1. 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.

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

3. Defining MTSS
Multi-
Tiered
System of
Support

4. 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

5. 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

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

7. MTSS in
Oregon

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

9. 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

10. 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

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

12. Oregon Response to Instruction and Intervention
ORTIi
Oregon Response to Instruction and Intervention

13. 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

14. WHY MTSS
Rationale & Benefits

15. Nature of the Problem
In education innovations come and go in 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

16. 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

17. 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”.

18. 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

19. 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.

20. 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.)

21. 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!

22. Risk Factors and Social Outcomes
McIntosh 2012

23. Risk Factors and Social Outcomes
McIntosh, 2012

24. 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.

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

27. 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

28. 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

29. 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! =

30. 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)

31. Common Guiding Principles:
Integrating PBIS & RTI

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

33. 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.?

34. 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.”

35. 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

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

37. 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

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

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

40. 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)

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

42. 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.

43. 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.

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

45. 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

46. 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

47. 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

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

49. Professional Learning and Support
Training
Coaching
Ensuring Fidelity

50. 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

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

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

53. Ensuring Fidelity: PBIS
School-wide Evaluation Tool

54. Oregon Outcomes

55. 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

56. 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

57. 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

58. 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%

59. It’s Working for Reading!

60. It’s Working for Behavior

61. It’s Working for Closing the Achievement Gap

62. For More Information:
David Putnam, Director, ORTIi Teri Lewis, Director, Oregon NWPBIS Patrick Kelly, Coherence Specialist, ODE