1. 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

2. 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

3. 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

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

5. 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)

6. 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

7. 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.)

8. 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?

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

10. 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?

11. 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

12. 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

13. 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

14. 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

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

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

17. 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.

18. Developed : 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 % of your kids need it- it’s a Tier 1

19. 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/ Hershfeldt

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

21. Identify Gaps & Brainstorm New Services
4/15/ Hershfeldt

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

23. 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

24. Connecting Brain Research and UDL

25. UDL Wheel
You may also access the wheel electronically:

26. 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%

27. 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

28. 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?

29. 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.