OTISS Oklahoma Tiered Intervention System of Support The contents of this presentation were developed under a grant from the US Department of Education, #H323A110007. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jennifer Coffey.
WELCOME Oklahoma State Personnel Development Grant (SPDG) Leadership Team: • Christa Knight, SPDG II Project Director, OK State Department of Education • Karie Crews-St. Yves, SPDG II Tiered Intervention Specialist, OK State Department of Education • Dr. Gary Duhon, SPDG II TRAIN Director, OK State University, Stillwater, OK • 2013-2014 OTISS External Coaches, OK State University Brooke Hansen Alicia Sullivan Brooks Lord Cristina Villanueva Greg Shutte Joey Williams • Dr. Laura Riffel, SPDG II Behavior Consultant, Kansas City, KS • Ellen Kimbrell, Associate Director, Oklahoma Parent Center • Ginger Jaggars, Training Specialist, Oklahoma Parent Center • Cheryl Leever Huffman, SPDG II External Evaluator. Oklahoma City, OK • Barbara Kurey, SPDG II External Evaluator Associate, Oklahoma City, OK
WHAT IS OTISS? OTISS is Oklahoma’s tiered intervention model for identifying and addressing academic and behavioral difficulties that interfere with student success.
Schools Before OTISS Reading ELL Specialist Gen Special “Shotgun” Approach to Education Ed Ed Behavioral Program Math Specialist
Schools After OTISS Support Support Support Gen Special Tier 1 Tier 2 Tier 3 Ed Ed Targeted Educational Support Support Support Support
So OTISS Is not another program, initiative, or curriculum to add to good instruction already occurring……. It’s a FRAMEWORK for organizing all the good things you are doing now!
“Must Haves” for Getting Started – An administrator that is actively engaged. – An OTISS Implementation Team that meets regularly. – Resources that are on-target , appropriately distributed, and consistently used. – Staff that is effectively allocated. – A structure and schedule that is flexible.
Core Components of OTISS
Core Components of OTISS • Leadership • Teaming • Professional Development • Universal Screening/Benchmarking • Tiered Levels of Interventions • Progress Monitoring • Decision Making • Family Engagement
Leadership • “ACTIVE” Leadership is Key. – Crucial in ensuring successful implementation of OTISS; – Sets the climate for the school; and – Responsible for allocating staff, time professional development and resources as needed.
Passive Leadership Passive leadership says “You can do OTISS if you want, but I’ll be in my office.”
Active Leadership Active leadership is present and engaged in the development, implementation and evaluation of OTISS.
Teaming Teams that are composed of a variety of school personnel and meet regularly are KEY!
The Work of the OTISS Team Team members work collaboratively to: • D etermine students’ strengths and needs; • Review students’ response to interventions; and • Interpret and utilize data to develop a plan designed to address students’ academic and/or behavior needs.
Interventions Professional Development • Basic Areas for Professional Development – Assessment & Universal Screening • Academics and Behavior – Instruction & Interventions – Progress Monitoring & Data Analysis – Parental Engagement
Professional Development Plan Start with identifying greatest need. • Focus on one or two topics per year. – No more than one-hour sessions after school; one week during summer. – Train all staff. Plan for practice with feedback and reflection.
Universal Screening/Benchmarking • Screen all students multiple times per year. • Identify students at risk of academic or behavioral difficulties – EARLY. – Choose screeners that are: • Research‐based; • Brief; • Easy to administer; and • Provide benchmarks for performance.
Universal Screening/Benchmarking • Screeners must be completed with fidelity by trained personnel. • Screening data must be summarized. – Input into a data base with graphic display • Screening data must be analyzed. – Soon after data collected – Reviewed at the broadest levels first
Tiered Levels of Interventions • OTISS Interventions are: – Implemented for students who are having academic or behavioral challenges; – Strategies proven to work to remediate and prevent future challenges; – Provided at different levels based on the student’s needs; and – Intensified or reduced based on the student’s response.
Tiered Levels of Intervention- Tier 1 : • Core Instruction for ALL students: – Standards ‐ aligned academic and behavior instruction – Differentiated for all students
Tiered Levels of Intervention- Tier 2 : • Strategic Instruction for SOME Students – Additional academic and/or behavioral interventions for students not making progress in Tier 1; – Specialists assist as needed; and – Minimum of twice monthly progress monitoring.
Tiered Levels of Intervention- Tier 3 : • Intensive Instruction for a FEW Students – Academic and behavioral interventions for students who have received Tier 2 and are still below benchmark . • Supplemental instructional materials; • Small, intensive, flexible groups; • Tutoring by specialists; and • Minimum of weekly progress monitoring.
Progress Monitoring T racking a student’s response over time to interventions prescribed as a result of his/her performance on a screener.
The Monitoring Process The OTISS Team: • Determines areas to monitor. • Sets targets/goals for student performance. • Decides on intervention(s) to use. • Decides on frequency of collecting monitoring data. • Uses monitoring data to determine if the student has met his/her goals, is progressing adequately, or needs a different intervention.
Decision Making Educational decisions are made by the OTISS Team based upon intervention data and information using rules decided upon by the team prior to beginning the process. In other words, decisions are based on data and not personal views.
What Data is Necessary to Make Decisions? • Where students should be performing (from normative or benchmark performance). • Where students are performing before intervention (from baseline). • How students are performing on the intervention(s) (from progress monitoring).
Decision Making Within the Tiers • Possibilities: – Moving to a more intense tier; – Moving to a less intense tier; – Staying in the current tier; or – Stopping the intervention.
What is Family Engagement? A shared responsibility in which: • Schools are committed to reaching out to engage families in meaningful ways; and • Families are committed to actively supporting their children’s learning and development. -Family, School, and Community Engagement National Working Group
When Families are Engaged, Students • Acquire literacy skills faster; • Earn higher grades and test scores; • Enroll in higher level programs; • Are promoted more and earn more credits; • Adapt better to school and attend more regularly; • Have better social skills and behavior; and • Graduate and go on to higher education.
Evaluating Implementation How are things going?
Why Evaluate Implementation? • New personnel • Procedural drift • Changing demographics • Changing needs • Changing resources
What to Look At on a Regular Basis • Screening/Benchmark Data • Intervention Fidelity Data • Progress Monitoring Data • Tier Movement Data • Eligibility Data • Discipline/Attendance Data • Data from Local Assessment
Measuring Implementation Fidelity The OTISS Fidelity Assessment is the tool designed to evaluate the degree to which a site is implementing the eight core components as intended by the model developers. If you do not implement the model as intended, you cannot expect to achieve the maximum positive results possible.
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