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10/24/16
1
Kim Gibbons, Ph.D.
new realities
new choices
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 on 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 of 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 over-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 of 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
Leadership Vision
Infrastructure
and Data
Resources Knowledge,
Skills and
Self-Efficacy
Incentives
Implementation
Plans
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Five Areas of RTI Implementation
Assessments Data-based decision making Multilevel instruction Infrastructure and support
Fidelity and evaluation
RTI Fidelity of Implementation Rubric—1
l i hts reserved.
2094_05/14
RTI Fidelity of
Implementation Rubric
The Response to Intervention (RTI) Fidelity Rubric is for use by individuals who are responsible for monitoring school-level fidelity
of RTI implementation. The rubric is aligned with the essential components of RTI and the infrastructure that is necessary for
successful implementation. It is accompanied by a worksheet with guiding questions and score points for use in an interview with a
school’s RTI leadership team.
Assessments—Screening, progress monitoring, and other supporting assessments are used to inform data-based decision making.
Measures
1
3
5
Screening—The RTI framework accurately identifies students at risk of poor learning outcomes or challenging behaviors.
Screening Tools Insufficient evidence that the screening
tools are reliable, correlations between
the instruments and valued outcomes
are strong, and predictions of risk status
are accurate.
Evidence indicates that the screening
tools are reliable, correlations between
the instruments and valued outcomes
are strong, and predictions of risk status
are accurate, but staff is unable to
articulate the supporting evidence.
Evidence indicates that the screening
tools are reliable, correlations between
the instruments and valued outcomes
are strong, and predictions of risk status
are accurate, and staff is able to
articulate the supporting evidence.
Universal
Screening
One or none of the following conditions is
met: (1) screening is conducted for all
students (i.e., is universal); (2) procedures
are in place to ensure implementation
accuracy (i.e., all students are tested,
scores are accurate, cut points/decisions
are accurate); and (3) a process to screen
all students occurs more than once per
year (e.g., fall, winter, spring).
Two of the following conditions are met:
(1) screening is conducted for all students
(i.e., is universal); (2) procedures are in
place to ensure implementation accuracy
(i.e., all students are tested, scores are
accurate, cut points/decisions are
accurate); and (3) a process to screen all
students occurs more than once per year
(e.g., fall, winter, spring).
All of the following conditions are met:
(1) screening is conducted for all students
(i.e., is universal); (2) procedures are in
place to ensure implementation accuracy
(i.e., all students are tested, scores are
accurate, cut points/decisions are
accurate); and (3) a process to screen all
students occurs more than once per year
(e.g., fall, winter, spring).
Data Points to
Verify Risk
Screening data are not used or are used
alone to verify decisions about whether
a student is or is not at risk.
Screening data are used in concert with
at least one other data source (e.g.,
classroom performance, curriculum-
based assessment, performance on state
Screening data are used in concert with
at least two other data sources (e.g.,
classroom performance, performance on
state assessments, diagnostic assessment
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 of 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 of 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.
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…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
Res
ourc
es R
equi
red
General Education
Multilevel Instruction
Sea of Ineligibility
Special Education
Severity of Need
General Education
Multilevel Instruction
General Education
with Support
Special Education
Res
ourc
es R
equi
red
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
Vision Infrastructure
Resources Knowledge,
Skills and
Self-Efficacy
Incentives
Implementation
Plans Leadership
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
Infrastructure
Vision
Resources Knowledge,
Skills and
Self-Efficacy
Incentives
Implementation
Plans Leadership
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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.
Infrastructure
Vision
Resources Knowledge,
Skills and
Self-Efficacy
Incentives
Implementation
Plans Leadership
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 our plate is too full!”
Initiative Braiding
Braid other district and building initiatives into the MTSS framework. This should help your district accomplish its goals.
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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.
Infrastructure
Vision
Resources Knowledge,
Skills and
Self-Efficacy
Incentives
Implementation
Plans Leadership
Unless you have the skills, it’s high anxiety.
Training Component Concept Understanding
Skill Attainment Application
Presentation of 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.
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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
Infrastructure
Vision
Resources Knowledge,
Skills and
Self-Efficacy
Incentives
Implementation
Plans Leadership
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 of 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
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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 on 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%)
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Is the Plan Working?
0
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
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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 outcomes for all students will come!
• Assess your needs and set your goals
• Use RTI worksheet and fidelity rubric
#SPEDAhead
new realities
new choices
Q & A
10/24/16
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#SPEDAhead
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What are the differences between RTI and MTSS?
#SPEDAhead
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What strategies have you
found to be most successful in helping
principals become leaders for the MTSS
process?
#SPEDAhead
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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?
#SPEDAhead
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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
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#SPEDAhead
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What is the best way to
convey that RTI is an ongoing collaborative
process that may need to be adjusted instead
of 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 of 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?
#SPEDAhead
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What does research
suggest about the role of technology,
including blended and online learning, in
implementing successful
MTSS?
10/24/16
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