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![Page 1: Multi-Tiered Systems of Support: Implications for Special Education Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention.](https://reader038.fdocuments.us/reader038/viewer/2022110322/56649d0a5503460f949dc174/html5/thumbnails/1.jpg)
Multi-Tiered Systems of Support: Implications for Special Education
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
pbis.org
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What is Special Education
• Special Education– Specially designed instruction to meet the unique
needs of a child with a disability• Related Services
– Services required to assist the student to benefit from special education
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Key Special Education Processes
• Evaluation (not benefiting from general education)
• Individualized Education Plan– Based on student need (data-driven)– Measurable outcomes– Progress monitoring– Connect points to evidence-based practices– Related Services
• Procedural Safeguards
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Considerations
• Strong advocate for many of the features of the current special education process– Procedural safeguards /Parent & child rights– Individualized plans– Multi-disciplinary approach
• Majority of students in special education spend most of their day in general education environments
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Challenges in Current Special Education Process
• “Wait Fail” evaluation process using a medical model (underlying pathology)
• Difficult task of keeping students “on-track” with peers while attempting to catch up due to disability
• At times an inefficient parallel system, curriculum, service delivery to general education
• Role of special educator becoming blurred, but without clear systems and guidelines
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Challenges in Current Special Education Process
• Special education often only serves one or two aspects of the child without connections to the whole child’s education
• Special education reform will rely as much on changes in general education teacher and administrator pre-and in-service professional development as within our own field
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Special Education Led Initiatives
• School-wide Positive Behavior Support– Problem solving process to a) prevent, b)
intervene early, and c) create supportive environments for students on IEPs
• Response to Intervention – Differentiated academic instruction matching
student need to intervention prior to referral for special education
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Yet to be determined…
• Nexus between MTSS and current special education process
• When is instruction and supports “special education”
• When are procedural safeguards put in place
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MTSS Challenges
• Tier II/III expertise typically confined to special education & related personnel (e.g., school psychologist, SLP, OT)– Delivering special education without due process?
• No one “owns” Tier II students– Case managers
• Monitor data• Share plan year to year
• When does the special education referral process start?
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Think about it….• The median age of onset for common
social/emotional issues:– 6 years for anxiety– 11 years for behavior– 13 years for mood – 15 years for substance use disorders.
(Merikangas et al., 2010)
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Think about it…
If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention (Walker, Colvin, & Ramsey, 1995).
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School-wide Positive Behavior Support
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Starting Point….
• We cannot “make” students learn or behave
• We can create environments to increase the likelihood students learn and behave
• Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity
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School-wide Positive Behavior Support
• Problem solving framework• Systematic implementation of evidence-based
practices• Layers in increasingly more intensive
environmental supports to increase the likelihood students are academically, emotionally, and socially successful
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
SW-PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Universal
Targeted
IntensiveContinuum of
Supports
Reading
Science
Math
Soc skills
Horses
Spanish
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Essential Features at the School Level
• Teams of educators within the school (administrator)
• Data-based decision making• Instructional Focus
– Teach & Practice• Acknowledge student mastery of social skills
– Positive Feedback• Readiness across Tiers (universals always a priority)• Access to on-going Technical Assistance
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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Universal School-Wide Features
• Clearly define expected behaviors (Rules)– All Settings– Classrooms
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement
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I am…. All Settings Classroom Hallways Cafeteria Bathrooms Playground Assemblies
Safe •Keep bodies calm in line•Report any problems•Ask permission to leave any setting
Maintain personal space
WalkStay to the right on stairsBanisters are for hands
•Walk•Push in chairs•Place trash in trash can
Wash hands with soap and waterKeep water in the sinkOne person per stall
Use equipment for intended purposeWood chips are for the groundParticipate in school approved games onlyStay in approved areasKeep body to self
•Walk•Enter and exit gym in an orderly manner
Respect-ful
•Treat others the way you want to be treated•Be an active listener•Follow adult direction(s)•Use polite language•Help keep the school orderly
Be honestTake care of yourself
Walk quietly so others can continue learning
Eat only your foodUse a peaceful voice
Allow for privacy of othersClean up after self
•Line up at first signal •Invite others who want to join in•Enter and exit building peacefully•Share materials•Use polite language
Be an active listenerApplaud appropriately to show appreciation
A Learner
•Be an active participant•Give full effort•Be a team player•Do your job
•Be a risk taker•Be prepared•Make good choices
Return to class promptly
•Use proper manners•Leave when adult excuses
•Follow bathroom procedures•Return to class promptly
•Be a problem solver•Learn new games and activities
•Raise your hand to share•Keep comments and questions on topic
Benton Elementary School
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RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
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Tier II/III
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Tier II (small group)• Efficient and effective way to identify at-risk students
– Screen– Data decision rules– Teacher referral
• Informal assessment process to match intervention to student need– Small group Social Skill Instruction– Self-management– Academic Support
• Progress Monitoring• Part of a continuum – must link to universal
school-wide PBS system
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Tier III (individualized support)
• When small group not sufficient• When problem intense and chronic• Driven by Functional Behavioral Assessment• Connections to Mental Health and Community
Agencies (Integrated Framework Monograph)
• Part of a continuum – must link to universal school-wide PBS system
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FBA – PBS Plan Process
Success requires:1. Individual(s) with expertise in FBA-PBS2. Fluency with a clear process among all staff
whereby roles are clearly defined3. A basic understanding of Applied Behavior
Analysis (Behavior is functionally related to the teaching environment) among all school staff
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SettingEvents
TriggeringAntecedents
DesiredAlternative
ProblemBehavior
AcceptableAlternative
MaintainingConsequences
MaintainingConsequences
Setting Event
ManipulationsAntecedent
ManipulationsBehaviorTeaching
ConsequenceManipulations
Competing Behavior Pathways Model
Sugai, Lewis-Palmer & Hagan, 1999
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Outcomes
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Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math
Preparation Emerging Bronze Silver Gold non SW-PBS All Schools
44.0%
46.0%
48.0%
50.0%
52.0%
54.0%
56.0%
58.0%
60.0%
MAP Proficiency by SW-PBS Implementation Levels - All Students
2010 2011
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Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math Comm Arts
Math
Preparation Emerging Bronze Silver Gold non SW-PBS All Schools
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
MAP Proficiency by SW-PBS Implementation Levels - IEP Students
2010 2011
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Response to Intevention
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Response to Intervention
• To identify students with learning disabilities (IDEA 2004)
• To provide effective, evidence-based instruction to all students– Ongoing data collection of instructional
effectiveness
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Field Elementary School
SW-PBS and Response to Intervention with Literacy
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Field Elementary School• High Diversity
– School has 290 students; 50% minority; 20% English Language Learners; 13% Special Education
• Instructional leader turnover• Poverty
– 79% of students live in poverty• Highly transient population
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Field Elementary School
+ Teachers and Staff committed to increasing academic and social successof all students
+ A committed Principal who supported faculty in their efforts to change the way they taught to improve children’s lives
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Field Elementary School
• Academic Standing– Only 5% of all students scored proficient in 2005– Breakdown by ethnicity:
–0% African-American–18% Caucasian–0% Students with disabilities–0% English Language Learners–7% Students living in Poverty
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Field Elementary School
• Literacy• In 2004–05, 44% students required
intensive support for reading and writing
• Social Behavior• In 2003-04 Averaging 10.4 discipline
referrals per day
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Positive Behavior Supports
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MU College of Education —140 years of discovery, teaching and
learning
Impact on Behavior Problems
From 10.4 per dayTo 1.6 per day
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Field Literacy Data
30%
26%
44%
0%
20%
40%
60%
80%
100%
2004-2005
Intensive
Strategic
Benchmark
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Structure
Core Reading 90 min, 5 days week with:
Intervention Groups 45 min, 4 days week, with:
(5th day individual focus )
Tier IIIIntensive Intervention
Classroom Teacher
Reading specialists, Sp Ed, ELL, Sp. Lang,K-2 SRA Reading Mastery3-5 Wilson Reading Systems
Tier IIStrategic Intervention
Classroom Teacher
Classroom Teacher Reading Mastery or Soar to Success
Tier IDIBELS benchmark
Classroom Teacher
Classroom Teacher Enrichment based on themes of core program
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Core Reading and Intervention Schedule
Core• K 9:00-10:30• 1st 9:00-10:30• 2 10:00-11:30• 3 11:00-12:30• 4 1:45-3:15• 5 1:00-2:30
Intervention12:25-12:5511:30-12:159:15-10:0010:15-11:001:00-1:452:15-3:00
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Data Collection
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Benchmark
Progress Monitoring
Tier III Fall, Winter & Spring Every Other Week
Tier II Fall, Winter & Spring Every Other Week
Tier I Fall, Winter & Spring Once a month
Also utilize as needed:•Developmental Reading Assessment (DRA & DRA-2)•Scholastic Reading Inventory (SRI)•District Writing Assessments
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Impact on Literacy• Improved Academic Standing
– In 2007, 27% of Field’s students scored proficient in 2007 (up from 5%).
– African American: 0% improved to 16%– Caucasian: 18% improved to 57%– Students with disabilities: 0% improved to 25%– English Language Learners: 0% improved to 27%
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Field Literacy Data
30%
26%
44%
40%
27%
33%
40%
29%
31%
51%
25%
23%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004-2005 2005-2006 2006-2007 2007-2008
Intensive
Strategic
Benchmark
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Special Education and MTSS
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Special Education Processes
• Evaluation• Individualized Education Plan
– Based on student need (data-driven)– Measurable outcomes– Progress monitoring– Connect points to evidence-based practices– Related Services
• Procedural Safeguards
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Evaluation & MTSS
• Non-response to interventions that can be implemented by all educators and which all students have access
• Insurance of high implementation fidelity and sufficient dosage of intervention/accommodation
• Supplemental evaluation steps to confirm disability and determine severity
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Evaluation
• Developmental Delay• Deaf-Blind• Deafness• Hearing Impairment• Multiple Disabilities• Orthopedic Impairment• Visual Impairment
• Intellectual Disability (mild)
• Emotional Disturbance• Other Health
Impairment• Learning Disability• Speech or Language
Impairment• Autism
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IEP & MTSS
• IEP structure and process remains the same
Added Benefits• Universal effective instructional strategies • Objectives address same/similar expectations across the
school• More comprehensive cross school data collection• Creates a de-facto maintenance & generalization strategy• All students eligible to receive supports across the
continuum
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MTSS Special Education Process
• Continue to serve as case managers for students with disabilities
• Continue to provide “pull-out” intensive supports /instruction (and related services) when general education environment cannot support
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MTSS Special Education Process
Will Require:• Universal practices implemented school wide
(with fidelity checks)• Evidence-based universal practices• Sophisticated data review and frequent
universal screening• Tier II strategies carefully matched and
monitored to student need
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MTSS Special Education Process
Will Require:• New evaluation process and standards (start
of procedural safeguards)– Intense/chronic concerns– Non response to Tier II/III strategies– Corroborated with standard measures
• Continuation of complete continuum of supports for all students with better connections between IEP and MTSS process
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Implications
• Resource Allocation at the School level– Case load balanced against “consultation” time– Support for intensive services
• Focus of “consultation” to team vs. individual student
• Other staff role changes– General educators as case managers– Support staff
• Teacher preparation/ Certification (both special and general education)
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MO-CASE VisionMO-CASE’s transformational vision for special education is based on the creation of a single, unified education system where all educators demonstrate the commitment, confidence, expertise, and call to action (leadership) to teach all learners within a community of professional support in which:• Special educators participate as full members of collaborative teams of
educators who use data and problem solving processes to plan for and monitor progress of all learners;
• Multi-tiered Systems of Support (MTSS) provide the operational framework to identify and provide prevention and early intervention for students who need differentiated or intensified academic or social-emotional-behavioral instruction/support;
• Evidence-based practices are the universal standard for both core and intervention instruction;
• Proficiency on state learning standards and post-graduation success are the explicit outcomes of PK-12 education for all learners.
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Multi-Tiered Systems of Support: Implications for Special Education
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
pbis.org