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Implementing an Integrated Multi-Tiered System of Supports:
District-/School-Level Action Planning
38th Annual School Administrators of Iowa Conference2013
Des Moines, IA
Dr. George M. BatscheInstitute for School ReformUniversity of South Florida
www.floridarti.usf.edu
www.florida-rti.org
www.flpbs.fmhi.usf.edu
The Cultural Context Within Which We Are Trying to Facilitate Systems Change
• Challenging Times In Which to Educate America’s Children and Youth– Transition to Common Core State Standards– Transition to Common High Stakes Assessments– Performance Evaluations Tied to Student Growth– Economic Crises-greater efficiency of operations needed– Alternatives to Public K-12 Education– AYP Projections and Expectations– Recruitment and Retention of Qualified Professionals– Common Language/Common Understanding with
Educators, Parents and the Community
What Are These Changes Telling Us?
• What matters is Results not Process• Can no longer afford to React - Focus on
Prevention• Transparency with student outcome Data • Integrate Services• Data-Based decisions - Personnel• Central administration insist on Evidenced-
Based Practice• Accountable, Efficient, and Flexible
What Do We Know?What Does the Research Tell Us About Effective
Delivery Models?
Highly Effective Practices:Research
• The evidence of a transactional relationship (confined, collateral, combined) with reading and behavioral interventions. (Bruhn & Watt, 2013; Cook et al., 2013)
• 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)
• Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
• “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)
• Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)
6
The integration/combination of the two:•are critical for school success•utilize the three tiered prevention model•incorporate a team approach at school level, grade level, and individual level•share the critical feature of data-based decision making•produce larger gains in literacy skills than the reading-only model
– (Stewart, Benner, Martella, & Marchand-Martella, 2007)
School-wide Behavior & Reading Support
7
Response to Intervention (RtI)?
Multi-Tiered SYSTEM of Supports (MTSS)?
Response to Intervention
• RtI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions.
(Batsche, et al., 2005)
• Problem-solving is the process that is used to develop effective instruction/interventions.
MTSS• A Multi-Tiered System of Supports (MTSS) is a term used to describe
an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.
• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.
• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency .
Multi-Tiered System of Student SupportsMission and Vision
The vision of a Multi-Tiered System of Supports is to:•Enhance the capacity of school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school •Accelerate and maximize student academic and social-emotional outcomes through the application of data-based problem solving utilized by effective leadership at all levels of the educational system •Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.
What Does It Look Like?• Decisions made using a data-based, problem-solving
process• All problem-solving considers academic and behavior
(student engagement) together• A school-based team is responsible for monitoring
student performance to determine overall “health” of the school environment
• Parents are engaged in the problem-solving and instruction/intervention process
What Does It Look Like?• Student engagement is a primary priority• Lesson Study (Planning) is the focus for
effective instruction• Early Warning Systems are in place to ensure a
focus on prevention• Strong leadership exists at all levels• The school (Principal) is held accountable for
high quality implementation of MTSS as well as student outcomes
Student AchievementStudent Performance
• Academic Skills– Goal setting tied to state/district standards– Common Core State Standards– Developmental Standards
• Academic Behaviors-Student Engagement– Behaviors associated with successful completion of the academic
skills– On-task, listening, following-directions, ignoring distractions, self-
monitoring, goal setting, content of private speech• Inter-/Intra-Personal Behaviors
– Behaviors that support social skills– Social/emotional development
What Elements MUST Be Present to Have and Integrated MTSS Model?
• Academic Skills and Academic Behaviors are identified for all students (Skill Integration)
• The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)
• The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)
• The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)
http://vimeo.com/fcim/review/60200090/5e5ff3bc3e
Write down 1-2 things that have been said so far that you already knew.
Write down 1 thing that has been said that is NEW to you.
Write down 1 thing that has made your uncomfortable.
Strategic Planning:Today’s Work
• Learning and Interacting Around the Critical Elements of MTSS
• Identifying and Planning Priorities
Process
• Review/Discussion of the Critical Elements for Implementation of RtI2/MTSS
• Identification of Your Top 2 Priorities in each of the Element Areas
• Identify Your Final (Answer ) 2 Priorities• Experience with the Problem-Solving Process
What Do We Know About Successful Implementation of an Integrated MTSS
System?
It’s About
LEADERSHIP
22
Every system is perfectly aligned for the results it gets.
Sustainable Scaling-Up
**Consensus Building throughout the Phases
Framework for Change
Stages of Implementing MTSS• Consensus
– Belief is shared– Vision is agreed upon– Implementation requirements understood
• Infrastructure Development– Regulations– Training/Technical Assistance– Model (e.g., Standard Protocol)– Tier I and II intervention systems
• e.g., K-3 Academic Support Plan
– Data Systems and Management– Technology support– Decision-making criteria established– Schedules
• Implementation
Why have past initiatives failed?
• Failure to achieve CONSENSUS• School culture is ignored• Purpose unclear• Lack of ongoing communication• Unrealistic expectations of initial success• Failure to measure and analyze progress• Participants not involved in planning• Participants lack skills and lack support for the
implementation of new skills
Implementation: Critical Elements Checklist
1. Common Language, Common Understanding
2. District and School Infrastructure
3. Problem-Solving Process
4. Realistic Data Sources/Matrix
5. Delivering the Goods
a. Effective Instruction
b. Integrating the Tiers
c. Schedules
d. Intervention Support
e. Student Engagement/Lesson Study
6. Evaluating the Outcomes
Critical Element #1:Do We Have A Common LanguageCommon Understanding of MTSS?
MTSS• A Multi-Tiered System of Supports (MTSS) is a term used to describe
an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.
• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.
• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency .
www.florida-rti.org(educator resources, MTSS Guidance
• T
Academics
Behavior
MTSS
Technology
How Do We “Do” MTSS
• Organized by a Plan
• Driven by Professional Development
• Supported by Coaching and Technical Assistance
• Informed by Data
What’s it look like?
Characteristics of a School with MTSS
- Frequent data collection on students in critical areas
- Prevention
- Early identification of students at risk
- Early intervention
- Interventions evaluated frequently and modified
- Tiered levels of service delivery
- All decisions made with and verified by data
- Walk-throughs and support for good first teaching
43
It's a Frame, Not a Box
Parts of the “Frame”
• 3 Tiers of service delivery into which all academic and behavioral instruction/intervention “fit.”– Content is not been defined by the model
• Use and regular review of data to ensure students are responding to the tiered instructional delivery.
Parts of the “Frame”
• Instruction/interventions are modified and intensified based on student performance data
• Instruction is integrated and systematically planned across the tiers
Foundations of MTSS:Fundamental Principles of Teaching and
Learning
Some Fundamental Principles• Academic Engaged Time (AET)
– AET predicts student performance better than any other variable, including:
• IQ• Language• SES• Disability• Culture/Race
– Amount of time students are engaged in quality instruction
– Includes evidence-based instructional strategies– Matched to student context, culture and relevance– With student engagement in the process
AET
• Academic Engaged Time (AET)– 330 minutes of instruction/day– 1650 minutes/week– 56,700 minutes/year– 15,700 minutes for Reading
• Minutes are finite in number• Loss of minutes=Loss of achievement• Minutes are the currency we use for
instruction
Some Fundamental Principles
• Standards Based Instruction– What students should know and be able to do– Clearly defined for each grade level and subject
area– Serve as the content for high-stakes assessment– Utilizes benchmark assessment to determine if
students and the curriculum is “on-track”– Assists in the identification of “essential elements”
of instruction
Some Fundamental Principles
• Essential Elements Instruction– The critical skills required to progress to the next
grade level– Typically, critical skills are those required to be
successful at the beginning of the next year– Not all skills taught during the year are the
“critical skills” necessary for student progression– When we are “running out of time” with some
students, prioritizing “critical skills” can accelerate student performance
Some Fundamental Principles
• Rate of Growth• Where is the student now?• Where is the student supposed to be?• How much time do we have to get there?• Is that time realistic?
– Rate of growth is the best measure of student response to instruction and intervention
– Rate of growth is used within an early warning system to determine if students will attain benchmarks before time runs out and while we have time left to modify instruction
– Rate of Growth is the best measure of effectiveness of instruction AND the most fair measure.
MTSS: Are We All On The Same Page?
in order to meet benchmarks.
=
These students get these tiersof support
+
Three Tiered Model of Student Supports
The goal of the tiers is student success, not labeling.
44
RtI2 & the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports.
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic
and behavior instruction and supports.
Tier 2: Targeted, Supplemental Interventions & Supports.
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports.
General academic and behavior instruction and support provided to all students in all settings.
Revised 12/7/09
Model of Schooling
• All district instruction and intervention services have a “place” in this model.
• If it does not fit in the model, should it be funded?
• All supplemental and intensive services must be integrated with core.
Measuring Common Language/Common Understanding
• Florida PS/RtI Project Tools–Beliefs Survey–Perception of Practices Survey–Perception of Skills–Self Assessment of Problem-Solving
Implementation (SAPSI): Consensus Section• www.floridarti.usf.edu• Technical Manual
Table Top Discussion
• What about MTSS would your school/district be able to embrace to achieve consensus?
• What about MTSS would your school/district view as barriers to MTSS?
Critical Element #1Table Top Activity
• Identify your top 2 priorities around developing a common language/common understanding with your staff--Consensus
Critical Element #2
District and School Infrastructure
Roles of District- and School-Based Leadership Teams
Implementation Model
District-based leadership team (DBLT)School-based leadership team (SBLT)School-based coaching
Process Technical AssistanceInterpretation and Use of Data
Evaluation Data
District Infrastructure
• District Leadership– Common Language/Common Understanding– Is there a “unified” system of instruction at the district level?
• District Plan Requirements– Consensus, Infrastructure, Implementation– District Policies– Professional Development and Technical Assistance– Implementation Monitoring– Implementation Fidelity– Evaluation Plan
District Responsibilities• Ensure that a common language/common understanding
exists around the rationale for and the purpose and expected outcomes of MTSS
• Communicate clearly that MTSS is the “way of work” at the district and school levels
• Organize work groups at the district level around integrated functions (academics, behavior and technology at planning table together) and multi-tier representation (gen ed, supplemental instruction, intensive instruction
• Clearly identify who has the responsibility for what and how these individuals will be held accountable
District Responsibilities• Ensure that district policies are supportive of and
not barriers to the implementation of MTSS• Provide sufficient support (professional
development, technical assistance, data systems) to ensure that the implementation plan and timelines can be achieved
• Identify clearly the district- and school-level leaders who will have implementation expectations as part of their annual performance reviews
Role of District Administrators
• Communicate a clear and common vision-Always
• Demonstrate effective leadership practices to create a climate that supports and sustains staff during a reform process– Communicate frequently
– Seek representative input
– Monitor staff satisfaction
– Use data to make decisions
– Provide flexibility at building level, consistent with the overarching goal of using MTSS
– Monitor pace of implementation
• Provide personnel resources and logistical support for the implementation of the model
• Ensure district and school implementation rates and fidelity are part of leadership annual performance evaluation
Role of District Administrators
• Modify training, technical assistance and support to sustain implementation
• Model the problem-solving process at the District level through the consistent use of data for decisions that improve student performance and the skills of the professional staff
• Ensure the use of program evaluation to evaluate the impact of implementation
School-Based Infrastructure
School-based leadership team (SBLT)School-based coaching
Process Technical AssistanceInterpretation and Use of Data
Master CalendarData DaysEvaluation Model
What Are the Evidence-Based Characteristics of Effective Schools
• Characteristics– Strong Leadership– Positive Belief and Teacher Dedication– Data Utilization and Analysis– Effective Scheduling– Professional Development– Scientifically-Based Intervention Programs– Parent Involvement
(Crawford and Torgeson)
• (
School-Based Leadership Team
• Responsible for monitoring the “health and wellness” of the school– Regular Data Checks
• Facilitate building level problem solving• Align PD with student-centered data• Ensure teachers have supports• Ensure integration of academic and behavior instruction at
all tiers• Ensure integration of the tiers• Monitor consensus, staff satisfaction, morale, communicate
frequently
Principal’s Role in Leading Implementation of MTSS
• Models Problem-Solving Process• Expectation for Data-Based Decision Making• Scheduling “Data Days”• Schedule driven by student needs• Instructional/Intervention Support• Intervention “Sufficiency”• Communicating Student Outcomes• Celebrating and Communicating Success
Core Skill Areas for ALL Staff
• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development, Support and
Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills
How To Assess Infrastructure
• Perception of Practices Survey• SAPSI-Infrastructure Domain
www.florida-rti.usf.edu
Technical Manual
Capacity to Implement MTSS
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1.00
2.00
3.00
District LevelSelf-Assessment of Problem Solving Implementation (SAPSI)
Infrastructure Development: Data Utilization
Year 1_BOYYear 1_EOYYear 2_EOYYear 3_EOYYear 4_EOY
Item
Stat
us
3= Maintaining2= Achieved1= In Progress0= Not Started
Critical Element #2Table Top Activity
• Top 2 priorities for district/school-based infrastructure
Critical Element #3:Problem-Solving Process
Problem-Solving is the Engine That Drives Instruction and
Intervention
It is the MOST Critical Skill A Leader Can Possess
Only One Problem-Solving Process Should be Adopted
Consensus Building: Goal of Problem-Solving
The central question is not: “What about the students is causing the
performance discrepancy?” but
“What about the interaction of the curriculum, instruction, learners and learning
environment should be altered so that the students will learn?”
This shift alters everything else Ken Howell
Engage in expert problem solving
– Identify the correct problem efficiently and effectively
– Engage in good problem analysis with an understanding that there are many causes for school underperformance
– Know that there are several identified strategies for school improvement & apply appropriate strategies based upon school-specific needs
– Evaluate the effectiveness of implemented strategies
Evaluate•Response to Instruction & Intervention (RtI2)•DID IT WORK?
Problem Analysis•Why are they unable to do•It?
Define the Goal• What do we want students to know and be able
to do? Standards Driven
Implement PlanWhat are we going to do about it? Integrtiy. Sufficiency
Problem Solving Process
Steps in the Problem-Solving Process1. GoalIdentification
– Identify replacement behavior– Data- current level of performance– Data- benchmark level(s)– Data- peer performance– Data- GAP analysis
2. Analysis– Develop hypotheses (brainstorming)– Develop predictions/assessment
3. Intervention Development– Develop interventions in those areas for which data are available and
hypotheses verified– Proximal/Distal– Implementation support
4. Response to Intervention (RtI)– Frequently collected data– Type of Response- good, questionable, poor
Critical Factors
• It is a way of thinking• One method that everyone is taught and
embraces• Solution focused• Informed by data• Integrity and Sufficiency are necessary• Support a MUST to ensure integrity and
sufficiency
Integrated Problem-Solving
• Goal Identification– Increase appropriate student engagement
behaviors from 20% of the time to 80% of the time
– Increase academic productivity from:• 50% of assignments turned in to 80%• 40% of assignments complete to 70%• 45% accuracy to 75% accuracy
Problem AnalysisWHY is the student not engaged?
– Student engages in disruptive behavior because of a lack of engagement in academic tasks
• When the student is engaged in an academic task then disruptive behaviors will occur less than 10% of the time
– Student lacks the engagement behaviors required for academic tasks
• When the student posses the appropriate engagement behaviors, the academic productivity will be increased
Analysis-Data Collection
– When the student is engaged in an academic task then disruptive behaviors will occur less than 10% of the time
• Identify academic areas student “likes” and “does not like”
• Collect data in both situations– Level of Engagement– Level of Appropriate Behavior– Academic performance data
Problem Analysis-Data Collection
– Student lacks the engagement behaviors required for academic tasks
• Identify academic tasks that the student can do and cannot do.
• Analyze engagement behaviors for each task and determine student capacity
– Observe engagement in tasks where accuracy/productivity levels are at least 75%
– Observe engagement in tasks where accuracy/productivity levels are less than 50%
Interventions
• Direct instruction of academic engagement behaviors.
• Selection of instructional strategies and performance conditions that align with existing behaviors.
• Tier 2/3 providers using engagement strategies:– Preteach, review, reteach– Common materials– Common performance factors
Intervention Fidelity Strategies
• Tier 1– Walkthroughs assessing presence/absence of
effective instructional strategies• Tier 2/3
– Intervention Support Practices
Intervention Support
• Intervention plans should be developed based on student need and skills of staff
• All intervention plans should have intervention support
• Principals should ensure that intervention plans have intervention support
• Teachers should not be expected to implement plans for which there is no support
Intervention Support Meeting Activities
• Review student performance data
• Identify barriers to successful implementation of the instruction/intervention– Problem-solve barriers
• Review critical components of the instruction/intervention
Problem-Solving Team Meeting Checklist (Initial)
Problem-Solving Team Meeting Checklist (Follow-Up)
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Florida PS/RtI Project Pilot SchoolsTier I & II Critical Components Checklist Data: Reading
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
Item
Impl
emen
tatio
n Le
vel
0 = Absent1 = Partially Present2 = Present
Problem Identification Problem Analysis Intervention Development & Implementation: Tier I
Intervention Development & Implementation: Tier II
Prog Eval/RtI
Critical Element #3Table Top Activity
• Identify your top 2 priorities around implementation of the Problem-Solving Process
Critical Element #4:Data Sources/Matrix
Types of Data
• Universal Screening
• On-Going Progress Monitoring
• Diagnostic
• High Stakes
87
Sources of Data
• Academic performance• Discipline data- Office discipline referrals (ODR)• Records• Referral history • Observation-Student Engagement Behaviors• PBS benchmark assessment• School climate surveys• Attendance data• End of year assessments (EOCs/High Stakes)
ScreeningAssessment
DiagnosticAssessment
ProgressMonitoringAssessment
Outcome(Summative)Assessment
Administered to all students as an initial baseline
While relatively lengthy, they provide an in-
depth, reliable assessment of targeted
skills
Given periodically to determine whether
students are making adequate progress
Given at the end of the school year
[and/or end of a unit of instruction]
Help to identify students who do not meet grade level expectations
Purpose is to provide information for more
effective instruction and interventions
Data should be collected, evaluated, and used on
an ongoing basis
Group-administered tests of important [skills and/or
standards]
Are quick and efficient measures of overall
ability and critical skills known to be strong
indicators that predict student performance
Because these assessments are time consuming and expensive, they should be administered far less
frequently than the other assessments
Provide information on the effectiveness of
instruction and to modify the intervention
if necessary
Often used for school, district, and/or state
reporting
Indicate a need for further evaluation
Specific subtests from these instruments might be
used to provide information not
assessed by [other assessments]
Used to analyze and interpret gaps between
benchmark and achievement
Give feedback of the overall effectiveness of the
instructional program
Modified from 6 Components of RtI²– Assessment/Progress Monitoring Colorado Department of Education www.cde.state.co.us/RtI/AssessMonitor.htm
Possible Ways to use Current School Assessments
•MAP (Prior year)•DIBELS•SRI•CBM•Degrees of Rdg Power•EPAS•Vision/Hearing•Behavior
• Behavior Screeners• ODRs• EWS
•MAP subscore•Diagnostics• DIBELS•ITBS•PLAA/ PMA•Teacher tests/quiz•Specific skills AssessmentsBehavior Observations Checklists Ratings
•DIBELS•AIMSWEB•Degrees of Rdg Power•Teacher test/quizzes•Common AssessmentsBehavior Observations Checklists Ratings
•WKCE•MAP•Final exams• Common Finals•Post Tests
District Example
XXX High School
ODR Progress and Goal
7615
5414
2000
0
1000
2000
3000
4000
5000
6000
7000
8000
2008-2009 2009-2010 Goal
ODRs
More than 2100 Hours (351 Days) of Instructional Time Recouped during 2009-2010 School Year
School is on-track to meet 2010-2011 Goal
XXX High School
% of Students with Excessive Absences
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2008-2009 2009-2010 Goal
20 or More
40 or More
School is not currently on-track to meet absenteeism goal and is in the process of revising the intervention plan
IntegratedAcademic and Behavior Data
It is the RELATIONSHIP between data elements that is important—not just
the data themselves.
Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)
Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)
Chronic PBRs = top 25% of all students with PBRs. Elementary = 3+; Middle School = 6+; High School = 4+
Chronic PBRs = top 25% of all students with PBRs. Elementary = 3+; Middle School = 6+; High School = 4+
Classroom Observation Data
CONTENT
BASIC Knowledge and Comprehension (approaching grade level)
56%PROFICIENT
Application and Analysis
(grade level)
39%ADVANCED
Synthesis and Evaluation
(above grade level)
5%
BOARD CONFIGURATION
Yes including Essential Question, Lesson Agenda, and Homework
50%Yes including Essential Question
30%
No or Incomplete
20%
ENGAGEMENT
Off-Task
14%Compliant/Passive
53%Active Participation
25%Authentic Engagement
8%
What Are The Questions You Want The Data To Answer Most Frequently?
• Identify your Top Two Questions
Critical Element #4Table Top Activity
• Identify your top 2 priorities around the use of data
Critical Element #5
Delivering the Goods
Multi-Tiered System
103
Tier III For Approx 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.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.
Effective Instruction is the Product of Effective Planning
Poor Planning, Poor Instruction
Lesson Study:Integrating Academic Instruction
and Student Behavior
• What are the evidence-based instructional strategies that will attain the academic skill set?
• What academic engagement behaviors will be necessary to translate the academic skill into academic performance?
• What social/emotional behaviors are resources and obstacles to the skill and performance goals?
• HOW WILL WE MATCH THE INSTRUCTIONAL STRATEGIES WITH ENGAGEMENT FACTORS?
Critical Questions
• How do we ensure that Tier 2 and Tier 3 instruction aligns with the Learning Goals/Standards that are the focus of instruction in Tier 1?
• How do we ensure that the instructional strategies and student engagement skills expected in Tier 1 are incorporated into Tier 2 and Tier 3 instructional planning?
Critical Questions
• How do we ensure that the focus of instruction in Tiers 2 and 3 incorporates CCSS student engagement/performance expectations—critical thinking, reasoning, problem-solving?
• How do we ensure that the supplemental/intensive instructional strategies and specially designed instruction are incorporated into Tier 1 setting?
Final Question
• How do we ensure that all of the providers of instruction (across all Tiers) have their act together so that it is not the student’s responsibility to integrate instruction across tiers?
Final Answer!
LESSON STUDYLESSON PLANNING
Characteristics of Effective Planning-Tier 1
• All providers of instruction and support are in attendance at the lesson study-general education, remedial education, special education and appropriate related services– Question: at YOUR grade level lesson planning
meetings, do ALL providers of instruction attend or just the general education teachers?
Characteristics of Effective Planning-Tier 1
• The Learning Goal/Standard/Progression levels is/are identified explicitly
• Instructional strategies (evidence-based) for the goal/level and student skill levels are identified
• The explicit student performance behaviors necessary to engage the instruction are identified—GAPS for individual students identified
Characteristics of Effective Planning-Tier 2/3
• Tier 2/3 providers meet separately to lesson plan their instruction within the context of the Tier 1 lesson study meeting
• Instructional strategies, engagement behaviors, instructional materials that support student success in Tier 1 are identified
Characteristics of Effective Planning-Tier 2/3
• Alignment with the scope and sequence/pacing chart for Tier 1 is always a priority when identifying the focus of instruction on a weekly basis
• This alignment permits a strategic focus for issues such as vocabulary, background knowledge, pre-teaching/review/re-teaching, etc. that results in “just in time” readiness for students to integrate what they have learned into Tier 1
Characteristics of Effective Planning-Tier 2/3
• Assessments in Tier 2/3 incorporate characteristics of assessments in Tier 1
• The goal here is to not only ensure that students strengthen needed skills and accelerate their growth BUT ALSO to ensure that the students can explicitly identify how the instruction in Tiers 2/3 relates to their work in Tier 1
Characteristics of Effective Planning-Tier 2/3
• Tier 2/3 providers observe their students in the Tier 1 environment to ensure alignment of instruction across Tiers
• Tier 2/3 providers increasingly take an active role in the Tier 1 Lesson Study to share specially designed instructional strategies and student engagement supports during the Tier 1 Lesson Study meetings
Good News/Bad News
• Good News– Integrated instruction CAN occur– Transfer of learning from Tiers 2/3 to Tier 1 CAN
happen at greater levels– Students CAN become active partners in this
integration process IF they see the integration
• Bad News – This takes time to do well– Adults have to play well together– Check egos at the door! Everyone is a critical player
here
Summary
• Instruction/Intervention Decision Making
– TIME: how much time needed to achieve goal?
– WHAT: what will be covered during the time?
– WHO: who has the skills to teach the WHAT?
– WHERE: the best setting that will accommodate
the time, what and who
TIER I: Core, UniversalAcademic and Behavior
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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:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned?
Questions 1 and 2 help us ensure a guaranteed and
viable core curriculum
Characteristics of Effective Instruction (Foorman et al., 2003; Foorman & Torgesen, 2001; Arrasmith, 2003; & Rosenshine, 1986)
Characteristic Guiding Questions Well Met Somewhat Met
Not Met
Goals and Objectives Are the purpose and outcomes of instruction clearly evident in the lesson plans? Does the student understand the purpose for learning the skills and strategies taught?
Explicit Are directions clear, straightforward, unequivocal, without vagueness, need for implication, or ambiguity?
Systematic Are skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review?
Scaffolding Is there explicit use of prompts, cues, examples and encouragements to support the student? Are skills broken down into manageable steps when necessary?
Corrective Feedback Does the teacher provide students with corrective instruction offered during instruction and practice as necessary?
Modeling Are the skills and strategies included in instruction clearly demonstrated for the student?
Guided Practice Do students have sufficient opportunities to practice new skills and strategies with teacher present to provide support?
Independent Application Do students have sufficient opportunities to practice new skills independently?
Pacing Is the teacher familiar enough with the lesson to present it in an engaging manner? Does the pace allow for frequent student response? Does the pace maximize instructional time, leaving no down-time?
Instructional Routine Are the instructional formats consistent from lesson to lesson?
What Does Core Instruction Look Like for Behavior?
• School-wide Positive Behavior Support• School-wide social skills/character skill education (e.g.,
PBS, Safe and Civil Schools)• School-Home collaboration and partnerships• Active student engagement in promoting a prosocial
environment (e.g., bully prevention)• Active student engagement skill development—
Academic Behaviors• School-wide discipline plan that can be explained by
both staff and students
Calendar?
• Does the district expect schools to engage in regular data reviews and provide documentation?– Frequency for Tier 1?– Frequency for Tier 2?– Frequency for Tier 3?
• Does the district aggregate those data and follow-up with district-level data reviews?
Critical Data Questions:Tier 1?
• For students who are receiving ONLY Tier 1 services:– What percent are proficient?– What percent are not proficient?– What are we doing about those who are not
proficient?– What are the trend data for those students who
receive only Tier 1?
TIER II: Supplemental, Targeted
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Tier II For approx. 20% of students
Core +
Supplemental
…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?
Critical Questions/IssuesTier 2
• Purpose and expectation of Tier 2 services should be explicit and understood by providers:– Increase performance of students relative to Tier 1
standards– Link curriculum content and strategies with Tier 1– Assess against Tier 1 expectations– 70% of students receiving Tier 2 should attain
proficiency.
Tier 2: Getting TIME• “Free” time--does not require additional
personnel– Staggering instruction – Differentiating instruction– Cross grade instruction– Skill-based instruction
• Standard Protocol Grouping• Reduced range of “standard” curriculum• After-School• Home-Based
Tier 2: Curriculum Characteristics
• Standard protocol approach• Focus on essential skills• Most likely, more EXPOSURE and more FOCUS of core
instruction• On average 50% more time than Tier 1 allocation for
that subject area• Linked directly to core instruction materials and
benchmarks• Criterion for effectiveness is 70% of students receiving
Tier 2 will reach benchmarks
Critical Data Questions:Tier 2?
• For students who are receiving Tier 2 services:– What percent are proficient? 70%?– What percent are not proficient?– What rate of growth for those students who
receive Tier 2?– What are the decision rules for problem-solving
those students which insufficient rates of growth?– How do we intensify Tier 2 services—Tier 2 is not
a point/level but a continuum?
Does You District Have Explicit Criteria for What Tier 2 Instruction Looks Like?
TIER III: Intensive, Individualized
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Tier III For Approx 5% of Students
Core
+Supplemental
+Intensive Individual Instruction
…to achieve benchmarks
1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.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.
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Tier III
• Focus of School-based Intervention Team– Identify individual academic and behavioral
issues through data analysis– Develop intensive individual interventions &
supports– Ensure that these interventions and supports
are linked to core instruction– Assess integrity and intensity of
interventions
Ways that instruction must be made more powerful for students “at-risk”
for reading difficulties.
More instructional time
More powerful instruction involves:
Smaller instructional groups
Clearer and more detailed explanationsMore systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback
More precisely targeted at right level
resources
skill
Critical Data Questions:Tier 3?
• For students who are receiving Tier 3 services:– What percent are proficient?– What percent are not proficient?– What is the rate of growth for those students who
receive Tier 3?– What are the decision rules for problem-solving
those students which insufficient rates of growth?– What does the district DO for intractable students?
What is the district policy that guides decision-making for these students?
Integrating the Tiers
Basic Principles
• Generalization• Transfer of training• Common stimuli (materials, “signs”)• Common assessments• Common standards• Training “loosely” or “specifically”?
Instructional Integration
• Focus of Tiers 2 and 3 is specialized instructional strategies, time and focus of instruction
• Application of instructional strategies should include application to core instructional materials and content
• Single intervention plan with focus, activities and content contributed by each provider
• Agreement on progress monitoring level and content (Should be Tier 1)
Schedules
• Minutes of high quality instruction influence student achievement
• Acceleration of student performance is related to minutes
• Minutes are determined by schedules• Therefore, schedules play a pivotal role in the
modification of instruction• We cannot do something different the same
way!
Developing A Schedule
• How many students require how many minutes of WHAT?
• Build schedule around the:– How many students need X number of minutes?– What will occur during those minutes?– Who is available to deliver?– When can they deliver?– How do we use the resources we have?
Example of Grade Level Schedule
Critical Element #5
• Identify your top 2 priorities around:– Effective Instruction– Integrating the Tiers– Schedules– Intervention Support– Student Engagement/Lesson Study
What Outcomes Do You Want To Evaluate?
% Elementary Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in MATH
2010-11
Cohort 1 Cohort 2 No Cohor66.00%
68.00%
70.00%
72.00%
74.00%
76.00%
78.00%
80.00%
82.00%
84.00%
Series1
% High Schools Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in Reading/Language Arts
2010-11
Cohort 1 Cohort 2 No Cohort0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Series1
Levels of Implementation and Impact on RtI2 Schools in LAUSD
Hi Implementing Schools Low Implementing Schools
Developing hypothesis for undesired performance
40% 20%
Data collected to confirm hypothesis
50% 32%
Intervention Plan Developed
30% 21%
Teacher receives staff support to implement plan
40% 14%
Data Collected to Ensure Plan Was Implemented As Intended
60% 14%
API 08-09API 09-10Growth
747763+16
710721+11
Percent Annual Growth, Students with Disabilities and Selected Disability Programs2004-05 through 2009-10
Wichita Disaggregated Data
2006 2007 2008 2009 2010 201145
50
55
60
65
70
75
80
85
White
African-American
Hispanic
ELL
Free/Reduced Lunch
Pe
rce
nt
Ma
kin
g P
rofi
cie
nc
y
146
Critical Element #6
• Identify your top 2 priorities areas around which to report outcomes next year.