1. Developing Readiness to Implement a Scaleable Multi-Tiered Systems of Support (MTSS)
What is a Multi-Tiered System of Support (MTSS)?
8:30AM – 12:00PM
June 27, 2012
Steve Goodman

2. Moving Upstream: A Story of Prevention and Intervention

3. In a small town, a group of fishermen gathered down at the river
In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

4. Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

5. In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

6. She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

7. Your Turn
How does this story of moving upstream exemplify a Multi-Tiered System of Support?

8. What is RtI? “RtI is a practice of
providing high-quality instruction/intervention matched to student needs and
using learning rate over time and level of performance to
make important education decisions.”
- NASDSE 2005, p.5

9. What is Multi-Tiered Systems of Support?
Multi-Tiered System of Supports (MTSS) is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals. Data are used to allocate resources to improve student learning and support staff implementation of effective practices.
MiBLSi definition
miblsi.cenmi.org 9

10. There are several key features of an MTSS model (Sugai, 2008):
Focus on successful student outcomes
Universal screening
Data-based decision making and problem solving
Continuous progress monitoring
Continuum of evidence-based interventions
A core curriculum is provided for all students
A modification of this core is arranged for students who are identified as nonresponsive
A specialized and intensive curriculum for students with intensive needs
Focus on fidelity of implementation

11. MTSS … Is Not Is An instructional program
A framework to implement effective practices
Intended to encourage placement of students
Matching needs and resources
Possible to implement alone
A collaborative effort
The same for every school
Uniquely designed for each site
A special education, a general education, a Title 1, a Talented and Gifted initiative
An “Every” Education Initiative
In recent years in Iowa, we have talked a lot about the concepts of Data based decision making, improving instruction etc. What is different about IDM?
Basically, IDM does not tell you what to think, it tells you what to think about. It is a framework.
from Iowa RtI

12. Looking at Julia’s data
Problem solving from an individual student level to systems level 12

13. End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
What does this information tell you about Julia’s needs?
As an educator, do you have a concern about this child’s progress on the end of year goal/skill? (remember she is only in Kindergarten)
I would like us to begin by taking a look at this graph. This is a Kindergarten class report of student performance on a CBM of phoneme segmentation. Segmentation is a component skill of Phonemic Awareness, which is highly predictive of later reading success. The grey bar is the goal. It is recommended that all students reach this target by the end of Kindergarten, 35 segments per minute. The red bars represent the students skills in January, and the blue bar represents the students skills in May. Student names run along the bottom of the graph. 13 13

14. 40 Words per Minute at the End of First Grade Puts Children on Trajectory to Reading
Year
Months 20 40 60 80
100
120
140
Grade
When we look at these two groups of students we see that at about the end of first grade is where we see the split between the two groups. If the student is reading 40 words per minute at the end of the year they are likely to stay on course for grade level reading and the green trajectory if not, they are likely to stay on the red trajectory.
© 2006, Dynamic Measurement Group 14 14

15. End of Year goal is to demonstrate this skill at
35 phonemes per minute (grey area)
And now… the rest of the class.
What does this information tell you about Julia’s needs and the needs of her classmates?
Now that you see Julia in the context of the whole class, how does this information change supports for Julia? Her classmates?
I would like us to begin by taking a look at this graph. This is a Kindergarten class report of student performance on a CBM of phoneme segmentation. Segmentation is a component skill of Phonemic Awareness, which is highly predictive of later reading success. The grey bar is the goal. It is recommended that all students reach this target by the end of Kindergarten, 35 segments per minute. The red bars represent the students skills in January, and the blue bar represents the students skills in May. Student names run along the bottom of the graph. 15 15

16. Same building, same grade, different teacher
This is another kindergarten classroom in the building. Let me ask you, if you were a building administrator, or on your school improvement team, would this information be helpful to you? Would it make a difference in how you might support the two teachers? If you are a special educator and you had access to this class report, how would you feel about this student being referred for consultation. How would you feel about this student being referred for consultation (other chart second from the end). Would having this information make you feel more comfortable about assessing the fidelity of the initial instruction? About assessing the needs of the student?
Having information like this on each and all students in a school building is the foundational principle of our work with schools. Our primary goal is to establish a school culture in which student performance data drives instructional decision making at all levels of school operation school wide, grade level, class level and individual student level. This process is ongoing and responsive, within and across school years.
Does this information change how you might support Julia? Her classmates? 16

17. Major discipline referrals per student per class
Julia’s class
Does this information change how you might support Julia? Her classmates?
Same building, same grade, different teacher
What does this information tell you about Julia’s needs and the needs of her classmates?
What is the difference between these two classes?
A. More students are engaged in multiple incidents of problem behavior with Teacher A (further analysis indicates that the rate of problem behavior is consistent across the school year- not just at the beginning of the year)

18. Your Turn What did you find interesting with Julia’s Data example?
What challenges do you see with staff using data in a similar manner with their students?

19. MTSS as an integrated Behavior and Academic support model

20. Why look at both Behavior and Reading support
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)
Effective programs do require an upfront investment of time and energy, but over time, they more than “pay for themselves” in terms of teaching time won back.
Relationship Between Behavior and Reading*
If greater than 55% of major discipline referrals come from classroom, the probability of scoring below 75% proficiency on Reading MEAP is .78
If less than 55% of major discipline referrals come from classroom, the probability of scoring above 75% proficiency on Reading MEAP is .75
*Based on 29 elementary schools
Stewart, R. M., Benner, G. J., Martella, R. C., and Marchand-Martella, N. E. (2007). Three-tier models or reading and behavior: A research review. Journal of Positive Interventions, 9,
Abstract: The purpose of this study was to analyze the research literature on three-tier models of reading and behavior and to provide a descriptive analysis and meta-analytic review of these models. An in-depth review of 17 articles was conducted on the similarities and differences between and among three-tier models of reading (n = 5), models of behavior (n = 7), and integrated models (combining reading and behavior; n = 5). Descriptive analyses were conducted across three areas: student populations, intervention level, and setting. Finally, a meta-analytic review was completed of 11 of the 17 investigations. Scientific evidence shows that one or more levels of these three-tier models leads to improved reading or behavior performance; however, there is a paucity of research detailing the integration of three-tier reading and behavior models. Limitations and directions for future research are discussed.

21. High quality academic instruction (e. g
High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior
(Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)
Sanford (2006)
Explicit instruction
Frequent opportunities to respond
Appropriate placement (95% correct in text)
Preciado, Horner, Baker (2009)
Teaching decoding skills
Review/Preview of grade level story
Review 2-3 key vocabulary words in the story
Review directions and help student complete the next day’s reading independent task
Teach student how to ask for a break from task
Teach student how to ask for peer or adult assistance to complete a reading task

22. Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes
(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

23. Proficiency on 4th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

24. Median Proficiency on Reading MEAP for schools that met and have not met Criteria on Benchmark of Quality for Positive Behavior Support
State Average
N = 29 elementary schools

25. Reducing Problem Behavior Resulting in More academic Time: Portage North Middle School
“We have more time to discuss academic concerns and we are getting a lot more accomplished.”
Johanna Toth,
6th grade teacher
“I see a definite difference! … I am able to spend more time visiting classrooms.”
Celeste Shelton-Harris, Principal
State Board of Education

26. Average percent scoring at or above state proficiency levels by Percent of Referrals from Schools
In 2008, 83% of fourth grade students scored at or above proficiency level on the reading component of the Michigan Educational Assessment Program (MEAP). Data were collected on major discipline referrals and fourth grade reading outcomes for 132 schools participating in MiBLSi. Schools with less than 50 percent of major discipline referrals from the classroom also reported 75% of fourth grade students scoring at or above the state average for proficiency in reading. However, schools with 50% or more major discipline referrals from the classroom averaged only 51% of fourth grade students scoring at or above state average proficiency level.
N = 132 elementary schools

27. Children who fall behind academically will be more likely to:
Find academic work aversive
Find escape-maintained problem behaviors reinforced

28. Cycle of Academic and Behavioral Failure: Aggressive Response (McIntosh, 2008)
Teacher presents student with grade level academic task
Student’s academic skills do not improve
Student engages in problem behavior
McIntosh, K. (2008) Further analyses of relations between reading skills and problem behaviour. DIBELS Summit.
Many students struggle academically and exhibit problem behaviors.
Some students will misbehave because they “won’t do it,”
Others will misbehavior because they try and “can’t do it.”
Student escapes academic task
Teacher removes academic task or removes student

29. Relationship between behavior and reading
Children of the Code: A Social Education Project

30. Distribution of Elementary Reading Intervention Level Michigan Example (based on DIBELS assessment)
24%
56%
33%
24%
Behavior and Reading Federal Grant 2003
43%
20%

31. Steps for Successful Readers (Schools in Kalamazoo County 2004-2006)
Fluency
(Spr, 5rd)
Probability of “Staying on Track”
.16 (n=114)
.14 (n=336)
.05 (n=238)
.03 (n=401)
0 (n=190)
.09 (n=185)
Fluency
(Spr, 4rd)
Fluency
(Spr, 3rd)
Fluency
(Spr 2nd)
Fluency
(Spr, 1st)
Probability of remaining an average reader in fourth grade when an average reader in first grade is .87
Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)
The main point here is that the odds are against students catching up to their peers- Prevention is the key
The steps are based on the findings from the National Reading Panels and are measured by DIBELS
Probability of “Catching-Up”
Alphabetic
Principle
(Win, 1st)
Phonemic
Awareness
(Spr, Kdg)

32. Your Turn What is the “take home” message from the previous slide?
Regarding Reading?
Regarding Behavior?
What are implications for middle and high school?

33. Parallel vs. Integrated Systems of Behavior and Reading Support

34. Behavior and Reading 3-Tier Model
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Universal Interventions
All students
Preventive, proactive
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
80-90%
Academic Systems
Behavioral Systems
Cir. 2003

35. Behavior and Reading 3-Tier Model
Intensive Intervention
Individualized, functional
assessment, highly specific
Reading
Universal Intervention
Core Instruction,
all students
Preventive
1-5%
Targeted Intervention
Supplemental, some
students, reduce risk
7-15%
80%
Implementing a school wide model for student success can be conceptualized using this multi-tiered framework across the behavior or reading domain. Recent research suggests that a research based core instructional program, if implemented well, should be effective for about 80% of all students in the building. This is the first tier of intervention referred to as universal intervention, because it includes all students. The best universal intervention will address the needs of most, but not all. Some students will need additional support and practice. The second tier of intervention is referred to as targeted intervention and is usually appropriate for a smaller portion of students with some risk. The goal of this intervention is to reduce or eliminate this risk. Usually this tier of intervention is short term, maybe weeks, and it focuses on specific skills. The third tier of intervention is referred to as intensive intervention. Like the medical model, these students have an immediate and intense need. The intervention is highly specific, requires frequent monitoring and is individualized. Students with this level of need may require several months or years of intervention.
Behavior
Cir. 2006 8

36. Parallel Systems to Integrated Systems
of Academic and Behavior Supports
Given these economic times, schools are required to “do more with less”
It may be necessary and more efficient to have a single, integrated system of supports vs. separate, parallel systems
Academic Supports
Educational Supports
Behavior Supports
Cir. 2011

37. Examples of Behavior and Reading Practices
Intensive Intervention
Behavior
Individualized, functional assessment based behavior support plan
Reading
Scott Foresman Early Reading Intervention
Reading Mastery
Corrective Reading
Targeted Intervention
Behavior
Check-in, Checkout
Social skills training
Mentoring
Organizational skills
Self-monitoring
Reading
Teacher-Directed PALS
K PALS
First Grade PALS
Road to the Code
REWARDS
Peer Assisted Learning Strategies
Read Naturally
Universal Prevention
Behavior
Identify expectations
Teach
Monitor
Acknowledge
Correct
Reading
Evidence based curriculum focused on:
Phonemic Awareness
Alphabetic Principal
Fluency
Vocabulary
Comprehension
Adequate teaching time
Trained instructors
Progress monitoring
Active participation with frequent feedback
Continuum of Supports

38. Your Turn Take a moment to discuss with a colleague
Where does your school fall on the continuum? Why do you think so?
Parallel Systems
Integrated Systems

39. As the magnitude of the problem increases….
The required resources to address the problem increases
The need to enhance environmental structures increases
The frequency for collecting and acting upon information increases
Continuum of Supports

40. Label behavior…not people
Integrated Continuum of Support for ALL
Universal
Targeted
Intensive
Math
Science
Spanish
Reading
Soc skills
NOTICE GREEN GOES IS FOR “ALL”
Soc Studies
Basketball
Label behavior…not people

41. What are the supports we provide to all?
Universal core instruction provided to all students
Focus is on prevention of future problems in behavior or reading
All Students
Some Students
Few Students

42. Big Ideas to Improve Behavior
Specify appropriate behavior
Teach appropriate behavior
Monitor behavior
Encourage appropriate behavior
Correct inappropriate behavior
So, what does it look like for a school building who chooses to participate with MiBLSi? In the area of behavior, the big ideas are based on the work from the national center for behavior interventions and supports. These ideas connect to building practices. First, school staffs decide on 3-5 positively stated rules, and then objectively define what those rules look like across schools settings. Next, the appropriate behavior is taught explicitly in each setting, and it is monitored by all staff. Appropriate behavior is encouraged through additional teaching when necessary and a system of positive acknowledgement for students. Finally, staffs develop a continuum of responses for correcting inappropriate behavior. They collect ongoing information regarding their level of implementation and impact on student behavior.

43. Big Ideas to Improve Reading
Clear goals/objectives
Research-based instructional practices
Instructional time
Instructional leadership
Responsive intervention programs
Assessment
Professional development
In the area of reading, we also have big ideas or critical features. The big ideas in reading come from the consensus literature of the National Reading Panel report and National Research Council. Each school goes through a school audit to identify their strengths and needs with regard to these features. Clear goals are established at each grade level and research based instructional practices are adopted, specific to the unique needs of the individual school. Uninterrupted instructional time is created and protected, through the instructional leadership of the building principal and leadership team. Schools work to develop a multi-tiered structure of intervention that is responsive and adjusts to the changing needs of the students in the building. Students who have a greater need receive more direct instruction. The instructional decisions are guided by a reliable and valid assessment system that provides ongoing information about whether students are benefiting from the interventions that are being provided. This assessment process allows us to change an instructional practice that is not working for a given group of students before too much time is lost. And finally schools plan for, and implement professional development based on the goals and objectives at each grade level. These big ideas are consistent with the requirements of Reading First schools. 43 43

44. Importance of Protected Reading Block at Loftis Elementary School
There is a vast difference between “literature” and “literacy.” It is important to understand that literacy with one important facet of literacy -- reading -- is a process. Research shows that there are five major reading components that serve as building blocks for student development in the reading process. Some teachers refer to them as “the Fab Five,” and these components are:
Phonemic awareness
Phonics
Fluency
Vocabulary
Comprehension
Even though these five components are quite distinct from each other, they are also hierarchical in nature and have an interdependent relationship. For instance, phonemic awareness provides a foundation to phonics and fluency for student decoding ability. Also, a student’s volume of vocabulary impacts how well he or she is set up for comprehension success. Much like the little boy stacking his blocks on top and beside each other, once one component starts to fall, it affects other components, as well. All five components are a part of the 90 minute instructional block as student need indicates.

45. Providing support at all three levels
Less problems allow for allocation of resources to appropriately meet needs
Providing support at all three levels
Implement Intensive Intervention
Not enough resources to address needs of student who are not at desired levels
Implement Universal Prevention
Students
needing
intensive/
individualized
Interventions
Implement Targeted Intervention
Students needing
strategic/targeted
interventions
Too few performing at desired levels
Students performing
at desired levels 45

46. What are the supports we provide to some?
Supplemental, targeted interventions that are strategically applied to targeted students
Emphasis is on reducing risk
All Students
Some Students
Few Students

47. Tier II: Supplemental Instruction from Simmons and Kame’enui
Focus
For students identified with marked reading difficulties, and who have not responded to Tier I efforts
Program
Specialized or targeted, scientifically based reading program(s) emphasizing the five critical elements of beginning reading
Grouping
Homogeneous small group instruction (1:3, 1:4, 1:5, 1:8, etc)
Time
Minimum of 30 minutes per day in small group in addition to the specified core reading instruction
Assessment
Progress monitoring more often (i.e., weekly, 2xmonth, etc.) on target skill to ensure adequate progress and learning
Interventionist
Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)
Setting
Appropriate setting designated by the school;
may be within or outside of the classroom
Varies as specified by the program or by allocation of instructional resources

48. What are the supports we provide to a few?
Intensive intervention plan based on comprehensive functional behavioror reading assessments
Focus is on reducing the intensity and/or frequency of behavior or reading problems
All Students
Some Students
Few Students

49. Tier III: Intensive Intervention from Simmons and Kame’enui
Focus
For students with marked difficulties in reading or reading disabilities and who have not responded adequately to Tier I and Tier II efforts
Program
Sustained, intensive, scientifically based reading program(s) emphasizing the critical elements of reading for students with reading difficulties/disabilities
Grouping
Homogeneous small group instruction (1:1- 1:3)
Time
Minimum of two 30-minute sessions per day in small group in addition to the core reading instruction.
Assessment
Progress monitoring more often (i.e., weekly, 2xmonth, etc.) on target skills to ensure adequate progress and learning
Interventionist
Personnel determined by the school (e.g., a classroom teacher, a specialized reading teacher, an external interventionist)
Setting
Appropriate setting designated by the school
Intervention: How Much is Enough? (Burns, Hall-Lande, et. al, 2006)
Nationally, most Tier 2-3 implementations are at least
30 minutes
3 to 5 times/week
for 8-16 weeks
Varies as specified by the program or by allocation of instructional resources

50. Your Turn
Are there a specific practices within MTSS identified and supported by your school district or is this on a building basis?
What might be the advantages/disadvantages to district vs. building based practices for the multi- tiered model?

51. What does RTI implementation look like?
Standardized Treatment Protocol Approach
General Education Instruction & Screening of All Students
Identify Students Needing Additional Support
Implement & Monitor Response to a Predetermined Research-Based Intervention (Package)
If response is not adequate, student may need special education support
adapted from B. Harn, 2010

52. What does RTI implementation look like?
Problem-Solving Approach
General Education Instruction & Screening of All Students
Identify Students Needing Additional Support
Develop & Implement an intervention designed for the individual needs of the student
If response is not adequate, modify intervention and continue implementation (problem-solving)
If response continues to be inadequate, student may need special education support
adapted from B. Harn, 2010

53. Contrasting Approaches
Standard Protocol
Problem-Solving
Pros:
Prevention/intervention oriented
Emphasis on SBRR
Maybe easier for schools to implement?
Problem defined as not responding to “package” intervention?
Individualized interventions
Links GE/Sped
Responsive to learner performance—focus on improving instruction not the learner
Cons:
Fidelity of implementation is key
Dependent on selection of “right” package
Definition of a problem is unclear?
What is adequate response?
Intervention needs to be proportional to the difficulty
Difficult to implement (need a talented instructional intervention team)
Why not combine?!
adapted from B. Harn, 2010

54. Procedures & Responding to Needs of Students
Combining Approaches
Procedures & Responding to Needs of Students
Standardized with Problem-Solving Approach
General Education Instruction & Screening of All Students
Identify Students Needing Additional Support
Implement & Monitor Response to a Research- Based Intervention (Standard Protocol/Package)
If response is not adequate, problem-solve on how to intensify support and monitor response. (Problem-solving)
If response continues to be inadequate, student may need special education support
adapted from B. Harn, 2010

55. Your Turn Take a moment to discuss with a colleague…
How do you describe the three- tiered model to members of your school board?
How do you describe the three- tiered model to parents/families?

56. Your Turn Please take a moment to write and review your notes
Discuss your thoughts with others