1. Multi-Tiered Systems of Support: Implications for Special Education Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2. What is Special Education Special Education – Specially designed instruction to meet the unique needs of a child with a disability Related Services – Services required to assist the student to benefit from special education

3. Key Special Education Processes Evaluation (not benefiting from general education) Individualized Education Plan – Based on student need (data-driven) – Measurable outcomes – Progress monitoring – Connect points to evidence-based practices – Related Services Procedural Safeguards

4. Considerations Strong advocate for many of the features of the current special education process – Procedural safeguards /Parent & child rights – Individualized plans – Multi-disciplinary approach Majority of students in special education spend most of their day in general education environments

5. Challenges in Current Special Education Process “Wait Fail” evaluation process using a medical model (underlying pathology) Difficult task of keeping students “on-track” with peers while attempting to catch up due to disability At times an inefficient parallel system, curriculum, service delivery to general education Role of special educator becoming blurred, but without clear systems and guidelines

6. Challenges in Current Special Education Process Special education often only serves one or two aspects of the child without connections to the whole child’s education Special education reform will rely as much on changes in general education teacher and administrator pre-and in-service professional development as within our own field

7. Special Education Led Initiatives School-wide Positive Behavior Support – Problem solving process to a) prevent, b) intervene early, and c) create supportive environments for students on IEPs Response to Intervention – Differentiated academic instruction matching student need to intervention prior to referral for special education

8. Yet to be determined… Nexus between MTSS and current special education process When is instruction and supports “special education” When are procedural safeguards put in place

9. MTSS Challenges Tier II/III expertise typically confined to special education & related personnel (e.g., school psychologist, SLP, OT) – Delivering special education without due process? No one “owns” Tier II students – Case managers Monitor data Share plan year to year When does the special education referral process start?

10. Think about it…. The median age of onset for common social/emotional issues: – 6 years for anxiety – 11 years for behavior – 13 years for mood – 15 years for substance use disorders. (Merikangas et al., 2010)

11. Think about it… If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).

12. School-wide Positive Behavior Support

13. Starting Point…. We cannot “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

14. School-wide Positive Behavior Support Problem solving framework Systematic implementation of evidence-based practices Layers in increasingly more intensive environmental supports to increase the likelihood students are academically, emotionally, and socially successful

15. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior SW-Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

16. Academic SystemsBehavioral 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 Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted 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

17. Continuum of Supports Reading Science Math Soc skills Horses Spanish

18. Essential Features at the School Level Teams of educators within the school (administrator) Data-based decision making Instructional Focus – Teach & Practice Acknowledge student mastery of social skills – Positive Feedback Readiness across Tiers (universals always a priority) Access to on-going Technical Assistance

20. Universal School-Wide Features Clearly define expected behaviors (Rules) – All Settings – Classrooms Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for data-based decision making Family Awareness and Involvement

21. I am….All SettingsClassroomHallwaysCafeteriaBathroomsPlaygroundAssemblies SafeKeep bodies calm in line Report any problems Ask permission to leave any setting  Maintain personal space  Walk  Stay to the right on stairs  Banisters are for hands Walk Push in chairs Place trash in trash can  Wash hands with soap and water  Keep water in the sink  One person per stall  Use equipment for intended purpose  Wood chips are for the ground  Participate in school approved games only  Stay in approved areas  Keep body to self Walk Enter and exit gym in an orderly manner Respect- ful Treat others the way you want to be treated Be an active listener Follow adult direction(s) Use polite language Help keep the school orderly  Be honest  Take care of yourself  Walk quietly so others can continue learning  Eat only your food  Use a peaceful voice  Allow for privacy of others  Clean up after self Line up at first signal Invite others who want to join in Enter and exit building peacefully Share materials Use polite language  Be an active listener  Applaud appropriately to show appreciation A Learner Be an active participant Give full effort Be a team player Do your job Be a risk taker Be prepared Make good choices  Return to class promptly Use proper manners Leave when adult excuses Follow bathroom procedures Return to class promptly Be a problem solver Learn new games and activities Raise your hand to share Keep comments and questions on topic Benton Elementary School

22. RAH – at Adams City High School (Respect – Achievement – Honor) RAHClassroomHallway/ Commons CafeteriaBathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

23. Tier II/III

24. Tier II (small group) Efficient and effective way to identify at-risk students – Screen – Data decision rules – Teacher referral Informal assessment process to match intervention to student need – Small group Social Skill Instruction – Self-management – Academic Support Progress Monitoring Part of a continuum – must link to universal school-wide PBS system

25. Tier III (individualized support) When small group not sufficient When problem intense and chronic Driven by Functional Behavioral Assessment Connections to Mental Health and Community Agencies (Integrated Framework Monograph) Part of a continuum – must link to universal school-wide PBS system

26. FBA – PBS Plan Process Success requires: 1.Individual(s) with expertise in FBA-PBS 2.Fluency with a clear process among all staff whereby roles are clearly defined 3.A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

27. Setting Events Triggering Antecedents Desired Alternative Problem Behavior Acceptable Alternative Maintaining Consequences Maintaining Consequences Setting Event Manipulations Antecedent Manipulations Behavior Teaching Consequence Manipulations Competing Behavior Pathways Model Sugai, Lewis-Palmer & Hagan, 1999

28. Outcomes

31. Response to Intevention

32. Response to Intervention To identify students with learning disabilities (IDEA 2004) To provide effective, evidence-based instruction to all students – Ongoing data collection of instructional effectiveness

33. Field Elementary School SW-PBS and Response to Intervention with Literacy

34. Field Elementary School High Diversity – School has 290 students; 50% minority; 20% English Language Learners; 13% Special Education Instructional leader turnover Poverty – 79% of students live in poverty Highly transient population

35. Field Elementary School +Teachers and Staff committed to increasing academic and social success of all students +A committed Principal who supported faculty in their efforts to change the way they taught to improve children’s lives

36. Field Elementary School Academic Standing – Only 5% of all students scored proficient in 2005 – Breakdown by ethnicity: – 0% African-American – 18% Caucasian – 0% Students with disabilities – 0% English Language Learners – 7% Students living in Poverty

37. Field Elementary School Literacy In 2004–05, 44% students required intensive support for reading and writing Social Behavior In 2003-04 Averaging 10.4 discipline referrals per day

38. Positive Behavior Supports

39. MU College of Education — 140 years of discovery, teaching and learning Impact on Behavior Problems From 10.4 per day To 1.6 per day

40. Field Literacy Data

41. Structure Core Reading 90 min, 5 days week with: Intervention Groups 45 min, 4 days week, with: (5 th day individual focus ) Tier III Intensive Intervention Classroom Teacher Reading specialists, Sp Ed, ELL, Sp. Lang, K-2 SRA Reading Mastery 3-5 Wilson Reading Systems Tier II Strategic Intervention Classroom Teacher Reading Mastery or Soar to Success Tier I DIBELS benchmark Classroom Teacher Enrichment based on themes of core program

42. Core Reading and Intervention Schedule Core K9:00-10:30 1 st 9:00-10:30 210:00-11:30 311:00-12:30 41:45-3:15 51:00-2:30 Intervention 12:25-12:55 11:30-12:15 9:15-10:00 10:15-11:00 1:00-1:45 2:15-3:00

43. Data Collection Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Benchmark Progress Monitoring Tier III Fall, Winter & Spring Every Other Week Tier II Fall, Winter & Spring Every Other Week Tier I Fall, Winter & Spring Once a month Also utilize as needed: Developmental Reading Assessment (DRA & DRA-2)Developmental Reading Assessment (DRA & DRA-2) Scholastic Reading Inventory (SRI)Scholastic Reading Inventory (SRI) District Writing AssessmentsDistrict Writing Assessments

46. Impact on Literacy Improved Academic Standing – In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%). – African American: 0% improved to 16% – Caucasian: 18% improved to 57% – Students with disabilities: 0% improved to 25% – English Language Learners: 0% improved to 27%

47. Field Literacy Data

48. Special Education and MTSS

49. Special Education Processes Evaluation Individualized Education Plan – Based on student need (data-driven) – Measurable outcomes – Progress monitoring – Connect points to evidence-based practices – Related Services Procedural Safeguards

50. Evaluation & MTSS Non-response to interventions that can be implemented by all educators and which all students have access Insurance of high implementation fidelity and sufficient dosage of intervention/accommodation Supplemental evaluation steps to confirm disability and determine severity

51. Evaluation Developmental Delay Deaf-Blind Deafness Hearing Impairment Multiple Disabilities Orthopedic Impairment Visual Impairment Intellectual Disability (mild) Emotional Disturbance Other Health Impairment Learning Disability Speech or Language Impairment Autism

52. IEP & MTSS IEP structure and process remains the same Added Benefits Universal effective instructional strategies Objectives address same/similar expectations across the school More comprehensive cross school data collection Creates a de-facto maintenance & generalization strategy All students eligible to receive supports across the continuum

53. MTSS Special Education Process Continue to serve as case managers for students with disabilities Continue to provide “pull-out” intensive supports /instruction (and related services) when general education environment cannot support

54. MTSS Special Education Process Will Require: Universal practices implemented school wide (with fidelity checks) Evidence-based universal practices Sophisticated data review and frequent universal screening Tier II strategies carefully matched and monitored to student need

55. MTSS Special Education Process Will Require: New evaluation process and standards (start of procedural safeguards) – Intense/chronic concerns – Non response to Tier II/III strategies – Corroborated with standard measures Continuation of complete continuum of supports for all students with better connections between IEP and MTSS process

56. Implications Resource Allocation at the School level – Case load balanced against “consultation” time – Support for intensive services Focus of “consultation” to team vs. individual student Other staff role changes – General educators as case managers – Support staff Teacher preparation/ Certification (both special and general education)

57. MO-CASE Vision MO-CASE’s transformational vision for special education is based on the creation of a single, unified education system where all educators demonstrate the commitment, confidence, expertise, and call to action (leadership) to teach all learners within a community of professional support in which: Special educators participate as full members of collaborative teams of educators who use data and problem solving processes to plan for and monitor progress of all learners; Multi-tiered Systems of Support (MTSS) provide the operational framework to identify and provide prevention and early intervention for students who need differentiated or intensified academic or social- emotional-behavioral instruction/support; Evidence-based practices are the universal standard for both core and intervention instruction; Proficiency on state learning standards and post-graduation success are the explicit outcomes of PK-12 education for all learners.

58. Multi-Tiered Systems of Support: Implications for Special Education Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org