1. Blending Academic and Behavioral MTSS to Improve Student Outcomes at all Tiers February, 2015 Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) I-RtI Network Insert name(s) here Illinois RTI Network, 2014

2. 2014-2015 NETWORKING REVIEW I-RtI Network Illinois RTI Network, 2014

3. Review Previous Networking : October- assumptions, beliefs and issues with Tier 3 supports December – MTSS with a focus on Math One of the best ways to remember something is to test yourself. Illinois RTI Network, 2014

4. 2014-2015 Scope & Sequence

5. Connection to ISBE PD Requirements 1. Indicate the outcome(s) of this professional development.  Increased the knowledge and skills of school and district leaders who guide continuous professional development  Will lead to improved learning for students  Addressed the organization of adults into the learning communities whose goals are aligned with those of their schools and districts  Deepened participants’ content knowledge in one or more content areas  Provided participants with research-based instructional strategies to assist students in meeting rigorous academic standards  Prepared participants to appropriately use various types of classroom assessments  Used learning strategies appropriate to the intended goals  Provided participants with the knowledge and skills to collaborate  Prepared participants to apply research to decision making

6. Connection to ISBE PD Requirements 2. Identify those statements that directly apply to this professional development.  Activities were of a type that engaged participants over a sustained period of time allowing for analysis, discovery, and application as they relate to student learning, social or emotional achievement, or well being.  This professional development aligned to my performance as an educator  The outcomes for the activities related to student growth or district improvement.  The activities offered for this event aligned to State-approved standards.  Professional Development Standards  Illinois Content Area Standards  Professional Educator Standards  Illinois Professional Leader Standards  This activity was higher education coursework.

7. Outcomes for Today Participants will: Discuss research findings on benefits to an integrated system of supports Compare common features and outcomes between academic and behavior systems, data and practices Identify Tier specific challenges and benefits to integration of academic and behavioral individual problem solving. Apply identified steps towards integration using local school and district information Illinois RTI Network, 2014

8. Today’s Agenda Research Findings Benefits and Challenges Common Data, Systems and Practices Planning time for applying steps towards further integration.

9. Where do you line up? Illinois RTI Network, 2014

10. BENEFITS AND CHALLENGES IN AN INTEGRATED MTSS I-RtI Network Illinois RTI Network, 2014

11. Traditional ModelNew Model General Education English Language Learners Title 1 Specialists Remedial Reading Special Education Early Intervening Services ALL SOME FEW

12. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15% Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

13. WHY BLEND ACADEMICS AND BEHAVIOR? Illinois RTI Network, 2014

14. Consider the Interaction Illinois RTI Network, 2014

15. Teacher presents student with grade level academic task Teacher removes academic task or removes student Student engages in problem behavior Student escapes academic task Student’s academic skills do not improve Cycle of Academic and Behavior Failure: Aggressive Response McIntosh, K. (2014) Illinois RTI Network, 2014

16. Teacher presents student with grade level academic task Teacher does not follow up on task completion Student perceives that they can’t and other students can: Student withdraws Student escapes academic task Student’s academic skills do not improve Cycle of Academic and Behavior Failure: Withdrawal Response McIntosh, K. (2014) Illinois RTI Network, 2014

17. Social behavior deficit model – Social skills problems may lead to academic problems (Dishion, French, & Patterson, 1995; Hinshaw, 1992; Reid and Patterson, 1991; Wehby, Lane, & Falk, 2003) Academic skill deficit model – Academic problems may lead to behavior problems (Lee et al., 1999; Roberts et al. 2001) Two Perspectives McIntosh, 2014 Illinois RTI Network, 2014

18. Why Integrate Behavior and Academic supports? Both are critical for school success Share critical feature of data-based decision making Both utilize three tiered prevention model Both incorporate a team approach at school level, grade level, and individual level Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella & Marchand-Martella, 2007)

19. Predictability Illinois RTI Network, 2014

20. Relation between Grade 8 ODRs and Grade 9 Fall GPA (McIntosh, Flannery et al., 2008)

21. ODRs by K DIBELS ISF Score (McIntosh, Sadler, & Brown, 2012)

22. Review and Reflect 1.What are some key ideas you have heard so far? 2.What would like to know more about? 3.What new information will you act on and how? Illinois RtI Network 2014

23. Efficiency Illinois RTI Network, 2014

24. Academic System Behavioral System

25. Specific academic assessments and interventions Use of published curricula selected by school or district Use of direct assessment of skills Periodic assessment through benchmarking periods Focus on grade-level teaming Described in IDEA as SPED eligibility determination approach Specific social behavior assessments and interventions Use of free materials that are adapted to fit the school’s context Use of indirect assessment of behavior Continuous assessment of social behavior with existing data sources Focus on school-wide teaming Described in IDEA as school- wide prevention and individual intervention approach Scientifically-based interventions Instruction as prevention Tiered continuum of supports with increasing intensity based on need Regular screening for early intervention Use of a problem-solving model and data-based decision rules Focus on teaming Emphasis on improving quality of implementation Embedded into school improvement plan Academic SystemsBehavioral Systems Features of MTSS (McIntosh & Goodman, 2015)

26. BUT HOW? Illinois RTI Network, 2014

27. JIGSAW READ ARTICLE Illinois RTI Network, 2014 Group 1: Page 1 to “Logic” section Group 2: “Logic” to “Promoting Sustainability” section Group 3: “Promoting Sustainability” section to end

28. Integrated Functions Across All Tiers of Support Team approach Progress monitoring Data-based decisions Evidence-based practices Behavior Support Academic Support

29. Tier 1/Universal Illinois RTI Network, 2014 Systems Practices Data

30. Systems Team Based Leadership Policies and Procedures Communi- cation Ongoing Improve- ment Illinois RTI Network, 2014 Practices Data Based Decision Making Scheduling Research Based Core Instruction Data Screening Core Improve- ment Grouping/ Different- iation Fidelity

31. High Off Track Extreme Off Track At Risk for Off Track On Track No risk factors indicated Off Track Risk Factors:

32. Evaluation Example Using Blended Data Illinois RTI Network, 2014

33. POLL Illinois RTI Network, 2014

34. Tier 2/Secondary Illinois RTI Network, 2014 Systems Practices Data

35. Illinois RTI Network, 2014 What does an integrated Tier 2/Secondary MTSS look like?

36. Systems Illinois RTI Network, 2014 Practices Data

37. Tier 2/Secondary Supports Team based decision making Universal screening to identify students Use of group based protocol interventions Progress Monitoring to evaluate effectiveness Illinois RTI Network, 2014

38. Common Strategies Additional practice and/or instruction More explicit or more structured Change in environment – Group size – Instructional level – Smaller focus Pre-teaching or re-teaching Increased feedback and opportunities to respond Illinois RTI Network, 2014

40. POLL Illinois RTI Network, 2014

41. Tier 3/Tertiary Illinois RTI Network, 2014 Systems Practices Data

42. JIGSAW READ ARTICLE Illinois RTI Network, 2014 Group 1: Page 1 to “Intervention” section Group 2: “Intervention” to “Future Direction” section Group 3: “Future Direction” section to end

43. Tier 3/Tertiary Most intensive supports Highest level of resources needed – Expertise – Family/community involvement – Time Most drastic changes to learning environment Illinois RTI Network, 2014

45. Critical Components @ Tier 3 Individualized Problem Solving Individual Plan Development Analysis of root cause – FBA – Diagnostic Assessment Frequent PM Illinois RTI Network, 2014

46. Unique Considerations Vital to assure intervention effectiveness and fidelity Cumulative intervention to find what works Potential Special Education eligibility determination Illinois RTI Network, 2014

47. Tier 3 Case Study How does this compare to the Tier 3 intervention process in your school or district? If similar, what challenges do you continue to face? If different, how might student outcomes improve if you adopted a similar process? Illinois RTI Network, 2014

48. POLL Illinois RTI Network, 2014

49. STEPS TO BLENDING TWO SYSTEMS I-RtI Network Illinois RTI Network, 2014

50. How will we meet our students’ needs? Establish a District Leadership Team Identify all initiatives and performance indicators Analyze how we are meeting these initiatives and indicators Determine methods for integrating initiatives to meet expectations Prioritize and develop action steps with timelines Evaluate plan implementation

51. Finding Balance As we are integrating initiatives, it is really about finding the right balance. How do we create enough systems without overlapping systems to support each initiative? Blending academic and behavior RtI make sense because systems already align.

52. Identifying Initiatives & Teams

53. Where are you? Critical Action Steps  Define MTSS vision aligned with district mission statement  Define the critical features (or essential elements) and necessary conversations

54. Critical Action Steps  Devise teaming structure and infrastructure to support necessary conversations and that allows communication flow (at both district and building level)  Necessary stakeholders  Analyze how current systems support needed infrastructure  Outline roles & responsibilities for team and members Illinois RTI Network, 2014

55. Critical Action Steps  Determine data to be analyzed and decision rules for analysis  Decide on policies and procedures to support fidelity and sustainability Illinois RTI Network, 2014

56. Critical Action Steps  Develop a manual that outlines MTSS policies and procedures to support a common language, common understanding  Continuous professional development on the why, what, and how  Continuous evaluation and action planning of implementation

57. Review and Reflect 1.What are some key ideas you have heard so far? 2.What would like to know more about? 3.What new information will you act on and how? Illinois RtI Network 2014

58. Illinois RTI Network, 2014

59. It’s a journey, not a sprint! Illinois RTI Network, 2014

60. What do we have already? Where do we see a potential ‘fit’? – Common goals – Common staff – Common practices – Integrated data Is there a natural next action step or conversation? Illinois RTI Network, 2014

61. Time to Plan Identify 1 – 2 next steps for initiating a blended behavior and academic system. What is the timeline and resources for the next step? What obstacles might we encounter as we implement these changes?

62. Closing Activities Network Evaluation ISBE Evaluation Illinois RTI Network, 2014