Dr. Patricia Hershfeldt Sheppard Pratt Health System Using Multi-tiered Systems of Support to Promote Student Academic Success and Social-emotional Well Being Dr. Patricia Hershfeldt Sheppard Pratt Health System Johns Hopkins University

Goals: Available resources within a MTSS/RTI Curricular alignment Resource mapping Freshman Academy – putting it into practice Curricular alignment Embedding social/emotional skills in instruction

Formula for Success Enabling Contexts Effective Implementation Methods Effective Interventions Effective Implementation Methods Enabling Contexts Socially Significant Outcomes © 2012 Dean Fixsen and Karen Blase, National Implementation Research Network © Fixsen and Blase 2013

Using MTSS to Promote Student Academic Success and Social-emotional Well Being Unique features

Identify clear outcomes and data sources Foundational Systems Contextual Influences Communication Leadership Data Size Culture Developmental Level Size: Number of staff/ students; Layout of building; Available classes/services large classes with a wide array of student skill deficits and needs multiplied across several class periods in a typical school Day wide array of courses An additional strength of high schools related to academic outcomes is the multiple resources typically housed on site such as counselors, school psychologists, multiple administrators, department chairs, and learning specialists. The emphasis on content and standardized curriculum across multiple sections of the same course creates challenges for differentiation of instruction when students are not mastering the content. Teachers see 150 or more students Multiple initiatives Culture: Content driven; Teacher centered; Removal vs change Philosophy: an environment that is teacher-centered and content-driven. – students must adapt emphasis on the high school student’s responsibility for learning and self-management regardless of grade level or individual need. emphasizes the content over individual student need remove students from learning environments in which they are struggling inadvertently reinforce teachers for not altering classroom environments and sending students outside of the classroom to address problems. Departments/Divisions/Silos/Part not whole: Given the explicit focus of high schools on achievement toward graduation and post-secondary life, the departmental or curricular organization allows high schools to maximize content expertise. provides few opportunities for interdisciplinary collaboration among content instructors and specialists to address student problems. importance of these connections in keeping students engaged and motivated to continue to achieve in school and beyond   Developmental level: Autonomous; Participate in decision making; Influence of peers; brain development autonomous adolescents who place greater value on being actively involved in decision making who identify more closely with their peer groups than those in lower grades. Want to have input into the change – not just acted upon  Put simply, if students do not buy in to the system, it will not be successful Leadership: Administrative structure; inconsistent standards and expectations preventing the development of a shared vision of the school community as a whole ….. Leadership Team – representative, meeting times, distributing tasks, leaders in hs already very busy Communication: Develop Leadership Team and communication system, need system with staff but also students – match culture; establish new language Data: lots of it due to lots of students; many people managing it, more than ODRs Understand importance and relationship of data on completion, academic progress, and attendance Ensure data is available to monitor progress and outcomes Ensure data system is efficient for team use in decision making Build consensus Identify clear outcomes and data sources Increased instructional time; Decreased administrative time spent responding to behavior Improved school climate Increased student self-management skills Reduced behavior referrals & reduced need for interventions (resources)

COMMUNICATION SYSTEMS HS Contextual Influences Key Foundational Systems COMMUNICATION SYSTEMS DATA SYSTEMS LEADERSHIP SYSTEMS Size Culture Developmental Level Core SW Practices/ Systems Key HS Focus Areas School Engagement and Success SOCIAL BEHAVIOR ACADEMIC SUCCESS PERSONALIZA-TION / SCHOOL BELONGING FRESHMEN SUPPORT Sustainable implementation Slow Methodical Transparent Strategic Continued professional development Sharing vision and goal Accountability for education and training Ongoing allocation of resources Staffing Funding Time and training Consistent communication Use of data Extension of pre-existing beliefs and practices Tradition Culture Daily practices High School Implementation of SWPBIS Flannery, B, 2012

Implementation in High Schools High Schools are implementing PB4L SW “Slow” to get started - Many high schools take a year or so in planning before implementing practices Adoption/Implementation of any initiative Understand and attend to the key features of the initiative Attend to context (people, environment, culture, etc.)

Big Ideas As you begin implementation of a system or practice (or get stuck), ask yourself: Did you consider impact of size, culture, developmental level of students? Did we think about communication, data and leadership systems to make us successful for this system/practice?

Available resources : Resource mapping & Freshman Academy Using MTSS to Promote Student Academic Success and Social-emotional Well Being Available resources : Resource mapping & Freshman Academy

Practices, Initiatives, Programs for a FEW Triangle Activity: Applying the Three-Tiered Logic to Your School Tier 3 Practices, Initiatives, Programs for a FEW Tier 2 Practices, Initiatives, Programs for SOME Tier 1 Practices, Initiatives, Programs for ALL Pre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning? Pre-correct- We do not have yellow kids, red kids, etc. We have kids needing supports at each tier and we are all over depending on our needs and strengths. You see solid lines, but they really are blurred and should be designed for bridging practices in tiers. Students may move in and out of tiers. What do you have in place for behavior interventions for all, some, and a few? Think about this on a school-wide level and maybe think about it around one of the top behaviors in your school. Say disrespect or disruption. Think about kids down the road too-who do not respond to universal. Be sure to make the connections to the pyramid for academics and you will always look to both –the connections. Our work will be looking at what we have, what can we tweak, and what are we missing. What are the EBPs? How are you monitoring effectiveness with data? Are there any that are really getting significant outcomes? How will you take your staff through this process?

GOAL: 100% of students achieve TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: What exactly do we expect all students to learn ? How will we know if and when they’ve learned it? How you we respond when some students don’t learn? How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum Use Guiding Questions to get folks thinking in an integrated way District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. Florida PBS 11 11 11

For approx. 20% of students TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). Where are the students performing now? Where do we want them to be? How long do we have to get them there? How much do they have to grow per year/monthly to get there? What resources will move them at that rate? District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. 12 12 12

Intensive, Individualized Tier III For Approx 5% of Students Core + Supplemental Intensive Individual Instruction …to achieve benchmarks Where is the student performing now? Where do we want him to be? How long do we have to get him there? What supports has he received? What resources will move him at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. TIER III: Intensive, Individualized District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. 13 13 13

A Response to Intervention (RtI) Application for Behavior Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/ Secondary Tier 3/ Tertiary Check-in/ Check-out Assessment Intervention Social/Academic Instructional Groups Daily Progress Report (DPR) (Behavior and Academic Goals) Individualized Check-In/Check-Out, Groups & Mentoring (ex. CnC) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavioral Assessment/ Behavior Intervention Planning (FBA/BIP) Complex FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 2009 Adapted from T. Scott, 2004

ACADEMICS What’s in place for a student who is struggling w/reading or math? ACADEMICS

BEHAVIOR What’s in place for a student who is struggling w/following the rules? BEHAVIOR

Resource Mapping What are the practices in place at each tier of the triangle? Are they evidence-based practices? How are you measuring effectiveness of practices (data)? Who are the service delivery teams/personnel (e.g., Climate, School Improvement Team, Discipline)? Link to outcomes- Strategic Plan (School Improvement Plan) Pre-correct-You can’t id a practice that kids only get when they get kicked out of class. Ask- what are the practices you have to support the conditions for learning? We will never finish resource mapping-we will continue to add, revise our resource mapping. When we work more with advanced tiers, it will always be anchored to universals.

Developed 2010-2011: in collaboration with the RENEW Oversight Team, the Behavior Support Team, the Administration Team and with the help of West faculty and staff. Universal interventions are specific to the school if data suggest 70- 80% of your kids need it- it’s a Tier 1

A Framework is a productive way to analyze needs & gaps Resource Mapping: An Example Research shows that A Framework is a productive way to analyze needs & gaps 4/15/2013 - Hershfeldt

Sample framework adapted from Center for Mental Health in Schools Select a Framework 4/15/2013 - Hershfeldt

Identify Gaps & Brainstorm New Services 4/15/2013 - Hershfeldt

Using MTSS to Promote Student Academic Success and Social-emotional Well Being curricular alignment

Universal Design for Learning What is the essential shift educators need to make to ensure all learners achieve college and career readiness? After viewing the podcast, ask the group to complete the capture sheet in response to the question. (Upon the click the answer will appear) Focus on the Learners http://www.youtube.com/watch?v=aaSZqgr2eUM&feature=youtu.be

Connecting Brain Research and UDL

UDL Wheel You may also access the wheel electronically: http://udlwheel.mdonlinegrants.org/

Climate as a part of core curriculum Shifting the thinking to an integrated approach to academic and behavioral instruction Academic Systems Behavioral Systems Intensive, Individually Designed Interventions Address individual needs of student Assessment-based High Intensity Intensive, Individually Designed Interventions Strategies to address needs of individual students with intensive needs Function-based assessments Intense, durable strategies 1-5% 1-5% Targeted, Group Interventions Small, needs-based groups for at risk students who do not respond to universal strategies High efficiency Rapid response 5-10% 5-10% Targeted, Group Interventions Small, needs-based groups for at- risk students who do not respond to universal strategies High efficiency/ Rapid response Function-based logic Core Curriculum and Differentiated Instruction All students Preventive, proactive School-wide or classroom systems for ALL students Not a matter of giving equal time to academics and climate, but integrating them so that they are one and the same. Climate as a part of core curriculum Core Curriculum and Universal Interventions All settings, all students Preventive, proactive School-wide or classroom systems for ALL students and staff 80-90% 80-90%

NZ Key Competencies are…. NZ Curriculum says… Using language symbols, & text Participating & contributing Relating to others Managing self excellence, by aiming high and by persevering in the face of difficulties innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively diversity, as found in our different cultures, languages, and heritages equity, through fairness and social justice community and participation for the common good ecological sustainability, which includes care for the environment integrity, which involves being honest, responsible, and accountable and acting ethically

Activity: guiding questions What skills are necessary for students to demonstrate these behaviors in class? What resources/practices do you currently have in place at your school that teach these skills? Are these resources/practices taught universally or are they used as a targeted intervention? What shifts need to take place for these skills to be taught to all students as an integrated part of the curriculum? What additional resources do you need? What supports do you need to put into place to help teachers with this shift?

What have we learned? How can 3 tiers support equal access for all students? Not a matter of giving equal time to academics and climate, but integrating them so that they are one and the same.