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OTISS

Oklahoma Tiered Intervention System of Support

The contents of this presentation were developed under a grant from the US Department

• f 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

Gen Ed

Special Ed

ELL

Math Specialist Reading Specialist

Behavioral

Program

“Shotgun” Approach to Education

Support Support Support

Schools After OTISS

Gen Ed

Special Ed

Support Support Support

Tier 2 Tier 1 Tier 3 Targeted Educational Support

Is not another program, initiative, or curriculum to add to good instruction already

• ccurring…….

It’s a FRAMEWORK for organizing all the good things you are doing now!

So OTISS

– 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.

“Must Haves” for Getting Started

Core Components of OTISS

• Leadership
• Teaming
• Professional Development
• Universal Screening/Benchmarking
• Tiered Levels of Interventions
• Progress Monitoring
• Decision Making
• Family Engagement

Core Components of OTISS

• “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.

Leadership

Passive Leadership

Passive leadership says “You can do OTISS if you want, but I’ll be in my

• ffice.”

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:

• Determine 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.

• Basic Areas for Professional Development

– Assessment & Universal Screening

• Academics and Behavior

– Instruction & Interventions – Progress Monitoring & Data Analysis – Parental Engagement

Professional Development

Interventions

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.

Professional Development Plan

• 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

Universal Screening/Benchmarking

Tiered Levels of Interventions

• OTISS Interventions are:

– Implemented for students who are having academic

• r 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.

• Core Instruction for ALL students:

– Standards‐aligned academic and behavior instruction – Differentiated for all students

Tiered Levels of Intervention-Tier 1:

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.

• 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.

Tiered Levels of Intervention-Tier 3:

Progress Monitoring

Tracking a student’s response

• ver 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,

• r needs a different intervention.

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.

Decision Making

• 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).

What Data is Necessary to Make Decisions?

• Possibilities:

–Moving to a more intense tier; –Moving to a less intense tier; –Staying in the current tier; or –Stopping the intervention.

Decision Making Within the Tiers

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?

• New personnel
• Procedural drift
• Changing demographics
• Changing needs
• Changing resources

Why Evaluate Implementation?

• Screening/Benchmark Data
• Intervention Fidelity Data
• Progress Monitoring Data
• Tier Movement Data
• Eligibility Data
• Discipline/Attendance Data
• Data from Local Assessment

What to Look At on a Regular Basis

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.

The OTISS Fidelity Checklist

OTISS Needs Assessment Summary OTISS Core Components & Elements

Percent Score (B÷A=C) For each core component, circle Strength if the score is 90-100% Adequate if the score is 80-89% Weakness is the score is below 79% Possible (A) Earned (B)

Leadership:

• a. Role in OTISS process:

• b. Administrative presence:

• c. Personnel and materials allocation:

• d. Participate in problem solving:

Total-Leadership 16 Strength Adequate Weakness

Teaming:

• a. Written Plan:

• b. Presence of a team:

• c. Frequency of teaming activity:

• d. Communication of team with staff and

• e. Team evaluations of OTISS:

Total-Teaming 20 Strength Adequate Weakness

Professional Development:

4

4

4 Total-PD 12 Strength Adequate Weakness

Universal Screening/Benchmarking:

4

4

4 Total-Screen/Benchmarking 12 Strength Adequate Weakness

Unless we monitor our implementation,we won’t know how we are doing.

Bottom Line

OTISS Support Structure

OTISS TRAIN

• TRAIN is the support system developed and funded by

the Oklahoma SPDG II to provide training and support to selected sites interested in implementing OTISS. Trainers include:

• OSDE Oklahoma SPDG II Staff
• Dr. Gary Duhon, Associate Professor, School of Psychology, OSU
• Dr. Laura Riffel, Behavior Consultant
• OTISS External Coaches (OSU Doctoral Students)
• Oklahoma Parent Center

Oklahoma Tiered Intervention System of Support- Training in Response to Assessment and Instructional Needs

The Big Picture “Support System”

Level I Universal Level II Intensive

Level III Targeted

TRAIN Support Services By Level

• For Level I sites

– Materials - Guides/Toolkits/Forms – Professional Dialog - Blog/Forum – Trainings - Face-to-Face/Web-based Modules

• For Level II and Level III sites

– Level I support + – Direct Coaching

Difference Between Level II and Level III Support

Primary Distinction - Breadth

• Level II sites

– one or two identified areas of need

• Level III sites

– multiple identified areas of need

The 4 Steps of Direct Coaching Support

In Collaboration with the OTISS Team:

• 1. Identify areas of need;
• 2. Establish goals related to these needs;
• 3. Develop action plans that outline the path to

accomplishing each goal and contain the criteria for judging the level of accomplishment; and

• 4. Provide technical assistance with the implementation,

evaluation and modification of the action plan.

Step 1: Identify Areas of Need

In collaboration with the OTISS Team:

• Conduct the OTISS Fidelity Assessment to

identify general areas of strength and weakness in the 8 core components of OTISS.

• Generate a list of targeted areas of need and

prioritize.

Step 2: Establish Goals Related to Needs

In collaboration with the OTISS Team:

• Establish SMART goals for improving

each area of need.

• Prioritize goals based on need and

realistic expectation of accomplishing in context of one year.

Step 3: Develop Action Plans

In collaboration with the OTISS Team:

• Develop detailed Action Plans for achieving

each goal, which include:

• Action steps required;
• Person(s) responsible;
• Timeline for beginning and completing;
• Barriers;
• Resources needed; and
• Evidence of accomplishment.

Step 4: Provide TA for Implementation, Evaluation and Modification of Action Plans

The External Coach, with assistance from the SPDG Leadership Team, will provide OTISS Site Teams: – Guidance; – Resource identification; – Training; and – Feedback regarding the achievement of steps within the action plan.

Who Are the OTISS External Coaches?

• Doctoral Students in School Psychology at OSU

with Training and Experience in:

• Response to Intervention (RtI)
• Positive Behavioral Interventions and Support (PBIS)
• Instructional Methodologies
• SWIS data systems
• Data systems
• Coaching
• Systems Level Consultation
• Individual Consultation
• Communities of Practice (CoP)

The 2014 OTISS Application

The OTISS Application

2014-15

APPLICATION

For Participation in

OTISS:

OKLAHOMA TIERED INTERVENTION SYSTEM OF SUPPORT

A Bl Blen ended M Model el fo for A Addres essin ing g Acad cademics cs an and B Behav ehavior ior

Please submit this form via email (Christa.Knight@sde.ok.gov) or via fax (405) 522-2380 when complete.

The OTISS Application

• Basic Information;
• District and Site Demographics;
• Key Personnel-Site Coaches and Team

Members;

• Site Readiness Questions;
• Administrative Commitment; and
• Signatures.

Expectations for Site Administrators

Funding Support

• Provide funds in your site budget to maintain the OTISS

model (such as cost of substitutes for team members attending training, travel for training, materials and supplies). Support for Timely Communication

• Ensure that communications and requests for data from

the OSDE SPDG II staff, and the OTISS External Coaches are responded to in a timely manner.

Expectations for Site Administrators

Support for OTISS Teaming and Coaching

• Be an active member of your OTISS Team.
• Provide release time for staff to meet with OTISS

External Coaches on a regularly scheduled basis.

• Ask for clarification of any information or suggestion

made by the OTISS Coach.

• Provide OTISS External Coaches feedback on what is

working and what is not.

Expectations for Site Administrators

Support for Professional Development

• Be willing to address issues of gaps/weaknesses in

staff knowledge and skills through intensive training and coaching.

• Be willing to acquire and/or improve personal

skills needed to implement OTISS.

• Attend OTISS Site Based Coaches Meetings along

with your Site Coaches.

Expectations for Site Administrators

Support for Professional Development (cont.)

• Encourage all teachers at your site to sign up for the

OTISS Blog and Forum on the OTISS Web site. Support for Scheduling Parent Meetings

• Respond to requests from the OK Parent Center

OTISS Trainer to schedule an OTISS parent meeting in a timely manner.

Expectations for Site Administrator Commitments

Support for Documenting Fidelity of Implementation

• Adopt the Oklahoma State Department of

Education’s OTISS Implementation Guide as your site’s blueprint for implementation and utilize the tools within it and the OTISS Coaches Guide to document implementation with fidelity.

Expectations for Achieving Fidelity of OTISS Implementation

What Is Program Fidelity? The degree to which the program or practice is implemented as intended by the program developers and researchers. What Is a Program Fidelity Measure? A program fidelity instrument gauges the presence and strength of the core components of a program in practice.

Expectations for Achieving Fidelity of OTISS Implementation

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.

The OTISS Fidelity Checklist

OTISS Needs Assessment Summary OTISS Core Components & Elements

Percent Score (B÷A=C) For each core component, circle Strength if the score is 90-100% Adequate if the score is 80-89% Weakness is the score is below 79% Possible (A) Earned (B)

Leadership:

• a. Role in OTISS process:

• b. Administrative presence:

• c. Personnel and materials allocation:

• d. Participate in problem solving:

Total-Leadership 16 Strength Adequate Weakness

Teaming:

• a. Written Plan:

• b. Presence of a team:

• c. Frequency of teaming activity:

• d. Communication of team with staff and

• e. Team evaluations of OTISS:

Total-Teaming 20 Strength Adequate Weakness

Professional Development:

4

4

4 Total-PD 12 Strength Adequate Weakness

Universal Screening/Benchmarking:

4

4

4 Total-Screen/Benchmarking 12 Strength Adequate Weakness

Questions?