1. Comprehensive TIERS of Behavior Support An ESU#13 Initiative Director: Diana Browning Wright, MS, LEP www.dianabrowningwright.com

2. Beginning Thoughts “The ideas embodied in innovative social programs are not self- executing.” Petersilia, 1990 It has been well documented in many disciplines that 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). Everyone wants changed outcomes, but very few want to do the hard work of system change to get there Simon Sinek got it right: No one wants a 20 point plan, they want to connect with a VISION……(Golden Circle, Ted.com) Martin Luther King gave an “I have a dream” speech, not an “I have a plan” speech!

3. The Challenge Science to Service Gap What is known is not what is adopted to help children, families, and individuals Implementation Gap What is adopted is not used with fidelity and good outcomes for consumers. What is used with fidelity is not sustained for a useful period of time. What is used with fidelity is not used on a scale sufficient to impact social problems.

4. 2-4 Years Major Implementation Initiatives occur in stages: Exploration (Sustainability) Installation (Sustainability) Initial Implementation (Sustainability) Full Implementation (Sustainability & Effectiveness) Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

5. 5 Multilevel Influences on Implementation

6. Hypothesis Students cannot benefit from instructional practices and interventions that they do not experience. …National Implementation Research Network

7. Effective Interventions Actual Supports Years 1-3 Outcomes Years 4-5 Every Teacher Trained Fewer than 50% of the teachers received some training Fewer than 10% of the schools used the Content as intended Every Teacher Continually Supported Fewer than 25% of those teachers received support Vast majority of students did not benefit Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006 Longitudinal Studies of a Variety of Comprehensive School Reforms Effective Interventions Need Effective Implementation

8. The Olden Days Prior to 1974: Children with significant disabilities were not allowed in public schools in many states Beginning in 1974: The SPED Model Training to spot disabilities Reduced tolerance for deviance HALO turned to HAL or HA

9. Evaluate: Describe-that-Student! Intervene: Placement > Services > Goals Within Student Eligibility—the big 13 Other condition? 504 ? 252 ? The placement The goals and objectives The black hole 40 years of assumptions: If lack of success- student is the problem Any student not succeeding must be deficit A forty year trial Identify and Place: “Damned if you do, Damned if you don’t” Clockwise vs. counter-clockwise

10. Evaluate: Influences on Learning Intervene: Alter Instruction to Empower & Accelerate Student- characteristics, affinities, needs Instructional Strategies Curriculum/Task Match ! Success for student and for teacher New Assumptions: If lack of success- The match is wrong Any student not succeeding must need a better match The match must be research-based A new view !

11. Why Change? USA is falling behind internationally See http://nces.ed.gov/surveys/international/ Drop out rates are high Evidence of many students’ lacking preparation for post secondary education Evidence of lack of preparation for the workplace WHO, CDC warning, “2020” and “2017” epidemic We know more now than 40 years ago!

12. 5 Ponder this: What are the implications? Student Study Team Student Success Team Teacher Assistance Team Problem Solving Team Instructional Support Team SPECIAL EDUCATION, 504 Plans NO, This is not new wine in old bottles!

13. Reform means: Using “Evidence Based” in all we do including behavior supports

14. Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Selected Group Interventions Some students (at-risk) High efficiency Rapid response Selected Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success MTSS

15. Diana Browning Wright, Teaching and Learning Trainings, 2013 All students— 80-90% likely to be “enough” Continuous progress monitoring, with data based decision making using evidence based materials, using MTSS teaming Principal and team supervises fidelity and data collection Teachers implement with fidelity and report ongoing data District office/superintendent supports adoption, training, data aggregation 80-90 % likely to respond

16. Diana Browning Wright, Teaching and Learning Trainings, 2013 Some students— 25-5% likely to be “enough” Continuous progress monitoring, with data based decision making using evidence based materials, using MTSS teaming Principal and team supervises fidelity and data collection Teachers implement with fidelity and report ongoing data District office/superintendent supports adoption, training, data aggregation 25-5 % likely to respond

17. Diana Browning Wright, Teaching and Learning Trainings, 2013 A few students- 3-5 % likely to be “enough” Continuous progress monitoring, with data based decision making using evidence based materials, using MTSS teaming Principal and team supervises fidelity and data collection Teachers implement with fidelity and report ongoing data District office/superintendent supports adoption, training, data aggregation 3-5 % likely to respond

18. RTI/MTSS Model Universal screening Special Education Comprehensive Evaluation Progress Monitoring

19. Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Selected (At-risk Students) Classroom & Small Group Strategies (10-25% of students) Universal (All Students) School/classwide, Culturally Relevant Systems of Support (75-90% of students) Tier 3 Menu: FBA-based Behavior Intervention Plan Replacement Behavior Training Cognitive Behavioral Therapy/Counseling Family services/agency wrap around Tier 2 Menu: Behavioral contracting Self monitoring School-home note Mentor-based program Differential reinforcement Positive Peer Reporting ETC Tier I Menu: Schoolwide PBS SEL curriculum Good behavior game 16 Proactive classroom management components Diet, Sleep, Exercise, Stress management MENU of Evidence- based Supports

20. Three-Tier Model for EBD Intensified Universal Supports (Level I): Classroomwide System: for all students Intensified Secondary Supports (Level II): Multi-Component Supports: Behavioral contract, Check in/Check out, Self-Monitoring, School-Home Note System Intensified Tertiary Supports (Level III): Therapeutic Interventions: Cognitive Behavior Therapy ~60% of Students ~30% ~10%

21. To Remember If we always do what we always did, we will always get what we always got -Janet Mably Change requires transformational leadership, not managerial leadership

22. “Doing the same thing over and over again and expecting different results.” The definition of insanity 22

23. Belief Knowledge Skills Procedures Barriers 23

24. Triadic Model of Student Outcomes STAFF BELIEFS STUDENT OUTCOME S EFFECTIVE PRACTICES STUDENT OUTCOMES STAFF BELIEFS EFFECTIVE PRACTICES

25. Successful District Outcomes Depending on degree of implementation! Reduced office referrals Reduced suspensions Reduced evaluations for special education Higher academic performance More time on task for students More job satisfaction for staff Reduced bullying/victimization Greater student engagement and school bonding Higher social emotional functioning

26. How to Assure Your Teams’ Success Come to each session and make a brief address, talking about your support of this model Make sure each team is properly constituted!! Ask principals to report on their dissemination efforts and outcomes at EACH principal meeting you hold Consider linking admin evaluations to implementation fidelity; the rubric may be helpful (see handouts) Establish the vision (preparing the students for life, meeting all students diverse academic and social/emotional needs, etc.) and state it every time you request a report on actions taken---have a dream, not a plan!

27. THANK YOU! For all that you do for the outcomes of our kids For all that you do for the families and communities and other stakeholders you serve For your vision and commitment to transformational leadership! Questions? Comments? Diana Browning Wright dbrowningw@gmail.com 626 487 9455 business cell