nation on
math 4th /8th graders ranked 6th on reading
From October 2009 presentation by Alexna Posney. www.pbis.org
+ Leaders and Laggards: A State-by-State Report Card on Educational Effectiveness
Center for American Progress
Certain states with a large percentage of low-income and minority students score far better than others on
achievement tests. Those seeking to improve their own students' academic results should look to high-achieving states with large percentages of traditionally low-scoring demographic groups, such as Florida, Kansas, Texas, and Virginia, to figure out how to succeed with low-income and minority students. Because they are serving those students relatively well, they earned As in this category.
From October 2009 presentation by Alexna Posney. www.pbis.org
+In KS, We Promise All Students…
You will acquire the same essential knowledge and skills as the other students
Your learning will be carefully monitored, and you will be given multiple opportunities to demonstrate your learning
You will promptly receive extra time and support if you experience difficulty in learning
Your teachers will clarify the standards they will use in assessing the quality of your work
You will be the beneficiaries of educators who have promised to work together collaboratively to use the practices that have a positive impact on your achievement
From October 2009 presentation by Alexna Posney. www.pbis.org
+In Order to Ensure That a Thousand Years From Now…We have helped:
--every 20th child who drops out
--every 10th child who has multiple risk factors
--every 8th child who is mentally or physically challenged
--every 7th child who is Hispanic
--every 6th child who is black
--every 5th child who is poor
--every child
From October 2009 presentation by Alexna Posney. www.pbis.org
+What does it mean to us?
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we . . . teach? . . . punish?”
John Herner, Counterpoint (1998, p.2)
From October 2009 presentation by Alexna Posney. www.pbis.org
