ORTIi Annual Conference Multi-Tier Systems of Support: Decoding the MTSS, PBIS, EBISS & RTI Alphabet Soup David Putnam, ORTIi Teri Lewis, NWPBIS Patrick Kelly, ODE ORTIi Annual Conference April, 2016 From the national, to the state, to the local level, Multi-Tier Systems of Support (MTSS) using evidence-based practices are becoming increasingly common and effective. PBIS, RTI, and EBIS are all variations of MTSS that can, and should be, implemented as a single system. This presentation will define the essential features of MTSS, describe the rationale and benefits of using such a system, and outline the integration of PBIS and RTI within the MTSS model. The state of MTSS implementation in the state of Oregon will be addressed.

Today’s Objectives Define MTSS and common guiding principles Describe PBIS & RTI Provide rationale & benefits of MTSS Outline an integrated model Share district outcomes

Defining MTSS Multi- Tiered System of Support

Acronym Alphabet Soup (AAS) RTI: Response to Intervention PBIS: Positive Behavior Interventions and Support EBIS: Effective Behavior and Instructional Supports MTSS: Muti-Tier Systems of Support

MTSS: Common Guiding Principles Evidence-based Practices Capacity Building, Professional Learning, Sustainability Three-tiered Continuum of Support rti (Little rti: SLD Identification) Teaming & Data-based Decision-making Team-based Leadership

Multi-Tiered Systems of Support MTSS Behavior (PBIS) Academics (RTI)

MTSS in Oregon

PBIS One of the most scaled up and sustained frameworks in the United States

PBIS… has been implemented in all 50 states and several countries impacting over 20,000 schools. Approximately 50% of the schools in the state Over 600 schools in Oregon

Critical Features Research validated practices High status leadership team Active administrator participation High priority in school improvement planning Proactive (positive and preventive) systems approach Data-based decision making Continuum of behavior supports Long term commitment

RTI Currently being scaled-up throughout the United States, Oregon, and around the world!

Oregon Response to Instruction and Intervention ORTIi Oregon Response to Instruction and Intervention

SPED referral INSTRUCTION/ BEHAVIOR DATA-BASED DECISION MAKING ASSESSMENT INSTRUCTION/ BEHAVIOR DATA-BASED DECISION MAKING Comprehensive Evaluation SPED referral Formal Diagnostic As needed Tier 3 Individualized Intervention Individual Problem Solving Team 6-8 weeks Individual Problem Solving Team Progress Monitoring Weekly-Monthly Tier 2/3 Supplemental Intervention Tier 2/3 Supplemental Intervention Intervention Review Team 6-8 weeks Individual Education Program (IEP) Parent notified at every red flag Universal Screening 3 times/year Research-Based Core Curriculum w/ Strong Instruction Schoolwide Screening reviewed 3 times/year

WHY MTSS Rationale & Benefits

Nature of the Problem In education innovations come and go in 18-48 months (Latham, 1988), and sustainability has not been a focus (Alderman & Taylor, 2003). Practices have not been selected on effectiveness, but “I think, I feel, I believe” We have worked as lone rangers, not pit crews There has been a profound lack of focus, consistency and deliberate use of what we know works at the systems level

Why do We Care about Sustainability? Evidence-based and effective practices often fail due to ineffective implementation strategies (National Implementation Research Network) Major gaps exist between what is known as effective practices (i.e. theory and science) and what is actually done (i.e. policy and practice; National Implementation Research Network) Initial data on comprehensive school reform models initiated in 2000: 1 in 5 maintained reforms through 2002 1 in 10 maintained reforms through 2004

Why is Implementation Important? Students CAN NOT benefit from INTERVENTIONS They DO NOT receive! Rob Horner The first time I heard this we all laughed. But its not funny. Its huge. It’s the whole shootin’ match. We are not lacking effective interventions, we are lacking interventions that are implemented. “For too long we have focused on the what and not the how”.

Stages of Implementation Focus Stage Description Exploration/Adoption Decision regarding commitment to be apart of the OrRTI Project. Commitment to adopt the use of the essential components of RTI. Installation Develop standards for core program, assessment, & data based teaming systems so that successful implementation can take place and be supported (develop plan). Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts. Full Implementation Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement Make it easier, more efficient. Embed within current practices. Should we do it! Work to do it right! Implementation is not an event A mission-oriented process involving multiple decisions, actions, and corrections Work to do it better! MIBSLI

Efficiently organize and distribute limited resources Nature of the Solution: Build a district-wide model that allows schools to... Efficiently organize and distribute limited resources Establish policy that can guide efforts Centralize and streamline decision- making Provide opportunities for schools to collaborate and share Allow districts to support, acknowledge, etc.

Working Smarter, Not More “Think small” Based on resources, must identify and give priority to a realistic and manageable number of priorities. “Do less, better” Consolidate and integrate initiatives that are similar (e.g., focus, outcomes, etc.)

Reading and Behavior are Intertwined Academic problems frequently co- occur with behavior problems The relationship strengthens over time Poor reading at grade 3 is a strong predictor of behavior problems in HS You must Address both!

Risk Factors and Social Outcomes McIntosh 2012

Risk Factors and Social Outcomes McIntosh, 2012

Destined to a Life of Less? One suspension in elementary school greatly increases the likelihood of a student dropping out of high school. In some states the number of prison beds is based on 3rd grade reading outcomes.

PBIS Students attending schools where PBIS is implemented with fidelity have a 25-30% reduction in office discipline referrals.

Benefits of MTSS Know which students need more/different Know what each student needs Know immediately, “Is what we are doing working?” Provide structures to deliver what students need Prevent academic & behavioral problems Raise student achievement Reduce SLD identification rates

In The Past Some “Fell’” Through Some “Fell’” Through General Education Title Reading or Other Reading Support Special Education Some “Fell’” Through Some “Fell’” Through

Full Continuum of Support Title Reading & Reading Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions I all along the continuum! =

Student Outcomes: Research Support “Use of RTI has resulted in lower rates of SLD (Burns, Appleton, & Stehouwer, 2005) improved proportionality or indicators of equity, earlier delivery of special education services, and increased student achievement (Marston, Muyskens, Lau, & Canter, 2003)” A. M. VanDerheyden & M. K. Burns (2010)

Common Guiding Principles: Integrating PBIS & RTI

Common Guiding Principles: Integrating PBIS and RTI Evidence-based Practices

Evidence Based Is it truly Evidenced-Based: Controlled studies replicated over time and setting Is it REPLICABLE: Can we successfully implement apply it in our schools? Is it SCALABLE: Can we successfully implement over schools, districts, etc.?

Evidence-Based Practices Evidence-based practice (EBP) began in the field of medicine in the early 1990s. Sackett et al. (1997) defined EBP as “the integration of best research evidence with clinical expertise, and patient values.”

In General, Empirically supported treatments Professional judgment EBP is a decision-making approach that: Guide decisions about which interventions to use, and evaluate the effects of an intervention. Empirically supported treatments Professional judgment Context and client values

Common Guiding Principles: Integrating PBIS and RTI Three-tiered Continuum of Support

Multi-Tier Systems of Support Academic Systems Behavioral Systems TIER 3: Intensive Individual Interventions Individual Students Assessment-based High Intensity TIER 3: Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Tier 2: Targeted Group Interventions Some students (at-risk) High efficiency Small group intervention Rapid response 5-10% 5-10% Tier 3: Targeted Group Interventions Some students (at-risk) High efficiency Small Group intervention Rapid response With approval from ODE, we added an academic side to the triangle. TRIANGLE COMES TOGETHER This is EBIS, TTSD’s RTI system. This is being scaled up throughout the state. Talk about the percentage of students falling into each tier/level ODE’s statewide effort to get both Academic and Behavioral RTI systems into schools As provided by IDEA 2004 & ODE many school district now incorporate RTI data into SLD eligibility for special education services. New SLD determination models include continued academic deficit despite RTI and/or Patterns of Strengths and Weaknesses 80-90% 80-90% Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Integration  MTSS

Common Guiding Principles: Integrating PBIS and RTI Teaming & Data-based Decision-making

Talk Time: Teaming & DBDM What meetings do you have? PBIS? IPBS? SST? 100% Meetings? Intervention Review Meetings?

Teaming & DBDM MTSS is all about consistency and efficiency It’s about combining meetings to address behavior and academics Tier 1: 100% Meetings (Screening Data) Tier 2: Intervention Review Meetings (Progress Monitoring Data) Tier 3: Individual Problem Solving Meetings (Individual performance data)

Do you combine ACADEMICS and BEHAVIOR in Meetings? TALK TIME Do you combine ACADEMICS and BEHAVIOR in Meetings?

Teaming & DBDM: Decision Rules Do your teachers “trust the data? How clearly are you currently defining “problems” in your district? Do you primarily rely on the data? “I think…” “I feel like…” “I believe…” “Our data/evidence indicates…” VS.

Teaming & DBDM: Decision Rules Academics Behavior Place students in interventions when Students are in lowest 20% on screening data Students who have two or more ODRs Progress monitor Weekly using fluency measure Daily using CICO Intensify Intervention when There are four data points below the aimline. Administer diagnostic assessment to determine instructional need. Data is below expected rate after two week period. Perform FBA to determine function of the behavior.

Common Guiding Principles: Integrating PBIS and RTI Team-based Leadership

Leadership Who are the leaders in your school? Principals Counselors Teachers Specialists Head Secretary Quick activity: Who are the leaders at your table/district – everyone point to the leader or leaders of your district. Oh good, I saw many of you pointing to those holding institutionalized leadership roles within your district – superintendents, sped or curriculum directors, principals, assistant principals. And that’s true, these are very important roles and have great impact on moving this work forward. Now I want you hold up your pointing fingers again… and I want you to point to the leader with the most power …point to you

Leadership District Leadership Team: District level administrators, and others depending on a district’s size. District Implementation Team: District and building administrators, specialists, special education staff, teacher leaders Building/Implementation Team Principal, teacher leaders, special education, ESL and Title 1 representatives. Team members represent the cultures and ethnicities in the community

District & School Leadership Teams General education teachers (grade level) Special education teachers Support staff Clinical expertise Administrators Family members – “Family Voice” Students- “Student Voice Community members – “Community Voice” Team members represent the cultures and ethnicities in the community

MTSS: Common Guiding Principles Capacity Building, Professional Learning, Sustainability

Professional Learning and Support Training Coaching Ensuring Fidelity

Professional Development AND Ongoing Coaching & Support % of Learners who will… Components of Training …know how to do it …be able to do it …do it consistently in daily practice Presentation/Lecture +Presenter Modeling +Participant Practice & Feedback +Ongoing Coaching & Admin Support 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

Half v. Whole Approach (Lewis-Palmer, 2007)

Professional Development AND Ongoing Coaching & Support Core program fidelity check Intervention fidelity checks Make chart for behavior and academics of procedures of implementation.

Ensuring Fidelity: PBIS School-wide Evaluation Tool

Oregon Outcomes

Cadre 1: Core Implementation School has 90-minute (or less) reading block* (interventions occur WITHIN the core) *60 minute block for ½ day kindergarten +1.7% In Cadre 1, schools that reported they did not develop their core instructional program only saw an increase of 1.7% (over the first 5 years of implementation) in the percentage of students meeting the benchmark on the DIBELS reading assessment (Kindergarten through 5th grade). *K – NWF; 1st-5th – grade ORF

Cadre 1: Core Implementation School has 90-minute reading block* (interventions occur OUTSIDE of the core) +8.3% +1.7% In Cadre 1, schools that reported they created a 90 minute block for reading, but did not ensure fidelity of implementation within that 90 minutes saw an increase of 8.3% (over the first 5 years of implementation) in the percentage of students meeting the benchmark on the DIBELS reading assessment (Kindergarten through 5th grade). *K – NWF; 1st-5th – grade ORF

Cadre 1: Core Implementation School has a 90-minute reading block* (interventions occur OUTSIDE of the core) AND Common, agreed-upon grade-level instructional strategies. +16.5% +8.3% +1.7% In Cadre 1, schools that reported they created a 90 minute block for reading AND ensured fidelity of implementation of curriculum and instruction within that 90 minutes saw an increase of 16.5% (over the first 5 years of implementation) in the percentage of students meeting the benchmark on the DIBELS reading assessment (Kindergarten through 5th grade). *K – NWF; 1st-5th – grade ORF

RTI Reduces SLD Identification Rates Avg. % of Students Identified SLD 24 out of 29 districts moved in the direction of the mean State Average: 2011 3.1 ORTIi Cadres 1-6 Prior to Entering 4.7 ORTi Cadres 1-6 in 2011 (1-5 years after entering OrRTI Project) 3.5 Reduction 26%

It’s Working for Reading!

It’s Working for Behavior

It’s Working for Closing the Achievement Gap

For More Information: David Putnam, Director, ORTIi dputnam@ttsd.k12.or.us Teri Lewis, Director, Oregon NWPBIS tlewis@pbisnetwork.org Patrick Kelly, Coherence Specialist, ODE patrick.kelly@state.or.us