Organizing for MTSS and Data- Decisions Hank Bohanon

RtI..Not Just for Breakfast..

PowerPoint's Enduring Understanding: Planning and organizing structures Defining processes for communication Teaming to improving outcomes Organizing multiple data sources

Essential Questions How do you organize systems, data, personnel, and practices to improve supports in your environment (e.g., human, financial, structural)? What are the processes we can use to prevent miscommunication and enhance support for our actions?

Essential Questions What are effective ways to encourage teams to work together effectively? How do we begin to look at relationships and analysis of data for decision making?

Thank you! Virginia's Tiered System of Support Team

“Systematic Analysis and Model Development for High School Positive Behavior Support” Institute for Education Science, U.S. Department of Education, Submitted with the University of Oregon. Awarded (Q215S07001) “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded (R324A070157) Thank you!

Organizing Building the plane video

1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: Dig deeper – why? Tertiary Intervention/Tier 3: Ask questions, Teach what works better * Antibiotics Secondary Interventions/Tier 2: Can’t do/won’t do Secondary Interventions/Tier 2: Coke test analogy.. Aspirin, Soup* Universal Intervention Tier 1: Were we clear? Does it work? How do we respond? Universal Intervention/Tier 1: Be clear on expectations, make sure they work, be humane Rest, Vitamins* Designing School-Wide Systems for Student Success A Response to Intervention Model Questions Answers * Scott, T. examples

1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: *Young Leaders *National Honor Society; Eyes on the World Secondary/Tertiary-SLC teams Tertiary Intervention/Tier 3: - Assessment based…Wraparound, Secondary Interventions/Tier 2: Secondary/Tertiary-SLC teams AVID; Mentor Moms Credit Recovery After School Matters ELL Summer School/(Freshman Connection) Gear-Up Secondary Interventions/Tier 2: - AVID, After School Matters - ELL;Gear-up; Summer School(freshman Connection) - In HouseTutoring- Mentor Moms Universal Intervention Tier 1: In-House Tutoring; Summer School (freshman Connection),ASPIRA;_ Service Learning; Attendance and Tardies_ SLC; PARR; Freshman Seminar Universal Intervention/Tier 1: -PARR -Attendance and Tardy -- Small Learning Communities (SLC) Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

Developing futures plan (i.e., RENEW), FBA/BIP, Academic Remediation Teaching specific social expectations: SWPBIS, SEL Embedding student choice into the academic, behavioral, social core curriculum: RtI, SEL, UDL Explicitly teaching effective self- expression, self- evaluation, problem solving, goal setting, within the academic and behavior core: SOL, RtI, SEL Teaching individual replacement behaviors classwide: Expectations; Group interventions Universal supports Intensive supports Adapted from: Bohanon, H., Castillo, J., & Afton, M. (In Submission). Embedding self-determination and futures planning within a schoolwide framework. What are you doing ?

Professional Learning Communities There are four questions that should guide our thinking: –1. What do we want our students to learn? –2. How do we know that they have learned it? –3. What will we do if students do not learn it? –4. What if they do learn? Amy Altschuler, Kim Lechner, Angela Sacchitello, Andy Schroeder

Evidence-Based Practices See handout: Examples? Non-examples?

Gallery Walk See questions in handout –Celebrations and Next Steps for MTSS –Complete as group –Have scribe(s) place ideas on posters –Walk the gallery for ideas

Celebration Time!

Key Elements Systems – Josh, flight, checklist –Administrative Commitments, Coaching (external/internal), Representative Teams, Audit of practices, Priority Practices –Based on evidence Data –Process and impact – dropout What and with whom?

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

Question  How many of you...  Have used some type of fidelity tool related to MTSS?  Experienced problems with training along? 19

CASEL Rubric (SEL)

Effective Behavior Support Self-Assessment Survey (PBS) 9. A team exists for behavior support planning & problem solving. 10. School administrator is an active participant on the behavior support team.

SELF-ASSESSMENT OF PROBLEM SOLVING IMPLEMENTATION (SAPSI V2.4; RtI) Also see

Connections  SREB SCF (s): 5, 7, 8, 9, 10, 12, 13  ISLLC Standards: 2, 3, 4, 6  Promote welfare and safety  Develop capacity for distributed leadership  Ensure teacher and organizational time focuses on quality instruction and student learning 23

Developing futures plan (i.e., RENEW), FBA/BIP, Academic Remediation Teaching specific social expectations: SWPBIS, SEL Embedding student choice into the academic, behavioral, social core curriculum: RtI, SEL, UDL Explicitly teaching effective self- expression, self- evaluation, problem solving, goal setting, within the academic and behavior core: SOL, RtI, SEL Teaching individual replacement behaviors classwide: Expectations; Group interventions Universal supports Intensive supports Adapted from: Bohanon, H., Castillo, J., & Afton, M. (In Submission). Embedding self-determination and futures planning within a schoolwide framework. What are you doing ?

SAPSI If you were to complete this today? Read all, complete as a group – focus on Questions 1-5 ; 21-22; What are your –Key areas to work on – start with Systems

Defining yourself What is the mission of your universal team What is the mission of your vision team –See what works –See Handout

Preventing Depression See Handbook – what is in and our of your control? –Reflect on SAPSI –What is in and out of your control? – KG538DNjwiIV1XcuQZ__5u07awYk127WQe cly8/edit?usp=sharinghttps://docs.google.com/document/d/1F4RBP KG538DNjwiIV1XcuQZ__5u07awYk127WQe cly8/edit?usp=sharing

Communication

Reflective Question When was the last time someone you knew was hurt because they were not informed about a next step? Was this the outcome? gJzRM gJzRM

CAIRO: A way to access linkages Consulted Approval Informed Responsible Out of Decision Loop

CAIRO See Handout Pick three next actionable steps List out tasks Complete CAIRO with staff Report out

Healthy Team Functioning

Integration of Efforts MTSS Silos are OK, let’s make some bread

Napoleon and Getting Back On Mission Sometimes we get blown off course –

Effective Meetings Scheduling and communication Creation and use of an agenda Meeting begins and ends on-time Keeping the meeting on track Action plan/delegating tasks Meeting Participation Dissemination of meeting notes See examples: Herding Cats, Bad Meetings, Action Plans, Rate yourself – handbook

Common MTSS Agenda See handout – aligns with SAPSI and other tools..

Defining yourself - Handout What do you value as a team? What does this mean working together?

Possible Structures for MTSS

ICEPS Project,

Building Based Staff School LiaisonAdministrator who oversees functioning and makes administrative decision for all tiers of MTSS within the building (e.g. attends meetings, allocates resources) 10 hours a month Sara, Internal Coordinator (Primary Support Leader Team) Internal staff who can lead staff, with support from the External Coach, in implementing MTSS schoolwide academics and behavior practices, run meetings and oversee sub-committees 10 hours a month Sara Acknowledgement CHAIR Lead the acknowledgement of student and staff behavior for schoolwide efforts, sub-committee in planning for celebrations and reinforcement systems within the school, meet with internal coordinator 2 times a month 8 hours a month Terry Acknowledgement Sub-committee Facilitate schoolwide acknowledgment activities, including design and implementation. 4 hours a month Janet Model Positions Document

Model Positions See the model positions document Review and discuss how this may or may not address your organizational structure for MTSS

Preparing Data for Decisions Video – Sales are up

Data See Handout – Key ideas for schoolwide data – where are you?

Types of Existing Data Office Discipline Referral Data GPA Credits toward graduation Attendance Failing grades Statewide assessments Existing screening data (Heppen, O'Cummings, & Therriault,2009; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008; McIntosh et al., 2009)

Deciding the Level of Intervention

See Sample Dashboard

Separate Data Sets

Combined Data Using VLookup See YouTube examples:

Next Steps for Data - Handout

If the team is aware, plan for distribution of tasks…

INITIATIVECOMMITTEEROLE/TITLERESPONSIBILITYWORK WITH WHOMBRING TO THE TABLE THREE RULES: 1. NOT INVOLVED IN ORGANIZING, 2. CANNOT BE SOMEONE HIGHLY TAPED IN OTHER INTIATIVES, 3. CAN BRING FRESH EYES (AFTER THREE YEARS WE GO ON AUTOPILOT) AdvisorySteering committeeCo-facilitatorOrganizing, distribution, organization, training, work with mentors Student Mentors, teachers, administrators, district Sara, Jesse, Sue, Mark, James, Elmira Who You Gonna Call? Maintaining and Sustaining Healthy Teams (Marla Israel, December 2008)

Other Supports IRIS Online Modules – mlhttp://iris.peabody.vanderbilt.edu/resources.ht ml Rti Action Network Article Behavior and Academics – supports/integrating-behavior-and-academic- supports-general-overviewhttp:// supports/integrating-behavior-and-academic- supports-general-overview

References Bohanon, H., Fenning, P., Carney, K., Minnis, M., Anderson-Harris, S., Moroz, K., Kasper, B., Hicks, K., Culos, C., & Sailor, W. (2006). School-wide application of urban high school positive behavior support: A case study. Journal of Positive Behavior Interventions, 8, content/uploads/2014/04/Journal-of-Positive-Behavior-Interventions Bohanon pdfhttp:// /~hankboha/wp- content/uploads/2014/04/Journal-of-Positive-Behavior-Interventions Bohanon pdf Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic initiatives: Part I, Communique’. 41 (2), pp Bohanon, H. & Wu, M. (2012). Integration of social, behavioral, and academic initiatives: Part II, Communique’. 41 (3), pp Bohanon, H. & Wu, M. (2011). Can prevention programs work together? An example of school-based mental health with prevention initiatives. School-Based Mental Health Practice 4 (4), [LINK TO ARTICLE: ] Chard, D. J. (2013). Systems impact issues and trends in improving school outcomes for all learners through multitier instructional models. Intervention in School and Clinic, 48(4), doi: /

Other Resources Christ, T. J. (2008). Best practices in problem analysis. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp ). Bethesda, MD: National Association of School Psychologists. Heppen, J., O'Cummings, M., & Therriault, S. (2009). Identifying Students At-Risk for Dropping Out of High School: Overview of a Tool for Developing Early Warning Systems. Paper presented for the National High School Center Webinar. Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp ). New York: Guilford Press. Gamm, S., Elliott, J., Halbert, J. W., Price-Baugh, R., Hall, R., Walston, D.,... Casserly, M. (2012). Common Core State Standards and diverse urban students: Using multi-tiered systems of support. Washington, DC.: Council of the Great City Schools.