Implementing MTSS at the Secondary Level Day 1

Hank Bohanonhbohano@luc.edu

http://www.hankbohanon.nethttps://twitter.com/hbohano

https://www.facebook.com/hank.bohanon

RtI..Not Just for Breakfast..

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

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?

Essential Questions

• What are effective ways to encourage teams to work together effectively?

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

• “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!

Organizing

Building the plane video

The 4 Domains of School Climate in Vermont

Key PrinciplesSelf-Assessment: What staff need to know,

particularly about student learning and behavior

When did you get in trouble when you knew better?

Key Principles

Schoolwide

Incidental Benefit

Reinforcement

Reinforcement

Shaping

Punishment

Schoolwide

1-5% 1-5%

5-10% 5-10%

80-90% 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 InterventionTier 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 SuccessA Response to Intervention Model

Questions Answers

*Scott, T. examples

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions/Tier 3:*Young Leaders *National Honor Society; Eyes on the WorldSecondary/Tertiary-SLC teams

Tertiary Intervention/Tier 3:- Assessment based…Wraparound,

Secondary Interventions/Tier 2:Secondary/Tertiary-SLC teamsAVID; Mentor MomsCredit RecoveryAfter School MattersELL 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 InterventionTier 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 SuccessA Response to Intervention Model

Academic Systems Behavioral Systems

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?

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

Buying a car

• List out the steps you took last time you bought a car…

bestig.blogspot.com

Steps

Car http://www.prweb.com/releases/2012/8/prweb9815542.htmResearch http://www.uic.edu/uic/research/ Test drive http://www.familyhyundai.com/family-hyundai-customer-reviews/Contract http://www.icts.uiowa.edu/content/contract-negotiation

ResearchConsider Needs

Sample Sign Up

Not First!

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

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)

Question

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

Professional Learning CommunitiesProfessional 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

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

Musical Chairs

• When the music stops, talk with partner

• Can you think of times when these were applied with success? Or perhaps non-examples?

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_Grobanhttp://www.inmagine.com/searchterms/private_jet.html

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

Healthy Team Functioning

Duck video?

Celebration Time! See MTSS Question Guide

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

– See Handout

Possible Structures for MTSS

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

Principal

AP Student Services

Department Chairs AP Curriculum &

Instruction

Internal Coach/RC3 Committee Chair –

IDM Committee Chair/Internal Coach

Behavioral Data Sub-Committee Chair

Lesson Plan Sub-Committee Chair

Community Chair / Community Committee

Advisory Sub.-Committee Chair

Tertiary Sub-Committee Chair

TBA

Test Prep Su-Committee Chair

Data Sub-Committee Chair

All Departments

Presentation Sub-Committee Chair

Secondary Sub-Committee Chair

Possible Structures for MTSS

Who is/could be on your core universal team?

How do you assign roles?

How are responsibilities distributed?

Building Based Staff

School Liaison Administrator 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

Model Positions

• See the model positions document

• Review and discuss how this may or may not address your organizational structure for MTSS

Reflective Question

• Describe the best idea and worst implementation you have ever seen

Building the plane video

Will and Capacity within Will and Capacity within OrganizationsOrganizations

Positive Will + Positive Positive Will + Positive Capacity = Active UseCapacity = Active Use

Only if the following three Only if the following three components are met:components are met:

Personnel MobilizationPersonnel Mobilization

Necessary FunctionsNecessary Functions

LinkagesLinkagesResistance Resistance toto

InertiaInertia

Creativity Creativity toto

DemoralizaDemoraliza--tiontion

Negative Negative CapacityCapacity

Passive Passive resistance resistance toto

Actual Actual sabotagesabotage

Active UseActive UsePositive Positive

CapacityCapacity

Negative Negative WillWill

Positive Positive WillWill

CAIRO: A way to access linkages

• Consulted

• Approval

• Informed

• Responsible

• Out of Decision Loop

CAIRO

• See Handout

• Pick three next actionable steps

• List out tasks

• Complete CAIRO with staff

• Report out

Integration of EffortsMTSS

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

Napoleon and Getting Back On Mission

Sometimes we get blown off course– https://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

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

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=dFnykkgJzRM

Work smarter and effective teams in school settings

Duck video

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions/Tier 3:*Young Leaders *National Honor Society; Eyes on the WorldSecondary/Tertiary-SLC teams

Tertiary Intervention/Tier 3:- Assessment based…Wraparound,

Secondary Interventions/Tier 2:Secondary/Tertiary-SLC teamsAVID; Mentor MomsCredit RecoveryAfter School MattersELL 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 InterventionTier 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 SuccessA Response to Intervention Model

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions/Tier 3:_____________________________________________________________________

Tertiary Intervention/Tier 3:__________________________________________________________________

Secondary Interventions/Tier 2:________________________________________________________________________

Secondary Interventions/Tier 2:________________________________________________________________________

Universal InterventionTier 1:______________________________________________________

Universal Intervention/Tier 1:__________________________________________________________________

ACTIVITYDesigning School-Wide Systems for Student Success

A Response to Intervention Model

Academic Systems Behavioral Systems

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter (Sugai, 2008)See example