GAP Kim Gibbons, Ph.D. Getting Results with a Sustainable - - PDF document

10/24/16 ¡ 1 ¡

Kim Gibbons, Ph.D.

Tuesday, Oct. 25, 2016

Getting Results with a Sustainable Multi-Tiered System of Supports

#SPEDAhead

GAP

Raising achievement levels and narrowing the gap between students

• n IEPs and their non-IEP classmates is a daunting challenge.

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Kimberly Gibbons, Ph.D.

• Associate Director, Center

for Applied Research and Educational Improvement, University of Minnesota

• Ph.D. in school psychology,

University of Oregon

• Expert in problem solving

model, curriculum based measurement, and research- based instructional practices

• Past-president of the

Minnesota Association

• f Special Educators

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20 years ago, before MTSS, there was database decision making using a problem-solving model.

Key Elements and Assumptions

Part

1

Five Areas of Implementation

Part

2

Fidelity and Evaluation

Part

3

Part 1: Key Elements and Assumptions

Lost in the Woods

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Moral of the Story

ü It’s hard give up what we do well, even if it is no longer relevant. ü We must continually reassess our direction. ü Implement research- based instruction to increase achievement levels of all students.

MTSS: An Economic Engine to Drive Outcomes

Align efforts around what is most likely to improve results and reduce the achievement gap.

What To Do With Buddy?

• 1st Grade; falling

behind in reading

• Slow progress

compared to peers

• Likely to miss

benchmarks related to passing 3rd Grade reading test

• Distractible,

inattentive, disruptive

2004 IDEA Reauthorization

• Feds were expected to

pay 40% of the cost of special education

• Funding had become a

big problem due to

• ver-identification,

mostly for reading gaps

• Solution to problem?

Targeted reading and math interventions

• RTI / MTSS as a

proactive model

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Multi-Tiered System of Supports (MTSS)

Purposes of Assessment

• Screening
• Diagnostics
• Progress monitoring
• Outcomes

Assessment: Screening

Screen all students multiple times per year to see who’s on track, ahead, and behind grade-level expectations.

Assessment: Diagnostics

Use assessments to diagnose what students need as their instructional target.

Assessment: Progress Monitoring

Progress monitoring reveals the effectiveness of the instruction and interventions we’re providing.

Assessment: Outcomes

Use assessments to evaluate outcomes at the system level, building level, grade level, and classroom level.

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Effective Instruction and Intervention

Academic and Positive Behavior Support Tier 1 Tier 2 Tier 3

Effective Instruction and Intervention: Tier 1

We expect that at least 80% of the students will be proficient given universal supports alone.

Universal Instruction

Tier 1 Tier 2 Tier 3

Effective Instruction and Intervention: Tier 2

We try to target no more than 15% of students needing Tier 2 or supplemental resources.

Supplemental Interventions

Tier 1 Tier 2 Tier 3

Effective Instruction and Intervention: Tier 3

For students who aren’t making progress with quality core and supplemental instruction.

Individualized Interventions

Tier 1 Tier 2 Tier 3

Collaborative Teams

Use data to make instructional decisions that make the MTSS framework a success.

MTSS…

Is Not Is

An instructional program A framework to implement effective practices The old way of doing business with a new label (pre-referral intervention) Proactive and data-driven 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 focusing on system change

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MTSS Is…

Really Terrific Instruction

Tier 1 Tier 2 Tier 3

Why MTSS?

Why MTSS?

Increase achievement for all students Increase collaboration Unified framework of academics and behavioral support Allocate resources based on needs Non- discriminatory assessment practices High rates

• f referrals

for special education

Why MTSS?

The MTSS framework works well for behavioral support.

• 5th grade student
• 99th percentile in reading,

math, science

• Has met 8th grade

targets

• Is she applying

herself?

Clarissa

• 7th grade student
• Grade-level reading and

math

• A’s and B’s on report card
• Likes school
• No reported concerns from

parents or teachers

Zachary

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• 9th grade student
• Partially proficient in

reading since 4th grade

• Below target on

school-wide screening since 4th grade

• Struggles to keep up
• She’s not sure she

is college material

Cassie

• Second grade student
• 4th percentile in reading
• 2nd percentile on MAP test
• Frequent disciplinary

referrals

• Little progress after two

years of supplemental interventions

Jesse

Key Assumptions

• Move away from sifting and sorting
• Make sure all students struggle
• Start correcting learning problems

with the instructional process

• Focus on alterable variables

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Blow up the silos and start to look at how to best serve students regardless of labels.

Move Away from Sifting and Sorting Make Sure All Students Struggle

All students should be challenged with instruction matched to their zone of proximal development.

Intervene directly in the skill area you're concerned about.

Start Correcting Learning Problems with the Instructional Process

Spend less time making predictions about students' lives and more time finding ways to make a difference in their lives.

Focus on Alterable Variables

If the water in the aquarium is dirty, don’t spend time diagnosing individual fish.

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Don't diagnose the fish,

change the water.

• water.

Change the Question From This…

What about the student is causing the performance discrepancy? What about the instructional environment can we alter so students will learn and be more successful?

To This…

Part 2 Implementation: The Big Five

L e a d e r s h i p V i s i

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I n f r a s t r u c t u r e a n d D a t a R e s

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l e d g e , S k i l l s a n d S e l f

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f f i c a c y I n c e n t i v e s I m p l e m e n t a t i

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P l a n s

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Five Areas of RTI Implementation

Assessments Data-based decision making Multilevel instruction Infrastructure and support Fidelity and evaluation

• f

• n

R T I ¡ F i d e l i t y ¡

• f

¡ I m p l e m e n t a t i

• n

¡ R u b r i c

• f RTI implementation. The rubric is aligned with the essential components of RTI and the infrastructure that is necessary for

Assessments

Tools Screening Data PM Tools PM Process Tools Screening Data PM Tools PM Process

Tools should be reliable and valid. Staff should be able to articulate how and why they are.

Assessments

Tools Screening Data PM Tools PM Process

Assessments

Screen all students. Collect data multiple times per year to ensure implementation accuracy for making decisions.

Tools Screening Data PM Tools PM Process

Use screening data plus two other data sources that paint a picture of each student’s progress.

Assessments

Tools Screening Data PM Tools PM Process

Compare performance using multiple forms with equal difficulty. Benchmark in fall, winter, and spring.

Assessments

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Tools Screening Data PM Tools PM Process

Develop schedules and put procedures in place to ensure that the process is being implemented accurately.

Assessments Lessons from the Trenches

• Districts exploring

screening and progress monitoring tools

• Data collection but

no utilization

• Lack of understanding
• f purposes of

assessment

Assessments

• Screen all students at

multiple points per year

• Data rich, but how much

is too much

• Purposes of Assessment
• Multiple sources of data

for decision-making remain problematic

• Districts exploring

screening and progress monitoring tools

• Data collection but

no utilization

• Lack of understanding
• f purposes of

assessment

Assessments

Is this true for us?

Assessments Data-Based Decision Making

Process Responsiveness Data System

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Decisions we make about students should be data-driven, involve teams, and have clear sets of rules.

Process Responsiveness Data System

Data-Based Decision Making

Have a system in place to access data with a graphical display that makes it quick and easy to set and evaluate goals.

Process Responsiveness Data System

Data-Based Decision Making

Make decisions based on reliable and valid data that reflect student progress (or slope) toward the ultimate goal and implement accurately.

Process Responsiveness Data System

Data-Based Decision Making Lessons from the Trenches

• Decisions not always

based on data but “professional judgement”

• Data systems: what

are they

• Lack of formal

progress monitoring

• No real decision-

making rules

Data-based Decision Making

• More emphasis on using data

to guide decision-making

• More options for data

systems, but still too difficult to use

• Improved progress monitoring

but sometimes disconnected from interventions

• Improved decision-making

rules, but confusion around tiers

• Decisions not always

based on data but ”professional judgement”

• Data systems: what

are they

• Lack of formal

progress monitoring

• No real decision-

making rules

Data-based Decision Making

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Multilevel Instruction

Tier 1 Tier 2 Tier 3

Universal Supports

Moving Upstream

A Story of Prevention and Intervention

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Moral of the Story

Focus first of all on ensuring that your universal instruction is as strong as it can be.

Tier 1 Tier 2 Tier 3

Multilevel Instruction

If all you have is a hammer, everything starts to look like a nail.

10/24/16 ¡ 15 ¡

…then every student with academic and/or behavioral needs will look like a special ed student. If this is all the teacher has to support students with academic and/or behavioral needs…

Multilevel Instruction Multilevel Instruction

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

¡ ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

¡

Core Instruction

Tiers As Resources

Multilevel Instruction

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

¡ ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

¡

Supplemental Instruction Core Instruction

Tiers As Resources

Multilevel Instruction

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

¡ ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡

¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡

¡

Intense Intervention Supplemental Instruction Core Instruction

Tiers As Resources Resources Required General Education

Multilevel Instruction

Sea of Ineligibility

Special Education

Severity of Need General Education

Multilevel Instruction

General Education with Support

Special Education

Resources Required Severity of Need

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Multilevel Instruction

• Continuum of

scientifically-based programs and services

• Methods to

evaluate and monitor progress

Successful Multi-tiered Models Multilevel Instruction: Tier 1

Tier 1 Tier 2 Tier 3 Core Instruction

ü Research-based curriculum ü Articulation of teaching and learning standards ü Standards aligned ü Differentiated instruction ü Students who are exceeding benchmarks

Multilevel Instruction: Tier 2

Tier 1 Tier 2 Tier 3 Supplemental Instruction

ü Evidence-based ü Complements universal instruction ü Group size ü Delivered by trained staff ü Optimal dosage

Multilevel Instruction: Tier 3

Tier 1 Tier 2 Tier 3 Intense Intervention

ü Matched to student needs ü Optimal group size and dosage ü Delivered by trained staff ü Relationship to grade-level standards

Steps of Problem Solving

• 1. Problem

Identification

• 2. Problem

Analysis

• 3. Plan

Development

• 4. Plan

Implementation

• 5. Plan

Evaluation

Multilevel Instruction

• Lack of options for providing support

to students aside from special education

• Pre-referral interventions that lacked

intensity, were not research-based, and were accommodations

• Reactionary system focusing on

Tier 2 and 3

• Ignore the core
• IQ/ACH discrepancy model for SLD

Multilevel Instruction

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• Many more options
• Moving toward a proactive system
• More emphasis on core instruction

and standards

• Differentiation remains challenging
• Interventions that complement

core instruction

• Still need to focus on all students
• Tier 3 continues to be problematic
• Lack of options for providing support

to students aside from special education

• Pre-referral interventions that lacked

intensity, were not research-based, and were accommodations

• Reactionary system focusing on

Tier 2 and 3

• Ignore the core
• IQ/ACH discrepancy model for SLD

Multilevel Instruction

V i s i

• n

I n f r a s t r u c t u r e R e s

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l e d g e , S k i l l s a n d S e l f

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f f i c a c y I n c e n t i v e s I m p l e m e n t a t i

• n

P l a n s L e a d e r s h i p

Although not all change is improvement, all improvement is change.

The First Law of Improvement and Sustaining Results

Every system is perfectly designed to achieve exactly the results it gets

I n f r a s t r u c t u r e V i s i

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P l a n s L e a d e r s h i p

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Principals 25% Teachers 33%

Who Affects Student Learning?

Other 42%

Research tells us that principals and teachers account for the greatest variance in student learning. Parents, staff, and others account for the rest. I n f r a s t r u c t u r e V i s i

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P l a n s L e a d e r s h i p

Key Leadership Responsibilities

• Encourage leadership

by others

• Focus on improving

instruction, using data

• Improve outcomes

through coordination

Why Have a Vision?

• Helps staff

understand “Why”

• Provides basis

for a clear plan

• Leads to initiative

braiding

• Defines school

culture

“MTSS is great but

• ur plate

is too full!”

Initiative Braiding

Braid other district and building initiatives into the MTSS

• framework. This should help your district accomplish its goals.

10/24/16 ¡ 19 ¡

School Improvement Positive Behavior Support Instructional Coaching Professional Learning Communities Performance Pay

Initiative Braiding

Braid other district and building initiatives into the MTSS

• framework. This should help your district accomplish its goals.

ESSA

Sustaining an MTSS Framework

Without leadership, there may be anarchy. Without a vision, there will be confusion. I n f r a s t r u c t u r e V i s i

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P l a n s L e a d e r s h i p Unless you have the skills, it’s high anxiety.

Training Component Concept Understanding Skill Attainment Application Presentation

• f Theory

Modeling by Trainer Practice & Low-Risk Feedback Coaching (on-site)

85% 85%

85%

18% 80%

90%

5-10% 5-10%

80-90%

Effective Professional Development

A coaching component as part of a professional development program boosts skill attainment and classroom-based application.

85% 15% 5-10%

Without teacher self-efficacy: the knowledge, skills, and the belief that they can do it, there will be anxiety.

10/24/16 ¡ 20 ¡

Consider Nested Teams to Support MTSS Implementation

• 1. A district-level RTI team

to make things happen for the district

• 2. A building leadership team

to make things happen for the school

• 3. Grade-level or core team

with support to make things happen for groups of students

• 4. A problem-solving team

to make things happen for individual students

Schools where there has been the greatest shift to a data culture scheduled team meetings once a week.

Action Team Meetings

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Are Your Resources Aligned?

All resources in your district or building need to work together to match the needs and goals of your MTSS action plan.

Considerations

What resources do I have? What resources do I need? Is there funding? Do we revamp?

Slow Change

Without the right resources you will end up with small, slow change.

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Part 3

Fidelity and Evaluation

• f Implementation

What do these terms have in common?

Are We Following the Plan?

Follow the plan down to the individual student level. Implement interventions appropriately with the time and frequency needed.

Fidelity of Implementation

District Plan Core Instruction Interventions Frequency and Intensity Progress Monitoring

Why Should I Care?

Implementation Integrity

Are we applying intervention as designed?

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Five Elements of Fidelity

Student Engagement Adherence Exposure Quality of Delivery Program Specificity Even the best interventions will not get results if students are not involved with the activity.

Student Engagement

We have to stick to the plan, whether it’s the curriculum or the assessments.

Adherence Exposure

For interventions to work as expected, students need to receive them at the recommended frequency and duration. Deliver instruction, interventions and assessments with a focus on best teaching practices.

Quality of Delivery

Interventions should be well-defined and match student needs

Program Specificity

10/24/16 ¡ 23 ¡

Five Elements of Fidelity

Student Engagement Adherence Exposure Quality of Delivery Program Specificity Confidence in your MTSS implementation comes from giving full attention to all five elements of fidelity.

Evaluation

Include goals and evaluation criteria for key areas of implementation and stakeholder communications.

Action Plans Trying To Do Too Much

When plans have too many goals and strategies, implementation suffers and outcomes fall short. Align your initiatives, focus on a few things you can train

• n and do well, and build from there.

Focus On What You Can Do Well

Without an action plan you are likely to experience false starts.

School District Action Plans NO (52%) YES (48%)

10/24/16 ¡ 24 ¡

Is the Plan Working?

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Fall Winter Spring

74% 62% 18% 30% 8% 8%

What percentage of students are meeting their Tier 1, Tier 2, and Tier 3 targets over time?

Tier 1 Tier 2 Tier 3

Fall Spring Fall 76% above target 91% of students stayed proficient What percentage of students who began the year at or above target also ended the year at or above target? Spring 75% above target

Lessons from the Trenches

• If fidelity was assessed it

was based on asking how things were going

• Fidelity of core instruction
• Train once on

administration and scoring of measures

• Lack of action plans
• Lack of evaluation

Fidelity and Evaluation

• More evidence on

fidelity at a variety of levels incorporating direct observation

• Fidelity of core

instruction

• More action plans
• Disaggregation of data
• If fidelity was assessed it

was based on asking how things were going

• Fidelity of core instruction
• Train once on

administration and scoring of measures

• Lack of action plans
• Lack of evaluation

Fidelity and Evaluation

10/24/16 ¡ 25 ¡

A true story…

The Moso Bamboo Tree

Grows in China and the Far East. After it is planted, it grows slowly for up to 5 years, even under ideal conditions.

The Moso Bamboo Tree

As if by magic, it suddenly grows nearly 2 ½ feet per day reaching a full height of 75 feet in 6 weeks.

The Moso Bamboo Tree The Moso Bamboo Tree

It's not magic. The rapid growth is due to the extensive root system developed during the first five years of getting ready.

Next Steps

• Be prepared for slow,

incremental improvements

• Be patient. Positive
• utcomes for all

students will come!

• Assess your needs and

set your goals

• Use RTI worksheet

and fidelity rubric

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Q & A

10/24/16 ¡ 26 ¡

#SPEDAhead

What are the differences between RTI and MTSS?

#SPEDAhead

What strategies have you found to be most successful in helping principals become leaders for the MTSS process?

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What are the key elements that are the most helpful in creating understanding by school staff as to “why MTSS” and getting buy-in?

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Do you see better results when special education and intervention departments work together as one?

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What is the number one cause for the derailment of an MTSS rollout?

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How do you handle inconsistent implementation of interventions that hinder progress?

10/24/16 ¡ 27 ¡

#SPEDAhead

What is the best way to convey that RTI is an

• ngoing collaborative

process that may need to be adjusted instead

• f a cookie cutter,

rigid mindset?

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How are criteria developed for moving students up or down tiers?

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What is the definition of progress when it comes to MTSS?

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What types

• f protocols have

been successfully used during decision making meetings regarding movement among the tiers?

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What have you done to get parent buy-in to MTSS when they always want to run to testing?

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What does research suggest about the role of technology, including blended and

• nline learning, in

implementing successful MTSS?

10/24/16 ¡ 28 ¡

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