1. Implementing MTSS at the Secondary Level Day 1 Hank Bohanon hbohano@luc.edu http://www.hankbohanon.net https://twitter.com/hbohano https://www.facebook.com/hank.bohanon

2. RtI..Not Just for Breakfast..

3. PowerPoint's Enduring Understanding: Components of effective schools Teaming to improving outcomes Defining processes for communication Organizing multiple processes and data sources Creating effective instructional models Preparing for students with intense needs

4. Essential Questions How do you organize systems, data, personnel, and practices to improve supports in your environment (e.g., human, financial, structural)? What are the processes we can use to prevent miscommunication and enhance support for our actions?

5. Essential Questions What are effective ways to encourage teams to work together effectively?

6. Thank you! Vermont Department of Education VT BEST Team Dr. JoAnne Malloy Spaulding High School MTSS team Frederick H. Tuttle Middle School Williamstown Middle High School

7. “Systematic Analysis and Model Development for High School Positive Behavior Support” Institute for Education Science, U.S. Department of Education, Submitted with the University of Oregon. Awarded 2007. (Q215S07001) “Character Education: Application of Positive Behavior Supports” to U.S. Department of Education, Safe and Drug Free Schools. Awarded 2007. (R324A070157) Thank you!

8. Organizing Building the plane video

10. Behavioral Expectation s Health & Wellness Expectation s Sense of Physical Security Sense of Social- Emotional Security Safety School Connectednes s & Community Engagement Physical Surrounding Physical Environmen t Support for Learning Social Skills Development Student Engagement & Self- Direction Teaching and Learning Respect for Diversity Social Supports for Students Leadership Professiona l Relationshi ps Interpersonal Relationship s The 4 Domains of School Climate in Vermont

11. Key Principles Self-Assessment: What staff need to know, particularly about student learning and behavior When did you get in trouble when you knew better?

12. Key Principles Schoolwide Incidental Benefit Reinforcement Shaping Punishment Schoolwide

13. 1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: Dig deeper – why? Tertiary Intervention/Tier 3: Ask questions, Teach what works better * Antibiotics Secondary Interventions/Tier 2: Can’t do/won’t do Secondary Interventions/Tier 2: Coke test analogy.. Aspirin, Soup* Universal Intervention Tier 1: Were we clear? Does it work? How do we respond? Universal Intervention/Tier 1: Be clear on expectations, make sure they work, be humane Rest, Vitamins* Designing School-Wide Systems for Student Success A Response to Intervention Model Questions Answers * Scott, T. examples

14. 1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: *Young Leaders *National Honor Society; Eyes on the World Secondary/Tertiary-SLC teams Tertiary Intervention/Tier 3: - Assessment based…Wraparound, Secondary Interventions/Tier 2: Secondary/Tertiary-SLC teams AVID; Mentor Moms Credit Recovery After School Matters ELL Summer School/(Freshman Connection) Gear-Up Secondary Interventions/Tier 2: - AVID, After School Matters - ELL;Gear-up; Summer School(freshman Connection) - In HouseTutoring- Mentor Moms Universal Intervention Tier 1: In-House Tutoring; Summer School (freshman Connection),ASPIRA;_ Service Learning; Attendance and Tardies_ SLC; PARR; Freshman Seminar Universal Intervention/Tier 1: -PARR -Attendance and Tardy -- Small Learning Communities (SLC) Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

15. Developing futures plan (i.e., RENEW), FBA/BIP, Academic Remediation Teaching specific social expectations: SWPBIS, SEL Embedding student choice into the academic, behavioral, social core curriculum: RtI, SEL, UDL Explicitly teaching effective self- expression, self- evaluation, problem solving, goal setting, within the academic and behavior core: CCSS, RtI, SEL Teaching individual replacement behaviors classwide: Expectations; Group interventions Universal supports Intensive supports Adapted from: Bohanon, H., Castillo, J., & Afton, M. (In Submission). Embedding self-determination and futures planning within a schoolwide framework. What are you doing ?

16. Ask before you tell: Gathering Information See Handout: Exploring Some Other Schools (academic/behavior support) –What is working well? –Next steps? What connections do you make? –Any suggestions for addressing “Next Steps”– write on poster – add your school name

17. Buying a car List out the steps you took last time you bought a car… bestig.blogspot.com

18. Steps Car http://www.prweb.com/releases/2012/8/prweb9815542.htmhttp://www.prweb.com/releases/2012/8/prweb9815542.htm Research http://www.uic.edu/uic/research/http://www.uic.edu/uic/research/ Test drive http://www.familyhyundai.com/family-hyundai-customer-reviews/http://www.familyhyundai.com/family-hyundai-customer-reviews/ Contract http://www.icts.uiowa.edu/content/contract-negotiation Research Consider Needs SampleSign Up Not First!

19. What do we know about implementation Successful systems change (Kotter, 1995) –Created sense of urgency –Core group of leaders –Long-term vision for change Implementation occurs in stages (Fixsen, et al., 2005) –Exploration –Installation –Initial Implementation

20. Exploration Examples From 4 High Schools –Communication - timeliness – School climate – Efficient meetings – Integration of PD – Work with PLCs –Define academic and behavior expectations –Use data for decisions –Braid initiatives –Align administrative supports with strategies –Students within special support needs –Need for increased school spirit –Distribute roles –Parental involvement See example of questions: http://www.hankbohanon.net (Resources tab)http://www.hankbohanon.net

21. Question Given these example, what are some ways you can “ask before you tell” to obtain, maintain, or increase buy-in from staff?

22. Professional Learning Communities There are four questions that should guide our thinking: –1. What do we want our students to learn? –2. How do we know that they have learned it? –3. What will we do if students do not learn it? –4. What if they do learn? Amy Altschuler, Kim Lechner, Angela Sacchitello, Andy Schroeder

23. Evidence-Based Practices See handout: Examples? Non-examples? https://www.flickr.com/photos/asterasnowwhite/2132665143/in/photolist-4fst3F-5PU28T-5PUquM-kYruYN-fH3EBm-5PU3ac-9CqkVf-9CnqKD-9CnqGT-9CqkJj-2DouAJ-fH3ET1-fH3EFL-fH3EJY-fH3EPo------9RSbfP-bDN3fK-bwgacS-c8hitm-4x31qr-2gaeE-8PhzKc-8SgYFK-edUyPn-dUHRmn-5PYRCq-aBb3uH-6mrbyM-nkfVg-5PUxe4-2Dj47K-9oBXSD-9oF2CJ-9oEXoh-9oBUEz-9oEZwd-9oF1FG-9oBX2B-9oEZeQ-9oEY1N-9oBW9P-9oEXz9-9oF19N-9oBXzF-9oEXL5

24. Musical Chairs When the music stops, talk with partner Can you think of times when these were applied with success? Or perhaps non- examples?

25. Key Elements Systems – Josh, flight, checklist –Administrative Commitments, Coaching (external/internal), Representative Teams, Audit of practices, Priority Practices –Based on evidence Data –Process and impact – dropout What and with whom? http://en.wikipedia.org/wiki/Josh_Groban http://www.inmagine.com/searchterms/private_jet.html

26. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

27. Healthy Team Functioning Duck video?

28. Celebration Time! See MTSS Question Guide

30. Defining yourself What is the mission of your universal team What is the mission of your vision team –See what works https://www.youtube.com/watch?v=LJhG3HZ7b4o https://www.youtube.com/watch?v=LJhG3HZ7b4o –See Handout

31. Possible Structures for MTSS

32. ICEPS Project, 2008 http://www.luc.edu/cseit

34. Possible Structures for MTSS Who is/could be on your core universal team? How do you assign roles? How are responsibilities distributed?

35. Building Based Staff School LiaisonAdministrator who oversees functioning and makes administrative decision for all tiers of MTSS within the building (e.g. attends meetings, allocates resources) 10 hours a month Sara, Internal Coordinator (Primary Support Leader Team) Internal staff who can lead staff, with support from the External Coach, in implementing MTSS schoolwide academics and behavior practices, run meetings and oversee sub-committees 10 hours a month Sara Acknowledgement CHAIR Lead the acknowledgement of student and staff behavior for schoolwide efforts, sub-committee in planning for celebrations and reinforcement systems within the school, meet with internal coordinator 2 times a month 8 hours a month Terry Acknowledgement Sub-committee Facilitate schoolwide acknowledgment activities, including design and implementation. 4 hours a month Janet Model Positions Document

36. Model Positions See the model positions document Review and discuss how this may or may not address your organizational structure for MTSS

37. Reflective Question Describe the best idea and worst implementation you have ever seen Building the plane video

39. CAIRO: A way to access linkages Consulted Approval Informed Responsible Out of Decision Loop

40. CAIRO See Handout Pick three next actionable steps List out tasks Complete CAIRO with staff Report out

41. Integration of Efforts MTSS Silos are OK, let’s make some bread https://www.flickr.com/photos/docsearls/5500118475/in/photolist-cXMNUQ-bC1HTo-9o2xAT-9o5AEY-69MYfV-bubVYL-fu5X2f-E9aS-8DnR9y-bxgyP7-5qSgwP-dSA9Bi-5shMyD-8usn4k-5kZNd-89XiCo-2BGoqb-79hKaP-6wBTN-d7tNeN-7Sp5BB-9gfYVD-bA5evD-7i8Yvi-7WuQSP-4pTi29-cFS2Bs-9bk1ib-vxLgw-CJ6Cg-8GYAwP-5y9gAy-9PykmB-s4Zdf-gtS4jP-5gF5YM-6wBUr-57aEQb-6ALHfs-auR8jn-h8TtVm-3FHzm8-nTvUk-xKH84-4Vc2E6-3pSKw-5W5NMW-ma4TR-29BGFW-7Sp6Wg

42. Napoleon and Getting Back On Mission Sometimes we get blown off course –https://www.youtube.com/watch?v=bcPvLWc_Li8https://www.youtube.com/watch?v=bcPvLWc_Li8 https://www.flickr.com/photos/dunechaser/1318424520/in/photolist-31vgFf-4XeSUX-fC69K-6JH6ck-nyy2ou-4NefDq-nwKKZL-aqLJbt-aLyYd-agAZj-dHXjiW-bKKTPD-vWRJW-4FTGPy-4Na3DM-xte5w-38CKFk-9ER8bR-dQu76q-aqUf5T-38HjYj-37XakH-38CLvM-4NcrsM-iUjd6K-nyz43E-dpUSgn-b2ATq-8PbDGK-aan7cn-37Prtj-dRuqt9-5o9RkF-peztGm-7qSBKA-gbqDQe-7qSD27-nyx2fK-4jC9xm-dwbfmS-9trw2m-9QMmzC-38Hik9-eddua-7qSCDb-6heizk-7qNHex-iStJa7-7Dj3iQ-4C7yFv

43. Effective Meetings Scheduling and communication Creation and use of an agenda Meeting begins and ends on-time Keeping the meeting on track Action plan/delegating tasks Meeting Participation Dissemination of meeting notes See examples: Herding Cats, Bad Meetings, Action Plans, Rate yourself – handbook

45. Reflective Question When was the last time someone you knew was hurt because they were not informed about a next step? Was this the outcome? https://www.youtube.com/watch?v=dFnykk gJzRM https://www.youtube.com/watch?v=dFnykk gJzRM

46. Work smarter and effective teams in school settings Duck video

47. 1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: *Young Leaders *National Honor Society; Eyes on the World Secondary/Tertiary-SLC teams Tertiary Intervention/Tier 3: - Assessment based…Wraparound, Secondary Interventions/Tier 2: Secondary/Tertiary-SLC teams AVID; Mentor Moms Credit Recovery After School Matters ELL Summer School/(Freshman Connection) Gear-Up Secondary Interventions/Tier 2: - AVID, After School Matters - ELL;Gear-up; Summer School(freshman Connection) - In HouseTutoring- Mentor Moms Universal Intervention Tier 1: In-House Tutoring; Summer School (freshman Connection),ASPIRA;_ Service Learning; Attendance andTardies_ SLC; PARR; Freshman Seminar Universal Intervention/Tier 1: -PARR -Attendance and Tardy -- Small Learning Communities (SLC) Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

48. 1-5% 5-10% 80-90% Tertiary Interventions/Tier 3: _______________________ Tertiary Intervention/Tier 3: ______________________ Secondary Interventions/Tier 2: ________________________ Secondary Interventions/Tier 2: ________________________ Universal Intervention Tier 1: __________________ Universal Intervention/Tier 1: ______________________ ACTIVITY Designing School-Wide Systems for Student Success A Response to Intervention Model Academic Systems Behavioral Systems

49. Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/et c Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter (Sugai, 2008) See example